Effects Of Social Skills Training Research Articles

Effects of social skills training on preschool children with ADHD tendencies

Effects of social skills training on preschool children with ADHD tendencies

Effectiveness of Social Skills Training for reduction of self-perceived Stigma in Leprosy Patients in rural India – a preliminary study

To assess the effectiveness of social skills training in leprosy patients to raise self-esteem and reduce self-perceived stigma. Five leprosy patients were given 10 day-long group-sessions of social skills training over 3 weeks. Training involved: identification of the emotions and concerns of patients when interacting socially; analysis of positive and negative social interactions and non-verbal and verbal skills training. Role-plays, videos and live models were used. Self-esteem and a reduction in self-perceived stigma were assessed qualitatively before and after training using semi-structured interviews. Assessment of change was scored under the indicators: self-perception, family, wider community and job. Patients were assessed for displaying new ways of interacting with people and changes in expectations for the future. Qualitative analysis of the interviews before and after training suggested that social skills training could raise the self-esteem of leprosy patients and combat self-perceived stigma. Increase in self-esteem, as evident through the verbal interactions with the interviewers and behavioural changes in the community, were noted in the majority of patients. Social skills training along with counseling may be able to increase the self-esteem of leprosy patients, and so be a useful part of leprosy rehabilitation schemes to try and combat the stigma of leprosy.

Quality of life of adolescents with autism spectrum disorders: comparison to adolescents with diabetes

Relationships are of great importance during adolescence. Because of their social, communication and behavioral impairments, adolescents with Asperger's syndrome (AS) or high functioning autism (HFA) probably suffer from considerable impairment of their quality of life when facing their peers in school. Nevertheless, only one recent study has been published on this subject, indicating a lower health-related quality of life in children and adolescents with autism spectrum disorders (ASD) than in healthy controls. The goals of our study were to clarify the consequences of autistic disorder without mental retardation on such adolescents' daily lives, and to consider them in comparison with the impact of a chronic somatic disease (diabetes) and with the period of adolescence itself, using the VSP-A questionnaire. Adolescents with diabetes were chosen as a comparison group because of the encumbrance of having a constant need for insulin supplementation, to be assimilated to the constant need for communicative adjustments in teenagers with ASD, and the consequences in daily life. The effects of social skill training and social support on quality of life and the appropriateness of using the VSP-A in this population were also studied. Twenty-six adolescents with AS and HFA, 44 diabetic adolescents, and 250 controls completed a self-administered and validated questionnaire on quality of life, the VSP-A. Scores for adolescents with ASD were significantly lower than those of the control and the diabetic adolescents, especially for friendships, leisure time, and affective and sexual relationships. On the other hand, better scores were obtained for the relationships with parents and teachers and for self-image. Social parameters affected the quality of life of subjects with ASD, such as having friends, regularly participating in a sport, and having the support of a school carer. For subjects with autistic spectrum disorders and without mental retardation, impairment of quality of life is significant in adolescence and young adulthood. Such adolescents are dissatisfied with their relationships, although they often have real motivation to succeed with them. Relevance of VSP-A questionnaire in these special individuals is discussed.

