Abstract
The purpose of this study was to examine the conceptualization of children's social skill problems. For this purpose, the definitions of children's social skills and the conceptualizations of children's social skill problems were reviewd. As for the definitions, the social validity definition was supposed as the most valid, camparing to the other definitions. There were three models which were available to conceptualize the children's social skill problems : (1) the model which classified the problem into four types by distinction between learning and performance, (2) cognitive-social learning model which classified the problem into three types, (3) social information proccessing model. After the necessity to examine the relationship of contents of social skills and situational factors was discussed, a model of conceptualization of children's social skill problem was proposed as a hypothesis.
