Purpose of the Questionnaire

The purpose of the questionnaire is to assess social functioning in individuals identified as psychiatric patients who appear to exhibit social deficits.
The aim of the questionnaire is to evaluate the social functioning of various psychiatric patients in whom social deficits are observed.

Questionnaire Analysis

The questionnaire was developed by Giannakou in 2008. The test was previously trialed by Bellack et al. in 1981 and by Patterson et al. in 2001, and has been suitably adapted. After explaining the role-playing game and its essence to the examinee, a video-recorded example is presented. Subsequently, three tasks are administered, each lasting three minutes: two involving meeting new people, and the third focusing on the assertion of a right. Permission for the recording of the session is requested in parallel. Both the questions and the responses are predetermined and identical for every participant. The goal is for the participant to speak as much as possible, with the examiner only posing a new question if the participant’s response lasts less than 30 seconds.

Questionnaire Scoring

Initially, each hypothetical scenario is scored independently. The categories assessed and scored are: eye contact, spontaneous speech, content appropriateness, emotional expression, and dialogue continuation. The maximum possible score that an examiner can award is 36, with higher scores indicating better performance. When results are used for research purposes, it is advisable that two different examiners provide scores, in which case the final score is the sum of the individual scores given by each examiner.

Validity and Reliability

To evaluate the reliability level of the questionnaire, a comparison is made with Cronbach’s alpha values, using the minimum acceptable value from the Cronbach’s alpha test. The reliability test results yielded an alpha value of 0.834, which is higher than the established criteria (0.834 > 0.60), thus it can be stated that the tool is reliable. Furthermore, the majority of the elements used were deemed valid.

References

Foreign Literature
Patterson, T. L., Moscona, S., McKibbin, C. L., Davidson, K., & Jeste, D. V. (2001). Social skills performance assessment among older patients with schizophrenia. Schizophrenia Research, 48(2-3), 351–360.
Nurhasanah, N., Neviyarni, S., & Effendi, Z. M. (2019). The Effectiveness of Group Counseling with Role-Playing Techniques to Increase Student Empathy. International Journal of Applied Counseling and Social Sciences, 1(1), 54–61.
Greek Literature
Giannakou, M. (2008). Theory of mind in schizophrenia (No. GRI-2008-1861). Aristotle University of Thessaloniki.