Programs can capitalize on teaching effective social skills through normal life activities. When an adolescent is seen exhibiting good social skills, such as consideration, negotiation, or respect, supervising adults should reinforce the behavior as being appropriate. When adult, role models witness an adolescent engaging in poor social skills, such as rude behavior, correction should be given.
Programs designed to encourage effective, adolescent social skills should include environmental consistency. For example, rules within a classroom or home develop a framework for behavior that allows students to learn boundaries and proper situational protocols. If no rules are set, a program for social behavior can become confusing and unmanageable. The environment should mimic an adult, work environment where appropriate behavior is defined and enforced.
Certain adolescents may need tailored programs with more individual attention. For example, a teen with a disability may find socializing more challenging and, therefore, may be required to develop added or different sets of social skills. Special education students may need to be introduced to mainstream teens in smaller, more controlled groups for instance. Social skills programs should take into account the individual students involved and address any unique circumstances than may affect their social behavior.
Coherent plans at home and at school should set aside specific time to discuss the benefits of positive, social skills. Consequences of behavior should be openly and seriously discussed. Adolescents can be required to study social skills in a formalized, class setting in school. At home discussion time can be set aside with parents during dinner or during other captive periods to focus on interpersonal skills and how they facilitate positive lifestyles.