The Effectiveness of Social Skills Training on Students' Levels of Happiness

Abstract Introduction; Improving the individuals’ health is one of the most important factors in communities. Nowadays, the health is considered as a complete physical and mental welfare. Not just the absence of disease or disability, the concepts such as self-satisfaction,life expectancy and social welfare in mental health description are the factors considered by World Health Organization,which are along with positive emotions like joy, peace, and happiness.Happiness, in thefield of psychology, is a positive emotion and deeper than a temporary good condition.Happiness is a stable feeling in positive emotions,understanding the reality of life and is meaningful.Happiness and mental health include positive emotions such as joy, peace, the sense of flowing and the fascination in life. General satisfaction, in various aspects of life, is called happiness. Purpose: To create happiness in people, motivational and cognitive processes can be taught to people that cause or increase the happiness. The aim of this study is to determine the effectiveness of social skills training on students’ levels of happiness. Materials and methods: This study is experimentally conducted by pre-test, post- test and proceeding in control group. The subjects of the study are selected from four groups of male and female students, two experimental groups and two control groups. The method of social skills training was as an independent variable and the level of happiness was as a dependent variable. They conducted the pre-test before training and post-test after four weeks of training, and proceeding six weeks after training. The statistical universe of this study includes all third year students in Babol University of Medical Sciences in academic year of 88. The sample group consisted of 100 students (males/females) who were selected by multistage random cluster sampling To measure the levels of students’ happiness, the Oxford Happiness Questionnaire was used which has 29 questions withfour options. The intervention method- Levinson and Goth Lyb's‘social skills training program: the social skills training program is a great series of cognitive and behavioral techniques to increase the individuals’ happiness developed by Levinson and Goth Lyb (1995).To data analysis, the method of descriptive and inferential statistics indexes and SPSS software were used. Results: The statistical analysis indicated a significant difference between pre-test and post-test scores of students’ levels of happiness. So, it can be said that the social skills training programs lead to increase the levels of happiness. According to the results, there is no significant difference between male and female students’ levels of happiness. And also, regarding to the effectiveness of social skills training program, there is no significant difference between males and females. Conclusion: The findings indicated that Levinson and Goth Lyb's social skills training method is effective to increase the students’ levels of happiness. Regarding the continuation of happiness during the time, the studies indicated that the subjects even at the time of proceeding and after a long time were happy. In general, the researches indicated that happy and unhappy people are different in terms of intellectual structure, judgments and motivation. Happy people have more individual, familial, job, educational and social efficiency. Because the feeling of welfare and happiness has a significant role in students’ mental health, and all people aware of its positive effects on personal, familial, social, educational and job aspects, it is recommended that special attention should be paid to mental health. These findings indicate the importance of social skills training workshops in the first year of university. Due to its cost-effectiveness, in terms of both space and time, this program can be used well in university.

The Effects of Social Skills Training on the Peer Interactions of a Nonnative Toddler

The purpose of the present study was to increase peer interactions of a toddler who is nonnative. A 30-month old boy evidenced social withdrawal when playing at playgrounds. Social skills training served as the intervention to increase social initiations by this participant. Targeted social skills included greeting peers, gesturing to peers, imitating peers, offering something to peers, and accepting something from peers. The training included instructions, models, and praise. A multiple baseline across skills design was applied in this study. Results demonstrated that the participant's social interactions with peers increased when the social skills training intervention was introduced across each of the five social skills and was maintained as the instructions, models, and praise was gradually decreased. These findings indicate that this type of social skills training can be an effective way to increase the appropriate peer interactions of a nonnative toddler.

Effectiveness of Social Skills Training for Children with Developmental Disorders: Behavioral Analysis Using a Two-Dimensional Motion Capture System

Effectiveness of Social Skills Training for Children with Developmental Disorders: Behavioral Analysis Using a Two-Dimensional Motion Capture System

Study of the Effectiveness of Social Skills Training on Social and Emotional Competence among Students with Mathematics Learning Disorder

Introduction: the objective of the study was to determine the effectiveness of life skills training on social and emotional competence of students with mathematics learning disorder. Materials and Methods: in this study, 40 students with mathematics learning disorder were randomly selected in two groups including experimental and control. Key math test and Felner social competence questionnaire were used for data gathering. Intervention group was trained by life skills in eight sessions within one month. At the same time, control group was not trained. The students of both groups filled Felner social competence questionnaire before and after training. Then, the data were analyzed by multi-variant variance analysis test. Findings: the results showed that life skills training significantly improved social and emotional competence among the students with mathematics learning disorder. Conclusion: life skills training improved social and emotional competence among the students with mathematics learning disorder and can be used as an appropriate approach for the improvement of children’s social and emotional competence in learning disorder schools.

