1. Start a conversation with a boy or girl who you don’t know very well.
2. Express your opinion to a group of kids discussing a subject of interest to you.
3. Join a group of kids in the school cafeteria for lunch.
4. Work on a project with a student you don’t know very well.
5. Help make a new student feel comfortable with your group of friends.
6. Share with a group of kids an interesting experience you once had.
7. Put yourself in a new and different social situation.
8. Volunteer to help organize a school dance.
9. Ask a group of kids who are planning to go to a movie if you can join them.
10.Stand up for your rights when someone accuses you of doing something you didn’t do.
11.Get invited to a party that’s being given by one of the most popular kids in the class.
12.Keep up your side of the conversation.
13.Be involved in group activities.
14.Find someone to spend recess with.
15.Wear the kind of clothes you like even if they are different from what others wear.
16.In a line-up‚ tell a student who pushes in front of you to wait his or her turn.
17.Stand up for yourself when another kid in your class makes fun of you.
18.Help a student who is visiting your school for a short time to have fun and interesting experiences.
19.Join a school club or sports team.
20.Express your feelings to another kid.
21.Ask someone over to your house on a Saturday.
22.Ask someone to go to a school dance or movie with you.
23.Go to a party where you are sure you won’t know any of the kids.
24.Ask another student for help when you need it.
25.Make friends with kids your age.
Friendship‚ Social Assertiveness‚ Social groups/parties‚ Public performance‚ and Giving/receiving help
1= “Impossible to do” to 7= “Very easy to do”
Friendship (1‚ 12‚ 14‚ 20‚ 21‚ 22‚ and 23)‚ Social Assertiveness (2‚ 10‚ 15‚ 16‚ and 17)‚ Social groups/parties (3‚ 7‚ 9‚ 11‚ and 23)‚ Public performance (4‚ 6‚ and 8)‚ and Giving/receiving help (5‚ 18‚ and 24)
This instrument can be found at: Simmons C. A.‚ Lehmann P. (eds). Tools for strengths-based assessment and evaluation‚ New York‚ NY: Springer‚ pp. 461-462. (2013). Google Scholar
Connolly‚ J. (1989). Social self-effi cacy in adolescence: Relations with self-concept‚ social adjustment‚ and mental health. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement‚ 21(3)‚ 258–269.