Effects Of Social Skills Training Research Articles

The Effect of Social Skills Training on Self Concept of Teenage Mothers, A case study of Training College in Kenya

The Effect of Social Skills Training on Self Concept of Teenage Mothers, A case study of Training College in Kenya

Social Skills Practice Strategy Opportunities for Students With EBD

Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.

Effectiveness of Social Skills Training to Reduce Students Aggressive Behavior

This study was conducted to examine the effectiveness of social skills training to reduce students aggressive behavior in the city of Makassar. This study uses 20 participants (students) from the four faculties, which are Faculty of language and literature, Faculty of Art and Design, Faculty of Engineering, and faculty of sports in the UNM. This study uses a pre-experimental design and data analysis by using t-test. The results showed that the level of aggressiveness of 20 students during the pretest in at the high category, but after being given the social skills training the level is in the low category. In addition, it shows that social skills training is effective in reducing aggressive behavior of students. The results showed that social intelligence training which includes training materials, namely (1) to train students self-consciousness (self-awareness), (2) how to express feelings, (3) students etiquette , (4) time management, and (5) conflict management to reduce students aggressive behavior at UNM. The implications of this study are that to reduce students conflict at UNM, then social skills training should be used as patterns for new student orientation for all students in all faculties at UNM.

Effectiveness of Social Skills Training in the High-risk Behaviors and Communication Skills of Secondary School Students

Background: The present study aimed to determine the effectiveness of social skills training in high-risk behaviors and communication skills among secondary school students in Kaleybar City. Methods: This was a quasi-experimental study with a pre-test, post-test control group design. The statistical population of the study consisted of all the male high school students of Kaleybar City in the academic year of 2018-2019. First, two high schools were randomly selected from the districts of Kaleybar (East Azarbaijan province), one class was randomly selected from each school, and then, 40 students in the selected schools were randomly assigned into two groups: experimental (n=20) and control (n=20). The high-risk behaviors and communication skills scales were used for data collection. Descriptive statistics (mean and standard deviation) and covariance analysis were used to analyze the data at the significant level of 0.05. Results: The results showed that social skills training focused on high-risk behavior and its components (violence, smoking, drug use, alcohol consumption, and the opposite sex) and communication skills (feedback, listening, and verbal skills) positively affected the students, reduced risky behaviors, and increased communication skills (P<0.05). Conclusion: Paying attention to the social skills of students can crucially reduce their high-risk behaviors and enhance their communication skills.

Effectiveness of social skills training conducted in a group of subjects with first-episode psychosis

IntroductionCognitive deficits are considered a key feature of schizophrenia due to their substantial influence on the psychosocial outcome of subjects affected by this disorder. Several studies showed that moderate to severe cognitive impairments, including dysfunctions of social cognition, are already present during the early phases of the illness, in subjects with first-episode psychosis (FEPs). Psychosocial interventions, such as social skill training (SST), could therefore be implemented already upon occurrence of the first episode of psychosis to improve the overall functional outcome of schizophrenia, which represents to date an unmet need in the care of these patients.ObjectivesThe study aims to evaluate the use of SST to enhance social skills and real-life functioning in FEPs.MethodsThe sample included 7 FEPs (age between 15 and 40). The SST intervention included 30 sessions lasting 2 hours and delivered twice a week. Psychopathology, neurocognition, real life functioning, functional capacity and social cognition were assessed at baseline ad after training. Paired samples t-tests were performed to evaluate the effects of the intervention. All subjects were treated with second generation antipsychotics.ResultsSignificant improvements were observed in negative symptoms, social cognition, problem solving skills, as well as in global functioning (all p<0.05). Within real-life functioning, the improvement was greater for the domain of interpersonal relationships.ConclusionsThese preliminary findings suggest that SST might complement pharmacological treatment in FEPs to improve functional outcome in these subjects. Further studies with a higher sample size and a longer follow-up are required in order to confirm the present results.