Come Play With Me

Come Play With Me

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 impulsitivity, attention problems, and difficulties with social interactions. Pharmacological treatment may alleviate symptoms of ADHD but seldom solves difficulties with social interactions. Social skills training may benefit ADHD children in their social interactions. We examined the effects of social skills training on children's social competences, general behaviour, ADHD symptoms, and performance in school. To assess the effects of social skills training in children and adolescents with ADHD. We searched the following electronic databases: CENTRAL (2011, Issue1), MEDLINE (1948 to March 2011), EMBASE (1980 to March 2011), ERIC (1966 to March 2011 ), AMED (1985 to June 2011), PsycINFO (1806 to March 2011), CINAHL (1980 to March 2011), and Sociological Abstracts (1952 to March 2011). We also searched the metaRegister of Controlled Trials on 15 October 2010. We did not apply any language or date restrictions to the searches. We searched online conference abstracts and contacted 176 experts in the field for possible information about unpublished or ongoing RCTs. Randomised trials investigating social skills training for children with ADHD as a stand alone treatment or as an adjunct to pharmacological treatment. We conducted the review according to the Cochrane Handbook for Systematic Reviews of Intervention. Two authors (OJS, MS) extracted data independently using an appropriate data collection form. We performed the analyses using Review Manager 5 software. We included 11 randomised trials described in 26 records (all full text articles) in the review. The trials included a total of 747 participants. All participants were between five and 12 years of age. No trials assessed adolescents. In 10 of the trials the participants suffered from different comorbidities.The duration of the interventions ranged from eight to 10 weeks (eight trials) up to two years. The types of social skills interventions were named social skills training, cognitive behavioural intervention, multimodal behavioural/psychosocial therapy, behavioural therapy/treatment, behavioural and social skills treatment, and psychosocial treatment. The content of the social skills interventionswere comparable and based on a cognitive behavioural model.Most of the trials compared child social skills training and parent training plus 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 regarding generation of the allocation sequence and allocation concealment. No trial reported blinding of participants and personnel and most of the trials had no reports regarding differences between groups in collateral medication for comorbid disorders. Overall, the trials had high risk of bias due to systematic errors. Even so, as recommended by the Cochrane Handbook of Systematic Reviews of Interventions, weused all eligible trials in the meta-analysis, but the results aredowngraded to low quality evidence.There were no statistically significant treatment effects either on social skills competences (positive value = better for the intervention group)(SMD 0.16; 95% CI -0.04 to 0.36; 5 trials, n = 392), on the teacher-rated general behaviour (negative value = better for the intervention group) (SMD 0.00; 95% CI -0.21 to 0.21; 3 trials, n = 358), or on the ADHD symptoms (negative value = better for the intervention group) (SMD -0.02; 95% CI -0.19 to 0.16; 6 trials, n = 515).No serious or non-serious adverse events were reported. The review suggests that there is little evidence to support or refute social skills training for adolescents with ADHD. There is need for more trials, with low risk of bias and with a sufficient number of participants, investigating the efficacy of social skills training versus no training for both children and adolescents.

Social skills training in children with PDD-NOS: An exploratory study

Objective. A deficit in social interaction is characteristic for children with Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). The aim of this exploratory study is to assess the effect of Social Skills Training (SST) in children with DSM-IV based PDD-NOS. Methods. Ten consecutively referred children (n = 3 girls and n = 7 boys, mean age = 8.5, mean Full Scale Intelligence Quotient [FSIQ] = 104) participated in the standardized SST in a university outpatient department of child psychiatry. The valid and reliable Children's Social Behaviour Questionnaire (CSBQ) and Self-Perception Profile for Children (SPPC) were filled out pre- and post treatment by parents and children respectively. Results. Parent's CSBQ total and subscale “Social understanding” scores were significantly lower after the SST. Children's scores on the subscale “Scholastic Competence” of the SPPC were significantly higher after SST, whereas their scores on the SPPC subscale “Physical Appearance” were significantly lower after SST as compared to before. Conclusions. This study provides a first indication of positive effects of SST in children with PDD-NOS.

Occupational Therapy Interventions for Recovery in the Areas of Community Integration and Normative Life Roles for Adults With Serious Mental Illness: A Systematic Review

This systematic review investigated research literature evaluating the effectiveness of occupational therapy interventions focusing on recovery in the areas of community integration and normative life roles for people with serious mental illness. The review included occupation- and activity-based interventions and interventions addressing performance skills and performance patterns, aspects of context and environment, activity demands, and client factors. The results indicated that the evidence of the effectiveness of social skills training is moderate to strong. The evidence for the effectiveness of life skills and instrumental activities of daily living (IADLs) training to improve performance is moderate, as is the evidence for neurocognitive training paired with skills training in the areas of work, social participation, and IADLs. The evidence for client-centered intervention and increased intensity and duration of treatment is limited but positive, and the evidence that providing intervention in the natural context is more beneficial than in the clinic setting is inconclusive.

