Effects Of Social Skills Training Research Articles

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

Long-Term Effects of Social Skills Training on Depressive Symptoms in Children

本研究の目的は, 小学校3年生を対象とした集団社会的スキル訓練（集団SST）の実施による進級後の抑うつ症状への効果を検討することであった。本研究では, ウェイティングリストコントロールデザインが採用された。対象児童は, 先に集団SSTを実施する群（SST群114名）と, SST群の介入終了後, 同一の介入がなされるウェイティングリスト群（WL群75名）に割り付けられた。集団SSTは, 学級単位で実施され, 上手な聞き方, あたたかい言葉かけ, 上手な頼み方, 上手な断り方, 教師に対するスキルの全5回（1回45分）から構成された。加えて, 獲得された社会的スキルの維持促進の手続きとして, 終了後に集団SSTのポイントが記述された下敷きを配布し, 進級後には教室内でのポイントの掲示, ワンポイントセッション, ブースターセッションといった手続きが採用された。その結果, SST群とWL群において, 訓練直後に社会的スキルの上昇がみられ, 進級後もその効果が維持されていることが示された。さらに, 訓練群とWL群は, 1年後の抑うつ症状が有意に低減していることが示された。以上の結果を踏まえ, 早期の抑うつ予防における集団SSTの有効性と有用性に加え, 今後の課題について議論がなされた。

Effects of social skills training on subjective life satisfaction of long-term hospitalized patient with chronic schizophrenia

Objective The study was conducted to investigate the effect of social skills training on subjective life satisfaction in long-term hospitalized patients with chronic schizophrenia.Methods A total of 82 cases with chronic schizophrenia were divided into skills training group (40 cases) and control group (42 cases).Patients in training group were offered language training, role training and vocational skills training for 12 months in total.Before and after treatment, Positive and Negative Symptom Scale (PANSS), Global Assessment Scale (GAS), Activity of Daily Living (ADL) Scale, Social Support Perception Inventory (SSPI), Insight and Attitude Assessment Questionnaire (ITAQ), Subjective Quality of Life Scale (SQLS), as well as WHO Quality of Life Scale in Brief (WHOQOL-BREF) were used to assess the patients of two groups.Results After treatment, PANSS total score in training group was significantly lower than that in control one (t=0.44, P<0.01), and scores of the negative symptoms and general pathological symptoms were significantly lower in training group than those in control one (t=0.64, P<0.01 and t=0.72, P<0.01, respectively).GAS, ADL, SSPI and ITAQ scored better in the training group than in the control one, with a statistically significant difference (t=2.90, P<0.01; t=2.39, P<0.05; t=2.98, P<0.01; and t=3.37, P<0.01, respectively).SQLS score was significantly lower in the training group than that in control one (t=10.66, P<0.01), and WHOQOL-BREF score was significantly higher in the training group than that in the control one (t=3.94, P<0.01).Conclusion Social skills training can effectively improve subjective satisfactions of the long-terra hospitalized patients with chronic schizophrenia. Key words: Chronic disease; Schizophrenia; Rehabilitation; Social skills training

Social Skills Training Versus Cognitive Therapy for Social Anxiety Disorder Characterized by Fear of Blushing, Trembling, or Sweating

Current interpersonal models suggest that social anxiety disorder (SAD) is characterized by interpersonal difficulties. Individuals with SAD and fear of showing bodily symptoms also suffer from interpersonal problems, such as not being open and avoidance of expressing insecurity. Training in social skills could, therefore, be an effective approach. We examined the overall and differential effects of social skills training (SST) versus cognitive therapy (CT) for social anxiety with fear of blushing, trembling, and sweating as the primary complaint. Patients (n = 55) with SAD (predominantly generalized subtype) and fear of blushing, trembling, or sweating as the main complaint were randomly assigned 12 weekly group sessions of SST or CT. Effects of treatments on fear of blushing, trembling, and sweating; SAD; social skills; social cognitions; and general psychopathology were assessed by means of self–report. Assessments took place at pretreatment, midtreatment, posttreatment, 1–month, and 1–year follow–up. Both treatments proved to be effective in the short and long–term, with large effect sizes. No differential effects were found. SST is a promising approach for individuals with SAD who fear displaying their bodily symptoms.

The Effect of Social Skills Training with Attention-Deficit Hyperactivity Disorder (ADHD)

The Effect of Social Skills Training with Attention-Deficit Hyperactivity Disorder (ADHD)

Social Skills Training as Nursing Intervention to Improve the Social Skills and Self-Esteem of Inpatients with Chronic Schizophrenia

The effects of social skills training on the social skills and self-esteem of 66 patients with chronic schizophrenia were evaluated using the basic training and problem-solving training models. The experimental group received 16 group training sessions, and the control group received routine nursing care. The training program consisted of two parts: conversational skills and assertiveness skills. Data were collected at pretreatment and posttreatment. The conversational, interpersonal relationship, and assertiveness skills, and self-esteem of the experimental group showed significant improvement, whereas problem-solving skills did not improve. The results indicate that training in social skills is effective for improving the social skills and self-esteem of inpatients with chronic schizophrenia.