Effect of social skills training on interpersonal interactions of children with autism: an interventional research

Autism is a neuro-developmental disorder typically appears prior to the age of three years, and seriously limits the normal development of children. However, there is a wide variety of effective intervention programs and strategies designed to help children with autism. Hence, this research aimed to see the effect of social skills training on interpersonal interaction of children with autism. Using pre-post equivalent experimental and control group design, data were collected from a sample of eight children using Autism Social Skills Profile Rating Scale before and after the implementation of social skills training. Data were analyzed through frequency, percentage, mean, standard deviation, and independent samples t-test. The pre-intervention assessment revealed that participants of the experimental and the control groups did not significantly differ but both groups scored below half on the total scale point and almost one-third of the maximum score on social reciprocity and social participation sub-scales. The result of the intervention also indicated that children in both groups demonstrated positive changes in their overall social skills including the sub-scales. However, it was found out that the experimental group has greater mean scores as compared to the control group on total scale, social participation and social reciprocity subscales. But the increment on detrimental social behaviors subscale in the experimental group was with a decreasing rate. Based on this finding, it can be concluded that social skills training intervention improves social skills of children with autism. Therefore, it is recommended that further intensive and comprehensive intervention is very critical to more improve the social skills of children with autism.

Efektywność treningu kompetencji społecznych w profilaktyce zachowań agresywnych dzieci i młodzieży – przegląd literatury. Możliwości, ograniczenia i nowe perspektywy badawcze

The article attempts to assess the effectiveness of social skills training in the social prevention of aggressive behaviour of children and adolescents, using a review of Polish and international research literature. The main goal of the article is to indicate the possibilities and limitations of using social skills training in the prevention of behaviour of this social group. The main assumption is to verify effectiveness in the perspective of various manifestations of aggressive behaviour of children and adolescents. The starting point for the analysis is the concept of evidence-based practice in social prevention, which assumes obtaining maximum efficiency based on empirical scientific evidence that comes from implementations and experimental studies.T he work results indicate areas of lower efficiency and an attempt to explain their causes and indicate further research perspectives.

Effects of social skills training on school climate

Effects of social skills training on school climate

What are the effects of social skills training on children with attention-deficit/hyperactivity disorder? A Cochrane Review summary with commentary.

What are the effects of social skills training on children with attention-deficit/hyperactivity disorder? A Cochrane Review summary with commentary.

Effectiveness of Social Skills Training in Person with Schizophrenia: A Case Study

Background: Schizophrenia imposes problems in day to day living, community functioning, interpersonal relationships, problem-solving strategies or new skills acquisition. Psychosocial intervention like social skills training helps in the improvement of social skills of the person with schizophrenia. The applicability of social skills training for the patient with poor social skills has been well evidenced in social work practice. Aim: The present case study aimed to improve the social skills of the person with schizophrenia by using social skills training. Methodology: This case study was a single subject case study done in the inpatient department of LGBRIMH, Tezpur. A case diagnosed with schizophrenia according to ICD-10 criteria was selected. Psychiatric social work assessment was done using clinical and social history proforma, Work Behaviour Inventory, Social Adaptive Functioning Evaluation (SAFE), Positive and Negative Syndrome Scale (PANSS), Social Skills Checklist was administered before and after the intervention. Based on the assessment social skill training was provided to improve the social skills of the client. Results: There were changes observed in pre and post scores of social functioning, social skills, positive and negative symptoms. Significant changes were noticed in social skills and work functioning. Conclusion: Social skills training is effective and can be provided for improving social skills, for enhancing work behaviour and social functioning.