Effects of Social Skills Training Using the Videos of Social Cognitions for Schizophrenics

Effects of Social Skills Training Using the Videos of Social Cognitions for Schizophrenics

사회상황이야기와 동작활동을 결합한 사회기술훈련이 ADHD 아동에게 미치는 효과

This study examined the effects of social skills training combined with social stories and movement activities designed to change the social behaviors of children with ADHD. Six first-grade children with ADHD participated in the training program, which was composed of 15 sessions over 2 months. Our results indicated that：(1) Children`s problematic behaviors were reduced after the training. Anxiety was reduced by a statistically significant level. Depression, delinquency, and hyperactivity were also reduced, but these did not reach a statistically significant level. (2) Children`s social skills were improved after the training. Self-assertion and self-control were increased by a statistically significant level. Cooperation was also improved, but it did not reach a statistically significant level. (3) Children`s social behaviors became more prosocial after participation in the training program. Children were also found to be able to express positive feeling more often, recognize social rules, and explain their ideas regarding friendship.

The effects of social skills training on self- esteem and aggression male adolescents

This study investigates the effects of social skills training on decreasing aggression (physical and verbal) and increasing selfesteem male adolescents under of support Orphanage centres in Tehran city. The experimental design using pre-test, post-test with control group is applied. Participations were 30 persons of the adolescents that were selected randomly of centre and examined with aggression questionnaire (AGQ) and self-esteem inventory of Cooper Smith pre-tests. The adolescents are purpose fully matched in experimental and control groups. During treatment experimental group received Social Skills instruction of 12 sessions of 60min in one month. Then both experimental and control groups are measured with post-tests. The results of covariate and repeated measures analysis shows that social skills training has not leaded to decreasing physical aggression (F=4.089, p>0.05).But training has decreased significantly amount verbal aggression in these adolescents (F = 14.428, p<0.001).Also training has not increasing self-esteem male adolescents (F=3.296, p>0.05).

The investigation of the effectiveness of social skill training in theory of mind improvement in aggressive students and the assessment of it's effective stability

The Purpose of the study was to investigate the effectiveness of social skill training in theory of mind improvement in aggressive students and the assessment of its effective stability. The subjects of study were 600 students (300 boys & 300 girls) of six, seven and eight grade that, were selected by cluster random sampling method. Grik and Grotpeter peer Nominational scale and DSMIV- TR were used to select aggressive subjects, and 80 aggressive students (36 girls & 44 boys) were selected for this study. Advanced theory of mind test was administered to measure theory of mind, and then the subjects were divided in two groups (1 experimental and 1 control group). Social skill training- to Experimental group was applied but the control group didn’t receive any trainings. Pre- test and post- test & on experimental and control groups were done.The results were analyzed by descriptive statistics, two way anova with repeated measurement. The results showed that there was a meaningful difference between the performances of two groups and the experimental group performance had been improved in post- test1 and was stable in pasttest2

The Effects of Social Skills Training vs. Psychoeducation on Negative Attitudes of Mothers of Persons with Schizophrenia: A Pilot Study

ObjectiveWe compared the effects of two brief psychoeducation programs and social skills training on the negative attitudes of mothers with a son who has schizophrenia.Methods15 mothers with strong negative feelings towards a sons with schizophrenia were assigned by convenience to participate in one of three brief (5 session) group programs at an outpatient clinic: lecture-based psychoeducation, video-based psychoeducation, or social skills training. Assessments using the Patient Rejection Scale were conducted with the mothers at post-treatment, and 3-, 6-, and 9-months later.ResultsMothers in the three groups demonstrated significantly different patterns of changes in their negative attitudes following treatment. Whereas the mothers who received the two psychoeducation interventions showed reductions in rejecting attitudes immediately following the program, their scores gradually increased at the subsequent follow-up assessments. In contrast, the mothers in the social skills training group showed reductions in negative attitudes that were sustained across all of the follow-up assessments.ConclusionBrief social skills training may be more effective than psychoeducation in reducing negative attitudes of parents who have an offspring with schizophrenia.

知的障害特別支援学校高等部での進路学習におけるソーシャルスキル・トレーニングの効果の検討

知的障害特別支援学校高等部での進路学習におけるソーシャルスキル・トレーニングの効果の検討

Effects of Social Skills Training in the Classroom for elementary school children

Effects of Social Skills Training in the Classroom for elementary school children

The Effect of Social Skill Training to Elementary School Pupils

The Effect of Social Skill Training to Elementary School Pupils

The effect of social skills training for high hostile children on perceived social support and school adjustment

The effect of social skills training for high hostile children on perceived social support and school adjustment