Preparatory Procedures for Videotaped Feedback to Improve Social Skills

Abstract

Videotaped feedback in conjunction with group approaches which utilized didactic lectures, behavioral problem solving, or group exercises to increase cohesion were compared to ascertain their effectiveness in improving social skills for undergraduates. Self-report, partners' evaluations, and independent observers' ratings indicated that group treatment coupled with feedback nondifferentially improved social skills over time. For undergraduates undergoing brief social skills training, differences in subjects' preparation involving videotape feedback may not produce corresponding differences in subjects' behavior.