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## Breadcrumb

            -  Evidence for Program Improvement 
            -  Externalizing Relational Interventions 
            -           Provide Opportunities for Youth to Learn and Practice Interpersonal Skills and Intrapersonal Development      

# Provide Opportunities for Youth to Learn and Practice Interpersonal Skills and Intrapersonal Development

## Outcome

### Externalizing Behavior

## Intervention Family

### Relational Interventions

 Relational Interventions             Deliver one-on-one using lesson plans             Deliver in a dedicated setting             Emphasize interpersonal and intrapersonal skills              Prioritize youth with behavior problems            Service-learning       

## Provide Opportunities for Youth to Learn and Practice Interpersonal Skills and Intrapersonal Development

## Evidence

The 79 relational interventions that included **any content relating to interpersonal skills or intrapersonal development** showed greater reductions in participants’ externalizing behavior than those that did not include this content. More than half (46) of these interventions included content related to both interpersonal skills and intrapersonal development.
Youth who lack interpersonal skills tend to have difficulty expressing themselves, understanding others, and navigating social interactions with peers, teachers, and parents. They may become frustrated more easily, and lack the healthy coping skills needed to avoid aggressive or disruptive behavior. Youth with less-developed interpersonal skills also are more likely to be rejected by their prosocial peers, which can lead to associations with anti-social peer networks, further exacerbating externalizing behavior. Many of the interventions contributing evidence to this recommendation addressed both interpersonal skills and intrapersonal development – values, norms, and beliefs about the self, and personal skills like goal-setting. Some of these intrapersonal factors, in combination with interpersonal skills, may help buffer or reduce the risk of engaging in externalizing behaviors.
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Assess Feasibility- Current content. .  	Assess the extent to which your program already covers interpersonal skills and intrapersonal development. See Box 1 below for the type of content to look for.
- Program structure. .  	Assess whether there is room to add this content to your curriculum or program guidance. Where would it fit? What would need to change? For example, would you need to add sessions? Increase time spent on this content relative to other areas? Train staff to deliver the content?
- Funding requirements. .  	Are there funding constraints on what content must be delivered? Is there flexibility to modify content?
- Resources .  	Review current resources. What resources might need to be added or shifted to accommodate content changes?
- Organizational readiness. .  	Engage your team for input on the type of support they will need. What kind of information, training, or resources do they need to implement these changes to content?
Take Action
Consider any of the following depending on the results of your assessment:
- Identify subject matter experts  who can provide in-service training to your organization and teams to learn best practices for integrating interpersonal skills into relational interventions like mentoring or counseling.
- Revise lessons plans, staff training content or internal program guidance  to ensure coverage of interpersonal skills.
- Incorporate interpersonal skills as a case  management goal  for mentor-mentee matches and counseling clients.
- Train mentors  on ways to practice interpersonal skills with their mentees, and suggest activities that provide these opportunities.
- Engage youth in planning  to ensure content is youth-focused and designed to meet their needs.

**INTERPERSONAL SKILLS CONTENT**
- Family communication and relationships
- Peer communication, peer relationships, peer group interaction
- Prosocial behavior (voluntarily helping, sharing, cooperating with others)
- General interpersonal communication skills (e.g., active listening)
- Identifying, understanding, and communicating feelings
- Conflict Resolution

**INTRAPERSONAL DEVELOPMENT**
- Values clarification
- Individual responsibility
- Self-confidence, self-efficacy, self-competence
- Self-concept or understanding yourself
- Self-worth or self-esteem
- Goal setting
- Decision-making

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