Skills Training Model Research Articles

Development of a Cognitive strategies group for vocational training after traumatic brain injury

This study evaluated the effectiveness of a group cognitive skills training model. Thirty-three clients with traumatic brain injury participated in the group over a one year period. Their vocational rehabilitation rate was compared to that of a baseline condition of 64 matched clients who receive similar services but who did not participate in the group. The results indicated a 76% rehabilitation rate for those clients who participated in the group. Fifty-eitht percent of the baseline clients returned to work. A description of the group activities is presented that can be implemented by virtually any facility.

Integrating skills training and motivational therapies. Implications for the treatment of substance dependence.

Two well-articulated models of substance abuse treatment, skills training and motivational enhancement, have received considerable research attention in recent years. Skills training treatments operate on the underlying rationale of correcting skills deficits, whereas motivational strategies are based on affecting clients' willingness to use skills they already possess. Skills training and motivational enhancement are typically described as distinct treatments and have recently been constructed as different treatments within a large multisite trial in the United States (Project MATCH). This article explores how treatments for substance abuse can draw from and integrate skills training and motivational strategies. Recovery from addictive patterns of behavior often requires learning over time and typically involves slips, relapses, and multiple quit attempts. Therapeutic support for change in addictive behavior, in particular attempting to prevent and minimize relapse, requires assessment and support of both why one might pursue change (motivation) and how one can best be successful (skills).

Improving Sibling Relationships among Young Children: A Social Skills Training Model

Improving Sibling Relationships Among Young Children: A Social Skills Training Model* Laurie Kramer** and Chad Radey A new approach to improving sibling relationships was evaluated in which social skills training was used to directly coach small groups of children (n = 21) in prosocial sibling behaviors. In comparison to a control condition (n = 21), social skills training was associated with mothers' or fathers' reports of.' (I) increased warmth; (2) decreased rivalry; (3) stable levels of agonism and competition; (4) fewer problematic sibling behaviors; and (5) a reduced status/power differential between siblings. Social skills training may hold promise for setting young children's sibling relationships on a positive trajectory. Disputes among siblings are the most common type of conflict that families face (Straus, Gelles, & Steinmetz, 1980) and may be quite aggressive and even violent (Felson & Russo, 1988; Roscoe, Goodwin, & Kennedy, 1987; Steinmetz, 1978; Straus et al., 1980; Weihe, 1991). Intractable conflictual relations among young siblings have been shown to be predictive of later difficulties, such as antisocial and disturbed behaviors in adolescence (Richman, Stevenson, & Graham, 1982) and adulthood (Patterson, 1982). These factors have led some investigators to refer to sibling relationships as potential training-grounds for violence (Steinmetz, 1978) and for establishing chronic coercive interactions with others (Patterson, 1982). Although resources do exist for assisting families to respond to sibling conflict, they are limited in several ways (Ramsburg & Kramer, 1995). First, most resources are based primarily on clinical or practical experiences and lack both a theoretical foundation and empirical data to support their effectiveness. In addition, resources for younger children focus primarily on promoting their initial adjustment to the birth of a new sibling and generally do not focus on developing competencies for interacting positively and managing conflict once their sibling becomes a more active partner in the interaction. When attention is devoted to sibling interaction (e.g., Leitenberg, Burchard, Burchard, Fuller, & Lysaght, 1977; Levi, Buskila, & Gerzi, 1977; Olson & Roberts, 1987), recommendations are usually reactive (responding in situations where pronounced sibling conflict already exists) rather than proactive and preventive (working to encourage prosocial interaction among siblings before conflictual processes escalate). Finally, most programs are designed to change parents' behavior with the objective of indirectly changing child behavior. Indeed, there is a great deal of evidence to suggest that parents play a substantial role in shaping the quality of children's sibling relationships, particularly as they respond to sibling conflicts (Brody, Stoneman, McCoy, & Forehand, 1992; Ross, Filyer, Lollis, Perlman, & Martin, 1994; Vandell & Bailey, 1992) or work to encourage prosocial sibling behaviors (Kramer & Washo, 1990). For example, Tiedemann and Johnson (1992) found improved sibling behaviors when mothers were taught strategies for promoting child sharing skills. However, even stronger effects may be obtained if we directly support children's acquisition of new sibling interaction patterns. In this research, we evaluate a new approach to improving sibling relationships in which a social skills training model is used to directly coach young children in prosocial sibling behaviors. The approach of developing interpersonal competencies as a way to improve sibling relationships is unique. However, it is supported by previous research on the early development of sibling relationships (Kramer & Gottman, 1992; Stocker & Dunn, 1990). Kramer and Gottman's (1992) longitudinal study demonstrated the importance of peer relationships and social competence in helping children to establish positive relationships with new siblings. …

