Social Skills Training Research Articles

Reducing self-stigma in psychosis: A systematic review and meta-analysis of psychological interventions.

The burden of self-stigma in psychosis has been widely studied, leading to the development and implementation of self-stigma reduction programmes to ameliorate its impact. In order to successfully improve self-stigma in psychosis, we must evaluate the effect of available interventions to help clinicians select the most appropriate approach for their patients. This systematic review and meta-analysis aimed to evaluate the effect of self-stigma reduction interventions in people with psychosis while considering the interventions' characteristics as an important moderator of their effect. The results from this systematic review suggest that interventions involving more than one component, particularly those combining psychoeducation, social skills training and cognitive approaches, were most effective at reducing self-stigma in people with psychosis. Additionally, shorter interventions were found best reduced self-stigma at post-treatment evaluation. A meta-analysis mirrored these results, finding an overall favourable effect of interventions but high heterogeneity in the sample. Subgroup analyses found larger self-stigma reductions following multi-component interventions compared to single-component interventions. An analysis of risk of bias revealed a trend suggesting studies with lower risk of bias produced smaller effects. The results of this review can inform practitioners select and develop interventions to reduce self-stigma in psychosis.

Drivers of Change: Youth Action in Lempangang Village, Gowa Regency, South Sulawesi in the Service of Pancasila Village

The purpose of this article is a form of dedication to the Pancasila village in Boto Lempangang to strengthen the sense of unity among the community but also to make a real contribution to improving the quality of life of the village residents. Activities such as social service, education, skills training, and environmental initiatives are a means of implementing Pancasila values in everyday life. Their work has become an inspiration for other villages to work together to maintain and develop the values that are the identity of the Indonesian nation. This research uses qualitative research using a case study design. Data collection techniques include interviews, observations, and documentation. Data analysis techniques include data reduction, presentation, conclusion drawing, and verification stages. The research results show that the initiative carried out by the youth of Lempangang Village in the Kampung Pancasila program has had a significant positive impact on the local community. Through various programs such as agricultural counseling, national education and healthy living, developing MSMEs, and increasing food security, village youth have succeeded in strengthening local capacity and creating sustainable change. These programs not only improve economic welfare and public health but also strengthen national values and social solidarity.

A comprehensive narrative review on psychotherapies for patients with autism spectrum disorders

Autism spectrum disorders (ASD) are complex neurodevelopmental conditions characterized by challenges in social interaction, communication, and repetitive behaviors. Psychotherapeutic interventions must tailor to meet the specific needs of individuals with ASD, given their diverse presentation of symptoms and functioning levels. This narrative review explores the range of psychotherapies available for individuals with ASD, examining their methodologies, effectiveness, and suitability. By using targeted search terms such as “autism,” “autistic disorder,” “autism spectrum disorders,” “psychotherapy,” “psychological intervention,” and “psychosocial intervention,” an extensive review of publications in English from 2000 to 2024 was conducted. This review covered several databases, including Embase, PubMed, Web of Science, Scopus, Cochrane Library, and Google Scholar. The review identified ten major psychological interventions for the treatment of individuals with ASD: behavioral therapies, developmental therapies, cognitive behavioral therapy, social skills training, speech-language therapy, occupational therapy, family therapy, mindfulness-based interventions, parent-mediated interventions, and dance movement psychotherapy. The main text elaborates on the effects of each intervention on various aspects of ASD. By providing this comprehensive overview, clinicians can select appropriate therapeutic strategies that cater to the individual profiles of those with ASD, ultimately enhancing therapeutic outcomes and quality of life for this population.

Cognitive-Behavioural Social Skills Training: Mediation of Treatment Outcomes in a Randomized Controlled Trial for Youth at Risk of Psychosis: L'entraînement aux compétences sociales cognitivo-comportementales : variables médiatrices des résultats thérapeutiques dans le cadre d'un essai clinique randomisé pour les jeunes présentant un risque de psychose.

Currently, there are no effective treatments for functional outcomes (i.e., role and social) and negative symptoms for youth at clinical high-risk (CHR) for psychosis. Investigations into possible mechanisms that may contribute to the improvement of functioning and negative symptoms are needed in CHR research to help inform psychosocial treatments. The present study examined whether functioning and negative symptoms were mediated by asocial beliefs, defeatist beliefs, self-efficacy, maladaptive schemas, anxiety, depression, social cognition, or attenuated psychotic symptoms (APS) in a large clinical trial. CHR participants (n = 203; 104 females; 99 males) were recruited as part of a three-site randomized control trial comparing group cognitive-behavioural social skills training (CBSST) versus a supportive therapy group. Mediation analyses were conducted to test the relationships between treatment group, mediators (asocial beliefs, defeatist beliefs, self-efficacy, maladaptive schemas, anxiety, depression, social cognition, and APS), and outcome (social and role functioning, and negative symptoms). The mediation analyses employed conditional process path analysis via ordinary least squares regression. At the end of treatment, but not 12-month follow-up, more severe APS were found to mediate the impact of treatment on negative symptoms, and social and role functioning. The greater the severity of APS, the less likely that CBSST would result in improvement in negative symptoms and social and role functioning. Many of the other variables showed significant associations with social (less for role) functioning and negative symptoms but did not mediate the effect of treatment on these outcomes at the end of treatment or 12-month follow-up. There were no significant mediators except for APS at the end of treatment. Since more severe APS may result in participants being unable to fully participate in therapy and thus limit their gains, clinical implications may include offering some individual therapy to prepare these young people to benefit from the group treatment.