The Effectiveness of Social Skills Training on Aggression and Impulsive among Kindergartens Children

Introduction: Social interaction is an inevitable technique and resource of children's mental development, and children learn how to interact with others. The purpose of this study was to determine the effectiveness of social skills training on aggression and impulsive among kindergartens children in Tehran in 2017-2018. Materials & Methods: The study was a quasi-experimental design with a pre-test and post-test were selected by simple random sampling to compare a group of experiments (N= 7) with control (N = 7) groups. In this study, the statistical population in Tehran kindergartens in 2017-18 consisted of all children aged 4 to 6 years. The intervention was conducted 10 sessions in 60-minute after pre-test and then the results were evaluated in two stages of pre-test and post-test by Matson's Social Skills Questionnaire and finally, after about one month the data were collected. Data were analyzed by using SPSSver.22 software. Results: According to the descriptive findings, the age range of 4 to 6 years with mean age of 5.5 years. The mean and SD scores of aggression and impulsive behaviors in the experimental and the control group were 24.14± 6.24 and 26.17±8.11, respectively. The mean scores of aggression and impulsive behaviors in the experimental group increased from 26.71 to 28.17 in the post-test. The standard deviation of these scores is 6.47 and 7.54, respectively. So that, the test did not show a significant difference at a level of p< 0.05. Conclusion: Considering the use of social skills training interventions, it did not show a significant difference between aggression and impulsive in kindergartens children. Therefore, it is necessary to teach methods along with other psychotherapeutic to reduce aggression and impulsive behaviors among kindergartens children.

PELATIHAN KETERAMPILAN SOSIAL UNTUK MENGATASI KECEMASAN SOSIAL PADA ANAK MENJELANG BEBAS DI LPKA

This research is a literature study on social anxiety experienced by Class II Jakarta-assisted Child Development Institutions (Child Development Institutions) when they are free. Previously, LPKA was widely known by the public as Child Prison. Study of the theory of experts and related studies are used as the basis for reinforcing assumptions in the field. Social anxiety in this study focused on children approaching free in Class II LPKA Jakarta. The results of the study indicate the existence of social anxiety experienced by children approaching free. One technique that can be used to overcome social anxiety is social skills training. There are three aspects of social anxiety, namely: fear of negative evaluation, social avoidance and new distres, and social avoidance and general distres. Social skills training uses the following techniques: (1) Instructions, (2) Modeling, (3) Exercises, (4) Training, feedback, reinforcement, and (5) Homework. The next interesting study to be developed is the effectiveness of social skills training in overcoming social anxiety of LPKA children before being free.

A randomized controlled trial of social skills training for patients with treatment-resistant schizophrenia with predominantly negative symptoms

We conducted a randomized controlled trial to assess the effectiveness of social skills training (SST) in improving negative symptoms in patients with treatment-resistant schizophrenia with predominantly negative symptoms. Patients were randomized to receive SST (n = 29) or to a control group (n = 33), in a 20-week program with weekly group sessions. Patients were assessed at baseline, post-treatment (20 weeks) and 6-month follow-up with the Positive and Negative Syndrome Scale. There was no significant improvement in the negative symptoms in either group, at any timepoint. Caution is warranted to interpret the results due to small sample size.

The effectiveness of social skills training (SST) for juvenile delinquents: a meta-analytical review

ObjectivesTo examine the effectiveness of social skills training (SST) for juvenile offenders and for whom and under which conditions SSTs are the most effective.MethodsMultilevel meta-analyses were conducted to examine the effectiveness of juvenile offender SST compared to no/placebo treatment and alternative treatment on offending, externalizing problems, social skills, and internalizing problems.ResultsBeneficial effects were only found for offending and social skills compared to no/placebo treatment. Compared to alternative treatment, small effects on only reoffending were found. Moderator analyses yielded larger effects on offending, with larger post-treatment effects on social skills. Effects on externalizing behavior were only reported in the USA, and effects on social skills were larger when the outcomes were reported through self-report.ConclusionsSST may be a too generic treatment approach to reduce juvenile delinquency, because dynamic risk factors for juvenile offending are only partially targeted in SST.

Beyond topography: addressing the functional impact of social skills training for students with autism

ABSTRACT Students with autism spectrum disorder often require social supports to function well in a mainstream class setting. Researchers have demonstrated the effects of social skills training for students with autism, but their work has focused primarily on topographically defined outcomes, such as increasing the frequency of social behaviours. More research is needed to address the functional impact of social skills training on social experiences, such as improvements in the quality of life for students with autism. This study examined the effects of a behavioural skills training form of social skills intervention on the social interactions of students with autism in an inclusive school setting. The intervention increased participants’ social behaviour. However, its mixed results in the quality of peer responses may be a more meaningful indicator of its effect on the quality of social lives of the participants. The authors discuss the implications of these findings for current practice and future research.