Information skills for an electronic world: training doctoral research students

The electronic library/Internet intensifies the need for information skills in academic research, in three categories: judgement; knowledge and operation of resources; linguistic/logical skills. There is a corresponding quantum leap in the information skills training requirement. Strategies for training within the doctoral supervision process are outlined. Qualitative data, from the Information Access project, on current practice among supervisors suggest that to train researchers successfully: (i) recognition of the size of the problem is required; (ii) a different model of library skills training needs to be adopted; (iii) the developmental nature of training needs to be recognised; (iv) research supervisors have an important role to play along-side librarians; (v) explicit discussion of metacognitive aspects of these skills is necessary; (vi) national and local institutions need to formulate training policy; (vii) supervisors themselves need training and support; (viii) academics and students need to take responsibility for their learning in this area.

Information skills for an electronic world: training doctoral research students

The electronic library/Internet intensifies the need for information skills in academic research, in three categories: judgement; knowledge and operation of resources; linguistic/logical skills. There is a corresponding quantum leap in the information skills training requirement. Strategies for training within the doctoral supervision process are outlined. Qualitative data, from the Information Access project, on current practice among supervisors suggest that to train researchers successfully: (i) recognition of the size of the problem is required; (ii) a different model of library skills training needs to be adopted; (iii) the developmental nature of training needs to be recognised; (iv) research supervisors have an important role to play along-side librarians; (v) explicit discussion of metacognitive aspects of these skills is necessary; (vi) national and local institutions need to formulate training policy; (vii) supervisors themselves need training and support; (viii) academics and students need to take responsibility for their learning in this area.

Attribution Retraining: Implications for its Integration into Prescriptive Social Skills Training

The purposes of this article are to (a) describe the general components of attribution theory as it applies to social motivation and behavior in children, (b) describe research on social attributional change techniques, (c) offer ideas for applying attributional theory and techniques in the context of a best-practices, cognitive-behavioral model of social skills training, and (d) specify a research agenda for developing attributional retraining as a prescriptive component of social skills training. A review of literature revealed that children who are withdrawn or aggressive are likely to show differing maladaptive attributional patterns that may interfere with social skills acquisition or performance. The use of attributional assessment, modeling, and coaching/reframing are detailed for each phase of a cognitive-behavioral model of social skills training which includes assessment and skills conceptualization, skills acquisition, and generalization and maintenance of skills to non-treatment settings. Specific suggestions are made for an emerging line of research.

Delinquency Prevention Through Vocational Entrepreneurship: The New Smyrna Beach Employability Skill Training Model for Youthful Offenders

Delinquency Prevention Through Vocational Entrepreneurship: The New Smyrna Beach Employability Skill Training Model for Youthful Offenders

Communication skills: why not turn to a skills training model?

Communication skills: why not turn to a skills training model?

Psychological interventions for schizophrenia.

This review examines the impact of dynamic and supportive psychotherapies (both individual and group) and psychosocial skills training on clinical and social outcomes for individuals with schizophrenia. The relatively few controlled trials of individual or group psychotherapies for persons with schizophrenia exhibit serious methodological problems that limit their generalizability. Reality-oriented approaches appear to be superior to dynamic, insight-oriented psychotherapies, but further research is needed to identify and evaluate disorder-specific models that target specific deficits and disabilities in schizophrenia. Research on psychosocial skills training models shows that target skills can be trained and maintained over time. Further work is needed to determine the extent to which trained skills generalize from the original training setting to "real life" environments.

Health promotion in oncology: a cancer wellness doctrine.

The notions of personal control over illness and of participation in healing have caught fire among Americans with cancer. Mental health practitioners whose clinical practice includes cancer patients frequently encounter requests for assistance in promoting wellness, usually for teaching relaxation and visualization techniques. This article describes an approach to promoting in people with cancer. This approach is broader than a skill training model. It combines popular stress-management techniques with a set of eight beliefs that are useful for cognitive restructuring. These beliefs, modified with qualifiers introducing appropriate realism, constitute a wellness doctrine that can serve as a basis for intervention with a variety of common clinlcal problems. Case examples are presented, and four subtypes of patients who present for promotion are described.

Health Promotion in Oncology

The notions of personal control over illness and of participation in healing have caught fire among Americans with cancer. Mental health practitioners whose clinical practice includes cancer patients frequently encounter requests for assistance in promoting wellness, usually for teaching relaxation and visualization techniques. This article describes an approach to promoting in people with cancer. This approach is broader than a skill training model. It combines popular stress-management techniques with a set of eight beliefs that are useful for cognitive restructuring. These beliefs, modified with qualifiers introducing appropriate realism, constitute a wellness doctrine that can serve as a basis for intervention with a variety of common clinlcal problems. Case examples are presented, and four subtypes of patients who present for promotion are described.