Neural Pathways of Social Cognition: From Systems Neuroscience to Psychosocial Applications

The neural pathways underlying social cognition form the basis of human interaction, encompassing processes such as empathy, theory of mind, and social decision-making. This research explores the intersection of systems neuroscience and psychosocial applications, unraveling the neural circuits that enable individuals to perceive, interpret, and respond to social stimuli. Key brain regions such as the medial prefrontal cortex, temporoparietal junction, and amygdala play pivotal roles in these processes, facilitating complex functions like perspective-taking and emotional resonance. By integrating insights from neuroimaging, behavioral studies, and computational modeling, this study aims to map the mechanisms that govern social cognition and their disruptions in conditions such as autism, schizophrenia, and social anxiety. The research also emphasizes the translation of these findings into psychosocial interventions, including therapeutic strategies and social skills training programs. Understanding the neural underpinnings of social cognition has far-reaching implications for enhancing interpersonal relationships, fostering inclusivity, and addressing the challenges posed by neuropsychiatric disorders.

A Study on the Role of Physical Education and Sports in Promoting Social Skills of High School Students

This research analyses the importance of physical education and sports in fostering social skills. Few high school students have empathy, leadership, teamwork, and communication the most. This offers them an opportunity to sharpen those qualities and more when they are practicing sports through physical education. The present study employed a descriptive design, and 200 high school students from Dharwad, Karnataka, were selected to fill out a structured questionnaire related to the demographic data and the extent of attitudes toward physical education as well as social skills. Results showed that 70% had moderate and 14% scored high in social skills (predicate) but were not low. Still, 16% of students were in the very low social skills category, so these results suggest a need for targeted social skills training during physical education. The findings highlight the importance of an aspect usually linked to physical health. However, when implemented effectively, it can also positively impact a wider variety of social and emotional results, which is crucial for the overall development of students. In light of this, the study recommends that schools introduce broad physical education curricula with a substantial focus on social skills training along with trained educators and improved sports facilities to ensure a rounded social and emotional development among students.

Implementation Methods of Social Emotional Learning: A Systematic Review

As adolescent mental health issues have received more and more attention in society, how to effectively implement social emotional learning (SEL) has become the focus of domestic and foreign educational researchers. Through a systematic literature review, this study summarizes the 6 research papers on SEL implementation methods from 2015 to 2024, and analyzes the characteristics, effects, challenges and deficiencies of previous studies. The results show that the implementation methods of social emotional learning can be mainly divided into three categories: independent courses, integration into daily teaching and whole-school methods, covering aspects such as emotion management, social skills training and responsible decision-making. However, existing research has certain deficiencies in the effectiveness of implementation methods, applicability at various educational stages, and long-term effect tracking. It is hoped that through the analysis of this article, it will provide valuable reference and reference for educational researchers in optimizing SEL implementation methods.

Desafios diagnósticos e terapêuticos dos transtornos de ansiedade em comorbilidade com o transtorno do espectro Autista: uma revisão integrativa

Anxiety Disorders are common in children and youth with Autism Spectrum Disorder (ASD), affecting 16-40% of cases and exacerbating functional impairment by amplifying problematic behaviours such as deficits in social skills and repetitive behaviours. The article aims to explore the interaction between ASD and Anxiety Disorders, with a focus on prevalence, diagnosis, and treatment. A literature review was conducted using databases such as Medline/PubMed, highlighting the clinical implications for managing these comorbidities. Psychopathology assessment is complex, considering underlying challenges in ASD, including atypical non-verbal responses and limitations in emotional expression, as well as the frequent overlap between anxiety and ASD symptoms. Additionally, anxiety symptoms may deviate from conventional criteria in psychopathological diagnostic manuals. Differential diagnosis between ASD and Social Anxiety is challenging due to similar symptoms. There is a demand for specific therapeutic approaches, such as modified cognitive-behavioural therapy, incorporating emotional recognition and social skills training. Pharmacological interventions require caution due to limited studies on SSRIs and potential side effects in individuals with ASD.

Empowering Social Growth Through Virtual Reality-Based Intervention for Children With Attention-Deficit/Hyperactivity Disorder: 3-Arm Randomized Controlled Trial.