Recent Advances in Social Skills Training for Schizophrenia

Social skills training consists of learning activities utilizing behavioral techniques that enable persons with schizophrenia and other disabling mental disorders to acquire interpersonal disease management and independent living skills for improved functioning in their communities. A large and growing body of research supports the efficacy and effectiveness of social skills training for schizophrenia. When the type and frequency of training is linked to the phase of the disorder, patients can learn and retain a wide variety of social and independent living skills. Generalization of the skills for use in everyday life occurs when patients are provided with opportunities, encouragement, and reinforcement for practicing the skills in relevant situations. Recent advances in skills training include special adaptations and applications for improved generalization of training into the community, short-term stays in psychiatric inpatient units, dually diagnosed substance abusing mentally ill, minority groups, amplifying supported employment, treatment refractory schizophrenia, older adults, overcoming cognitive deficits, and negative symptoms as well as the inclusion of social skills training as part of multidimensional treatment and rehabilitation programs.

Effects of Social Skills Training on Conversational Skills and Assertiveness in Chronic Schizophrenic Patients

Effects of Social Skills Training on Conversational Skills and Assertiveness in Chronic Schizophrenic Patients

ゲームを取り入れたソーシャルスキルの指導に関する事例研究

ゲームを取り入れたソーシャルスキルの指導に関する事例研究

Pilling and colleagues (2002) recently published a meta-analysis examining the effects of social skills training on schizophrenia (this review also included a meta-analysis of research on cognitive remediation for schizophrenia which is not discussed in this comment)

Pilling and colleagues (2002) recently published a meta-analysis examining the effects of social skills training on schizophrenia (this review also included a meta-analysis of research on cognitive remediation for schizophrenia which is not discussed in this comment)

Effect of Social Skill Training on Social Functions and Happiness Degree of Patients with Schizophrenia

众所周知,精神分裂症是一种高患病率、高复发率、高致残率的慢性迁延性疾病,尽管各类抗精神病药能有效地控制其精神症状,但对其受损的社会功能及精神残疾却无能为力,严重地影响着病人的生活质量[1]。

Effects of social skills training on improving social skills of patients with schizophrenia

This study examined the effect of conversation and assertive skills training on social skills of schizophrenic patients. Patients who met the study criteria were randomly assigned to the experimental or control group. The experimental group received eight group training sessions and the control group received routine nursing care treatment. Data were collected at pretreatment (before group treatment), intratreatment (after fourth group treatment), posttreatment (after eighth group treatment), and follow-up (1 month after the end of group treatment). Conversation and assertive skills of the experimental group improved significantly with treatment and were superior to the control group at intratreatment, posttreatment, and follow-up. We suggest incorporating social skills training into treatment plans for patients with schizophrenia to improve their social skills ability.

Social skills deficits associated with depression

This article reviews the empirical evidence of impaired social skills associated with depression. Conceptualizations of social skills are examined followed by evidence from self-report, observer-rating, and behavioral assessments of depressed people's social skills. Evidence of social skills deficits in children with depression and in people with bipolar disorder is also examined. The effectiveness of social skills training as a treatment of depression is evaluated. Three different theoretical relationships between disrupted social skills and depression are described and evaluated, including poor social skills as a cause of depression, depression as a cause of poor social skills, and poor social skills as a vulnerability factor in the development of depression. Currently, there is some evidence to support each of these conceptualizations, as the relationship between poor social skills and depression can take a variety of forms.

Effects of Social Skill Training on the Interpersonal Relationship, Assertiveness and Quality of Life in Chronic Schizophrenic Inpatients

Effects of Social Skill Training on the Interpersonal Relationship, Assertiveness and Quality of Life in Chronic Schizophrenic Inpatients

Experimental studies of the effects of social skills training on reducing loneliness

Experimental studies of the effects of social skills training on reducing loneliness

Effects of Social Skills Training on an Adolescent with Comorbid Conduct Disorder and Depression

ABSTRACT The effects of a school-based social skills training program for an adolescent with comorbid conduct disorder and depression were examined. Treatment procedures consisted of a social skills training package involving the use of instruction, modeling, role-play, and performance feedback. Results indicate increases in prosocial behaviors in the treatment setting and a decrease in depression as measured by self-report and clinical interview following treatment. No significant changes were noted in teacher reports of student's social skills or sociometric ratings by classmates. Areas for future research and limitations of the study are discussed.