Individual Social Skills Training Research Articles

Follow-up of a social skills training (SST) for juvenile delinquents: effects on reoffending

ObjectivesTo examine (1) the long-term effects on reoffending of an individual SST for juvenile delinquents in The Netherlands and (2) whether effects differ by demographic and offense history characteristics.MethodsThe present study is a follow-up of a matched control study comparing post-treatment effects of N = 115 juveniles receiving Tools4U, an SST with a parental component, to N = 108 control group juveniles receiving treatment as usual (TAU). Analyses were conducted separately for delinquents and truants. Effects in terms of recidivism were assessed using official delinquency data after 6 and 12 months and 1.46 years after SST termination. Percentage of recidivists, number of re-arrests, and violent recidivism were outcome variables.ResultsOverall, 39% of the juveniles reoffended, and there were no differences between Tools4U and TAU on any of the selected recidivism outcomes. Additionally, demographic and delinquency characteristics and post-treatment effects did not moderate effectiveness.ConclusionsTools4U was not more effective than TAU in preventing recidivism, which may be explained by a generally low percentage of recidivists. With established treatment integrity, and a lack of well-researched effective treatment alternatives, Tools4U could still be a reasonable treatment option for adolescent onset juvenile offenders, although more research is needed to confirm this.

Social skills training (SST) effects on social information processing skills in justice-involved adolescents: Affective empathy as predictor or moderator

ObjectivesTo examine the influence of affective empathy on post-treatment effects on social information processing of an outpatient individual social skills training for justice-involved adolescents. MethodsThe sample consisted of juveniles who received Tools4U, a social skills training with a parental component, as a penal sanction (N = 115). Propensity score matching was used to select a control group of juveniles receiving treatment as usual (TAU) of n = 108 juveniles (of a total N = 354). Affective empathy was examined as a moderator and predictor of treatment effects on social information processing skills: hostile intent attribution and cognitive distortions. ResultsEmpathy only influenced treatment effects on hostile intent attribution, and not on any of the other social information processing skills (i.e., cognitive distortions). Tools4U was only effective in improving hostile intent attribution for juveniles with moderate or high affective empathy and not for juveniles with low empathy. No moderating or predictive effects were found for cognitive distortions. ConclusionsAffective empathy only influenced (Tools4U) treatment effects on hostile intent attribution: a minimum level of empathy may be required to decrease hostile intent attribution in treatment. The intervention proved to be effective in decreasing cognitive distortions (i.e., self-centering, assuming the worst), regardless of affective empathy level. Future studies should investigate and refine the complex interaction of affective empathy with other factors and treatment changes, particularly for long-term effects on delinquency.

Three Randomized Effectiveness Trials — One Question: Can Callous-Unemotional Traits in Children Be Altered?

Children with conduct problems and callous-unemotional (CU) traits are at risk for multiple problems. Outcome research and mediation analyses testing for mechanisms of change in CU traits have been limited. We examined whether parent training—in a short-term (Brief Parent Training; BPT) or a comprehensive format (Parent Management Training, Oregon Model; PMTO)—or child-directed social skills training (Individual Social Skills Training [ISST]) produced positive effects on CU traits. In mediation models we tested parenting practices as mechanisms of change for CU traits. We pooled data from three randomized effectiveness trials, and 551 families were included in this study. Families had children between 3 and 12 years of age and displayed emerging or present conduct problems at home, day care, or school (BPT M age = 7.28, 31.9% girls; PMTO M age = 8.56, 36.5% girls; ISST M age = 7.64, 19.7% girls). Assessments were completed preintervention, postintervention, and at follow-up (6 months following intervention). Both BPT (d = .32) and PMTO (d = .39) had positive effects on CU traits at posttest, whereas ISST did not (d = –.06). At follow-up, only PMTO produced a significant effect (d = .48) on CU traits. A significant indirect effect on CU traits emerged by positive parenting. Both parent training conditions outperformed ISST. Only PMTO maintained its effects at follow-up. The findings suggest that PMTO can reduce CU traits and that improved positive parenting is associated with positive outcomes for children’s CU traits.

Social skills training for juvenile delinquents: post-treatment changes

To examine the post-treatment effectiveness of an outpatient, individual social skills training for juvenile delinquents in the Netherlands and to conduct moderator tests for age, gender, ethnicity, and risk of reoffending. The sample consisted of juveniles who received Tools4U, a social skills training with a parental component, as a penal sanction (N = 115). Propensity score matching was used to select a control group of juveniles receiving treatment as usual (TAU) of n = 108 juveniles (of a total of N = 354). Assessment of impulsivity, social perspective-taking, social problem-solving, critical reasoning, developmental task-related skills, and treatment integrity took place before and immediately after the treatment. Treatment integrity was found to be sufficient, so that treatment effects could be attributed to the Tools4U training. Tools4U was more effective than TAU in reducing impulsivity, cognitive distortions (self-centering and assuming the worst), and social perspective-taking deficits (hostile intent attribution). No treatment effects were found on adolescents’ social problem-solving skills, and only caretakers of girls showed improvement in parenting skills. Effects on developmental task-related skills were not in the expected direction: after Tools4U, juveniles reported significantly less social acceptance and self-worth than juveniles receiving TAU. Tools4U showed generally small effects and no effects on protective factors, which might limit the long-term treatment effects on delinquency. Treatment effects may be improved by implementing additional techniques and improving the parental component for boys in particular.

