1. Historical Background
Psychological research on interpersonal skills began developing in the mid-20th century, drawing on behavioral therapy and learning theory. The primary focus was on behavioral interventions for social anxiety and interpersonal difficulty. In the 1950s and 60s, Bandura's social learning theory attracted significant attention, spreading the understanding that interpersonal skills can be acquired through observation and imitation [1].

In the 1970s, researchers including Argyle and Lazarus systematized the specific components of interpersonal behavior, establishing Social Skills Training (SST) as a structured approach. Skills such as eye contact, non-verbal expression, and assertiveness became defined training targets and were established as practical competencies [2]. In Japan, Akio Kikuchi proposed social skills education and evaluation methods adapted to children's developmental stages, advancing their application in educational settings [3].

From the 1980s onward, the influence of cognitive behavioral therapy brought greater attention to the role of thinking patterns and beliefs in interpersonal situations — recognizing that the correction of negative automatic thoughts is effective in improving interpersonal skills [4].

From the 2000s, the concept of Emotional Intelligence (EQ), developed by Goleman and others, attracted growing attention, clarifying that the ability to understand and regulate one's own and others' emotions contributes meaningfully to building healthy interpersonal relationships [5].

Mitsuru Aikawa further organized the psychological elements of interpersonal relationships — including self-disclosure, trust, and conflict resolution — offering a more multidimensional framework for understanding them [6]. In recent years, research has also expanded to address cross-cultural understanding and the interpersonal skills required for digital environments such as social media, reflecting the growing importance of flexible relationship-building in an increasingly diverse society [7].

In this way, research on interpersonal skills has expanded across behavioral, cognitive, emotional, cultural, and digital domains — continuing to provide practical insights relevant to contemporary social life.


2. Scale Development
The following existing scales are among the most significant prior work in measuring interpersonal relationship skills.

Social Skills Rating System (SSRS): A multidimensional scale targeting children through adults, evaluating cooperation, assertiveness, and self-control, with assessments drawn from teachers, caregivers, and the individuals themselves [8].

Interpersonal Competence Questionnaire (ICQ): A scale measuring the integrated cognitive, emotional, and behavioral dimensions of interpersonal relationships, capable of comprehensive evaluation across a wide range of interpersonal abilities [9].

KiSS-18 (Social Skills Scale): Developed by Akio Kikuchi, this is an effective assessment tool for social skills education, particularly targeting children [3].

Digital Social Competence: A recently emerging concept providing a new framework for measuring interpersonal skills in digital environments, including social media [10].

Drawing on the above prior research, this assessment was designed to incorporate a new set of dimensions suited to contemporary life. Specific additions include the evaluation of social media skills and the ability to build flexible relationships with people holding diverse values. The inclusion of psychological dimensions — such as self-awareness, understanding of others, and empathy — also enables a more comprehensive assessment of interpersonal relationship Building.

A team of certified psychologists, clinical psychologists, and graduates of psychology master's programs conducted brainstorming sessions to generate candidate items. These were then grouped using the KJ method, resulting in eight clusters. The items were subsequently reviewed and refined, with three questions selected per dimension to allow the assessment to be completed in a relatively short time while still providing clear and meaningful results.

• ● Active Listening
• 1. I offer rich and varied acknowledgment when others are speaking.
• 2. I tend to respond to what others say in an affirming way.
• 3. Questions come to me naturally during conversation.
• ● Speaking Ability
• 4. I actively share things about myself in conversation.
• 5. I am able to develop and expand on topics in conversation.
• 6. I am able to bring humor into my conversations.
• ● Non-verbal Communication
• 7. I smile frequently and expressively.
• 8. I make consistent and natural eye contact.
• 9. My voice tends to be warm and bright in tone.
• ● Consideration for Others
• 10. I pay close attention to others' facial expressions.
• 11. I notice when someone around me is struggling.
• 12. I am able to offer kind and considerate words to others.
• ● Assertiveness
• 13. I am able to decline things I am not comfortable with.
• 14. I am able to stand up for my own rights when needed.
• 15. I am able to address disagreements through constructive dialogue.
• ● Positive Orientation
• 16. I believe that building rich relationships with others is genuinely important.
• 17. I find interacting with people enjoyable.
• 18. I want to broaden my perspective by talking with a wide range of people.
• ● Anger Management
• 19. My tone is consistently calm and measured.
• 20. I generally remain patient when others frustrate me.
• 21. I am generally tolerant of others' mistakes.
• ● Social Media Skills
• 22. I actively use social media as part of how I build relationships.
• 23. I am open to trying new apps and digital communication tools.
• 24. I am careful and thoughtful before posting criticism online.

● Number of Questions

8 factors × 3 questions each

● 5-Point Scale

Strongly Disagree　　0

Disagree　　　　　　1

Neutral　　　　　　　2

Agree　　　　　　　　3

Strongly Agree　　　4

● High / Moderate / Low Threshold per Factor

8 to 12　　Good　　5 to 7　　Fair　　0 to 4　　Poor

● Overall Score Thresholds

78 to 96　　Excellent

58 to 77　　Good

44 to 57　　Fair

0 to 43　　　Poor

For each dimension, we provided an evaluation of approximately 1,000 characters covering key characteristics and points to be aware of. The content was developed based on prior research and the clinical experience of the authors.

This assessment has not been subjected to factor analysis or checks for reliability and validity. It reflects the professional judgment of specialists, but please note that it lacks sufficient statistical grounding and is not intended for use in academic research.

[1] Bandura, A. (1977). Social Learning Theory. Prentice Hall.
[2] Argyle, M. (1972). The Psychology of Interpersonal Behaviour. Penguin Books.
[3] Kikuchi, A. (1994). Theory and Practice of Social Skills Education. Kaneko Shobo.
[4] Dobson, K. S., & Dozois, D. J. A. (2001). Risk Factors in Depression. Academic Press.
[5] Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
[6] Aikawa, M. (2005). The Psychology of Interpersonal Relationships. Yuhikaku.
[7] Nakano, A. (2018). Communication education in the age of social media. Japanese Journal of Educational Psychology, 66(3), 211–223.
[8] Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. American Guidance Service.
[9] Buhrmester, D., Furman, W., Wittenberg, M. T., & Reis, H. T. (1988). Five domains of interpersonal competence in peer relationships. Journal of Personality and Social Psychology, 55(6), 991–1008.
[10] Wegerif, R. (2013). Dialogic: Education for the Internet Age. Routledge.