The Systematic Skill Training Model

Systematic Skill Training is an approach to practicum instruction and clinical research. Since the cornerstone to this anproach is the definition of practice skills, these definitions are described and illustrated in some detail. Feedback is also part of Systematic Skill Training and the means by which it is provided is also described.

Behaviour Analysis and Social Skills Training: Some Points to Consider

AbstractGrowing interest in social skills training has resulted in the development of a wide range of programmes. Concurrently, a wealth of conceptual and empirical studies has appeared in the literature. This paper presents a model of social skills training, based on recent research, which can be applied in a wide variety of settings. Initial assessment, training format and outcome evaluation are all discussed. In addition, two alternative training strategies are considered which contrast cognitive and behavioural variables as factors for increasing the probability of generalization. Finally, the issue of maintenance is also considered.

Training skills in the psychiatrically disabled: learning coping and competence.

Social skills training methods represent a major strategy for psychiatric rehabilitation. Building skills in patients with schizophrenic and other major mental disorders is based on the assumption that coping and competence can override stress and vulnerability in reducing relapses and improving psychosocial functioning. For maximum efficiency, skills training needs to incorporate procedures and principles of human learning and information processing. Several models for skills training have been designed and evaluated, each of which has proved to be effective in raising the social competence of chronic mental patients. The "basic" model involves role playing by the patient and modeling, prompting, feedback, and reinforcement by the therapist. A "problem-solving" model of training provides general strategies for dealing with a wide variety of social situations. This model uses role playing to enhance behavioral performance but also highlights the patient's abilities to perceive and process incoming social messages and meanings. It is essential that social skills training be imbedded in a comprehensive program of rehabilitation that features continuity of care, supportive community services, therapeutic relationships, and judicious prescription of psychotropic drugs.

Social Skills Training for Chronic Mental Patients

Social skills training has proved to be effective in increasing the social competence of chronic mental patients. The authors describe three models of social skills training, all of which involve role playing by the patient and modeling, prompting, feedback, and reinforcement by the therapist. Many patients can benefit from the basic training model. For patients functioning at a higher level, the problem-solving model provides general strategies for dealing with a variety of social situations. The attention-focusing model, designed for highly distractible and withdrawn patients, teaches skills through constant repetition of tasks and minimizes demands on cognitive abilities. The authors emphasize the importance of taking steps to ensure that the skills learned during training are generalized to other situations and settings.

Social skills training with verbal autistic adolescents and adults: a program model.

An ongoing social skills training program was implemented with 15 verbal autistic adolescents and adults. The major long-range goals were for the participants to have positive peer-related social experiences in a supportive atmosphere and to learn useful skills in this way. Short-term training objectives included how to meet other people, stay on a topic of conversation, ask questions, pay attention, and express one's feelings and emotions. Teaching techniques included modeling, coaching, and role-playing. Preliminary indications suggest that the main goals and training objectives were being accomplished and that clients were progressing in their conversational skills, their selection of relevant topics, and their perceptions of themselves. The implications of this program for the understanding and treatment of autistic adolescents and adults is described, as well as the viability of a social skills training model. The need for more research on this most important issue is highlighted.

The Differential Effectiveness of Two Models of Skills Training for Working Class Parents

The article reports on the evaluation of two types of systematic skills training models of parent education with a working class, clinic population, using similar training methods and standardized measures which reflected the goals of each approach. A behavioral skills approach was compared to a communication skills approach, and to a nonequivalent comparison group. It was expected that parents who completed the communication skills training would demonstrate greater communication skills than parents not receiving such training, and that their children would perceive improved communication skills. The first hypothesis was borne out while the second one was not. It was anticipated that parents who completed behavioral skills training would demonstrate greater knowledge of behavioral principles and that they would perceive behavioral changes in their children. Again the first hypothesis was borne out while the second one was not. Children of parents completing behavioral skills training did perceive their parents as being more congruent.

Improving Effectiveness of Interviewing: Cognitive Awareness versus Skills Training

117 medical students' performance on Carkhuff's Discrimination Index improved significantly after skills training. Students who participated in a cognitive awareness program showed no improvement on the same measure. Communication skills for medical students can apparently be improved by using this skills-training model but not through the cognitive awareness program.

A Power‐base Training Model for Women

This article describes a behavioral skills training model aimed at decreasing feelings of powerlessness often experienced by women, adapted from the literature on power‐bases.

A suggested model for interpersonal skills training in dentistry

Journal of Dental EducationVolume 47, Issue 2 p. 84-85 Article A suggested model for interpersonal skills training in dentistry JC Brown, JC BrownSearch for more papers by this author JC Brown, JC BrownSearch for more papers by this author First published: 01 February 1983 https://doi.org/10.1002/j.0022-0337.1983.47.2.tb01639.xCitations: 1About ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume47, Issue2February 1983Pages 84-85 RelatedInformation