The Influence of Treatment Motivation on Outcomes of Social Skills Training for Juvenile Delinquents.

This study examined the influence of treatment motivation on posttreatment effectiveness of an outpatient, individual social skills training for juvenile delinquents imposed as a penal sanction. Propensity score matching was used to match a control group of juveniles receiving treatment as usual (n = 108 of total N = 354) to a treatment group of juveniles receiving Tools4U, a social skills training with a parental component (N = 115). Treatment motivation was examined as a moderator and predictor of treatment effects on impulsivity, social perspective-taking, social problem-solving, lack of critical reasoning, developmental task-related skills, and parenting skills. Treatment effects were mostly consistent across juveniles with different levels of treatment motivation. Only one moderating effect was found on active tackling (i.e., actively addressing problems), and predictive effects were found on seeking social support, cognitive empathy, hostile intent attribution, and self-centeredness. Implications for further research are discussed.

P01-255 - Do patients with bipolar disorders receive evidence-based psychosocial interventions? a survey in Italy

IntroductionResearch evidence on bipolar disorder supports the importance of patients’ active role to improve outcome and the efficacy of a number of psychosocial interventions. The lower cost and potential ease of dissemination of group psychoeducation suggest that this should be a first line approach, with more complex interventions, requiring highly specialized skills, reserved to selected patients. However, to what extent research models can be transferred to everyday practice remains to be seen.ObjectivesTo explore the delivery of psychosocial interventions to bipolar disorders patients in routine mental health care.AimsTo estimate the treated prevalence of bipolar disorders in Milan and to collect data about the variety of psychosocial interventions patients received by mental health services.MethodsA survey of psychosocial interventions received by bipolar patients in three mental health services of Milan (catchment area 867,000 inhabitants) was conducted in 2009. Data from the Regional Mental Health Information System were retrieved to calculate the number of patients involved in psychosocial interventions and the kind of intervention provided.ResultsThe treated prevalence rate was low, showing a probable treatment gap. Only 20% of 636 bipolar patients received at least one psychosocial intervention. The interventions provided were: family psychoeducation (3,8%), individual social skills training (11,5%), group social skills training (1,4%), and relatives group (3,0%).ConclusionsFew bipolar patients receive psychosocial interventions in the MHS of Milan. Moreover, the interventions received were not specifically designed for bipolar disorder. Treatment gap could be reduced providing psychoeducation especially designed for bipolar patients.

Training Reciprocal Social Interactions Between Preschoolers and a Child with Autism

Previous research has suggested that children diagnosed with autism have severe social deficits that require active intervention. As such, the current study investigated the effectiveness of peer and individual social skills training for a preschooler diagnosed with autism. The goal of the training was to increase the rate of reciprocal social interactions. Results indicated that the frequency of appropriate initiations and responses did increase and that these changes were socially valid (a) as measured by expert ratings of change and (b) in comparison to typical peer-to-peer social behavior. Results are discussed in terms of their applicability to classrooms serving children diagnosed with autism.

Individual Social Skills Training and Co-Worker Training for Supported Employees with Dual Sensory Impairment

Two case studies examined the efficacy of two social enhancement procedures--individual social skills training (SST) and co-worker intervention for two employees with dual sensory impairment who were working in competitive employment settings but who were socially isolated from contact with their nondisabled co-workers. A variety of measures, including direct behavioral observations and social validation ratings, examined social interaction and the formation of social networks in the workplace. Results showed that the number and duration of social interactions improved with each of the social enhancement programs. Social validation data and anecdotal reports indicated that the employees with disabilities became more socially competent, interactive, and included in the social network of the workplace. Interestingly, SST followed by co-worker training resulted in greater increases in social responding as compared to co-worker training followed by SST.

Social adaptation of mentally retarded adults in community settings: a social-ecological approach.

Evidence regarding the social networks of mentally retarded adults in community settings is reviewed. These networks appear to be widespread and consist primarily of peers. The social ecology of community settings is a critical factor in the development and maintenance of these networks. Given the considerable importance of such networks to the social support of nondisabled adults, the furtherance of peer support among mentally disabled adults appears to be a desirable goal. Some approaches to achieving this goal were suggested. Carefully consideration of the social ecology of community settings for mentally disabled adults may usefully supplement individual social skills training as a method for improving social adaptation to community life.