The Effect of Social Skills Training on Subjective Well-being, Alexithymia, and Social Competence in Children with Oppositional Defiant Disorder

The Effect of Social Skills Training on Subjective Well-being, Alexithymia, and Social Competence in Children with Oppositional Defiant Disorder

The effects of Social Skills Training focused on gaze behavior and smile in a conversation

The effects of Social Skills Training focused on gaze behavior and smile in a conversation

Effect of Social Skills Training on Juveniles’ Psychological Problems in a Detention Center in Ghana

Background: In this world it is important to train children to acquire useful skills such that they would take care of themselves tomorrow and show good behaviors. The world can only be a peaceful and developed place if children are trained to acquire social skills that are useful. Therefore, to determine whether social skills training would change juvenile misbehavior this study was conducted.&#x0D; Methods: This study was a quasi-experimental design. The sample was drawn from a population of 97 juveniles in detention at a Senior Correctional Center (formally known as Borstal Institute) in Accra, Ghana. The sample was 50 juveniles in a Correctional Center. The outcome measure was Brief Symptom Inventory (BSI). Test scores on delinquent behavior were compared across the two groups; (1) 25 juveniles who underwent social skills training (SST) and (2) 25 matched control group of juveniles who did not undergo SST. Participants in the training group underwent a one-month SST. The training sessions lasted for 60 minutes and they met three times a week for four weeks. Data collection was from May 2017 to August 2017.&#x0D; Results: The results of the experimental group showed that 8 subscales somatization (df = 48; t = 2.39; p &lt; .025), obsessive-compulsion (df = 48; t = 4.32; p &lt; .001), depression (df = 48; t = 4.13; p &lt;.001), anxiety (df = 48; t = 3.80; p &lt; .001), hostility (df = 48; t = 3.74; p &lt;. 001), phobic anxiety (df = 48; t = 3.80; ρ &lt; .001), paranoid ideation (df = 48; t = 2.46; p &lt; .021), and Psychoticism (df = 48; t = 2.28; p &lt; .032) to have statistically significant differences.&#x0D; Conclusion: This study found that out of the 9 subscales used only 1 scale was not statistically significant for the experimental group. This study provided evidence indicating juveniles who underwent social skills training (SST) had improvement in their social skills as compared to their colleagues who did not have such training.

Investigation of the Effect of Social Skills Training on the Motivation Levels of Preschool Children

The study was carried out in order to determine the effect of the Skills Training applied to 48-60-month-old children attending pre-school education institutions on the children’s motivation levels. The study was conducted in a one-group pretest-posttest experimental design. The study group consisted of 16 children aged 48-60 months and attending a pre-school education institution. The study was planned in a one-group experimental design since there was no other equivalent group in terms of the characteristics of the experimental group. The “Personal Information Form” and the “Dimensions of Mastery Questionnaire (DMQ 18) for Preschool Children” were used as data collection tools in the study. In the study, the Social Skills Training Program was implemented to the children for 14 weeks and two days a week. The motivation levels of the children before and after the program were measured by the Wilcoxon signed-ranks test. As a result of the analyses, a significant difference was detected in favor of the post-test between the scores the children obtained before and after the Social Skills Training Program (p<0.05). In the permanence test conducted, it was determined that the effect of the program continued after the program. In other words, it was concluded that there was a significant difference in the motivation levels of the children who took the Social Skills Training Program and the effect of the program was permanent. By considering the contribution of social skills training programs to motivation in pre-school education institutions, their restructuring can be suggested. Awareness training can be provided to families on contributing to the motivation levels of children by supporting their social skills.

Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years.

Attention deficit hyperactivity disorder (ADHD) in children is associated with hyperactivity and impulsivity, attention problems, and difficulties with social interactions. Pharmacological treatment may alleviate the symptoms of ADHD but this rarely solves difficulties with social interactions. Children with ADHD may benefit from interventions designed to improve their social skills. We examined the benefits and harms of social skills training on social skills, emotional competencies, general behaviour, ADHD symptoms, performance in school of children with ADHD, and adverse events. To assess the beneficial and harmful effects of social skills training in children and adolescents with ADHD. In July 2018, we searched CENTRAL, MEDLINE, Embase, PsycINFO, 4 other databases and two trials registers.We also searched online conference abstracts, and contacted experts in the field for information about unpublished or ongoing randomised clinical trials. We did not limit our searches by language, year of publication, or type or status of publication, and we sought translation of the relevant sections of non-English language articles. Randomised clinical trials investigating social skills training versus either no intervention or waiting-list control, with or without pharmacological treatment of both comparison groups of children and adolescents with ADHD. We conducted the review in accordance with the Cochrane Handbook for Systematic Reviews of Intervention. We performed the analyses using Review Manager 5 software and Trial Sequential Analysis. We assessed bias according to domains for systematic errors. We assessed the certainty of the evidence with the GRADE approach. We included 25 randomised clinical trials described in 45 reports. The trials included a total of 2690 participants aged between five and 17 years. In 17 trials, participants were also diagnosed with various comorbidities.The social skills interventions were described as: 1) social skills training, 2) cognitive behavioural therapy, 3) multimodal behavioural/psychosocial therapy, 4) child life and attention skills treatment, 5) life skills training, 6) the "challenging horizon programme", 7) verbal self-instruction, 8) meta-cognitive training, 9) behavioural therapy, 10) behavioural and social skills treatment, and 11) psychosocial treatment. The control interventions were no intervention or waiting list.The duration of the interventions ranged from five weeks to two years. We considered the content of the social skills interventionsto be comparable and based on a cognitive-behavioural model.Most of the trials compared child social skills training or parent training combined with medication versus medication alone. Some of the experimental interventions also included teacher consultations.More than half of the trials were at high risk of bias for generation of the allocation sequence and allocation concealment. No trial reported on blinding of participants and personnel. Most of the trials did not report on differences between groups in medication for comorbid disorders. We used all eligible trials in the meta-analyses, but downgraded the certainty of the evidence to low or very low.We found no clinically relevant treatment effect of social skills interventions on the primary outcome measures: teacher-rated social skills at end of treatment (standardised mean difference (SMD) 0.11, 95% confidence interval (CI) 0.00 to 0.22; 11 trials, 1271 participants; I2 = 0%; P = 0.05); teacher-rated emotional competencies at end of treatment (SMD -0.02, 95% CI -0.72 to 0.68; two trials, 129 participants; I2 = 74%; P = 0.96); or on teacher-rated general behaviour (SMD -0.06 (negative value better), 95% CI -0.19 to 0.06; eight trials, 1002 participants; I2 = 0%; P = 0.33). The effect on the primary outcome, teacher-rated social skills at end of treatment, corresponds to a MD of 1.22 points on the social skills rating system (SSRS) scale (95% CI 0.09 to 2.36). The minimal clinical relevant difference (10%) on the SSRS is 10.0 points (range 0 to 102 points on SSRS).We found evidence in favour of social skills training on teacher-rated core ADHD symptoms at end of treatment for all eligible trials (SMD -0.26, 95% CI -0.47 to -0.05; 14 trials, 1379 participants; I2= 69%; P = 0.02), but the finding is questionable due to lack of support from sensitivity analyses, high risk of bias, lack of clinical significance, high heterogeneity, and low certainty.The studies did not report any serious or non-serious adverse events. The review suggests that there is little evidence to support or refute social skills training for children and adolescents with ADHD. We may need more trials that are at low risk of bias and a sufficient number of participants to determine the efficacy of social skills training versus no training for ADHD. The evidence base regarding adolescents is especially weak.