Attention-deficit/hyperactivity disorder (ADHD) usually begins in childhood and is often accompanied by impairments in social functioning. Virtual reality (VR) has emerged as an adjunctive tool to embed in social skills training to enhance the social skills of children with ADHD, but its effectiveness requires further investigation. This study aims to enhance the social skills of children with ADHD by examining the feasibility and effectiveness of VR-based training in comparison to traditional social skills training. A 3-arm randomized controlled trial was conducted with 90 children with ADHD aged 6-12 years. Participants were randomly assigned to 3 weeks of 12-session VR-based social skills training, traditional social skills training, or a waitlist control group of equivalent duration. Outcome measures included assessments by a clinical psychologist who was blinded to group assignments, the Social Skills Improvement System Rating Scale, the Behavior Rating Inventory of Executive Function, and the Simulator Sickness Questionnaire, conducted at baseline and after the intervention. The preliminary results support the feasibility and acceptability of VR training for children with ADHD aged 6-12 years. Analysis showed that the VR and traditional social skills training groups experienced a statistically significant improvement in the clinical psychologist assessment of social skills and parent-rated self-control, initiative, and emotional control after the intervention compared with baseline. The VR group performed significantly better than the traditional social skills group on social skills assessed by clinical psychologists (F2,85=76.77; P<.001) and on parent-rated self-control (F2,85=18.77; P<.001), initiative (F2,85=11.93; P<.001), and emotional control (F2,85=17.27; P<.001). No significant between-group differences were found for parent-rated cooperation and inhibition (all P>.05). The findings provide preliminary evidence supporting the feasibility and superior effectiveness of VR-based social skills training compared to traditional approaches for enhancing social skills and related executive functions in children with ADHD. These results suggest that VR may be a valuable tool to embed within social skills interventions for this population. Further research is warranted to explore the long-term impacts and generalizability of these benefits. ClinicalTrials.gov NCT05778526; https://clinicaltrials.gov/study/NCT05778526. RR2-10.2196/48208.

The Mediating Role of Social Interactions and Early Psychopathological Symptoms in the Relationship Between Empathy and Prosociality in Young Children with ASD and Neurotypical Peers.

This study examined the relationship between empathy, prosocial behaviour, social interactions and early psychopathological symptoms (internalising and externalising behaviours) in children with autism spectrum disorder (ASD) and typically developing (TD) children. A total of 506 parents of children aged 18-48 months participated in this study. The parents of 92 children with ASD and 414 neurotypical children completed the Empathy Questionnaire, the Child Prosocial Behaviour Questionnaire, and the Emotional and Social Development Questionnaire. The results confirmed the direct relationship between empathy and prosocial behaviour in both groups. However, the findings showed a different pattern of the indirect relationship between empathy and prosociality through the social dimensions in the children with ASD compared to their typically developing peers. In the children with ASD, there was only one significant indirect path from empathy to prosocial behaviour - through internalising behaviours (anxiety). Anxiety also played a moderating role in this relationship. The higher the anxiety, the stronger the relationship between empathy and prosociality. In the neurotypical group, social interactions were a significant mediator, strengthening the relationship between empathy and prosocial behaviour. Externalising behaviours weakened this relationship. Intergroup and gender differences were also examined. These findings may have practical implications for social skills training programmes based on behavioural interventions by highlighting the importance of prosocial behaviour for social interaction and protection against psychopathological problems in children with autism and typically developing children.

Effect of Social Skill Training on Social Function in Patients with Schizophrenia

Objective: To explore the effect of Social Skills Training (SST) on the social function of inpatients with schizophrenia. Methods: A total of 40 patients with schizophrenia (20 in the intervention group and 20 in the control group) were selected from a psychiatric hospital in Shanghai for 10 times (once a week) of social skills training. The control group was treated with routine hospitalization (drug therapy and routine hospitalization nursing) for 10 weeks. Social Disability Screening Schedule before and after intervention for patients enrolled in the intervention group (Social Disability Screening Schedule, SDSS and Scale of Social Function in Psychosis Inpatients, SSPI). Conclusion: The results of social skills training on SDSS and SSPI were different between the two groups, and there was no statistical value (P &gt; 0.05). Observation of patients in this group, when undergoing social skills training, SSPI score was significantly better than the control group (P &lt; 0.01) and SDSS score was significantly lower than the control group (P &lt; 0.01), the differences were statistically significant. Social skills training and social work group intervention can improve psychiatric symptoms and further enhance social function in hospitalized patients with schizophrenia.

Effectiveness of Social Skills Training on Quality of Life and Functional Performance in Patients with Schizophrenia

The study aims to determine the effectiveness of social skills coaching on quality of life and functional performance in patients with schizophrenia. Methods: A quasi-experimental study design was chosen and sixty participants (N=60) aged 18 to 55 years were recruited using a convenience sampling approach. The participants were divided into two groups viz. experimental (n = 30) and control (n = 30). Participants in the experimental group received social skills coaching for eight weeks, while participants in the control group received traditional occupational therapy interventions. Two outcome measures, consisting of the Canadian Activity Performance Index (COPM) and a 36-item short survey (SF-36), were used to measure quality of life and functional performance. Results: There was a statistically significant difference between the pre- and post-test scores of the COPM and SF-36 survey in both the experimental and control groups. In addition, the quality of life and functional performance of the patients in the experimental group improved significantly compared to those in the control group. Conclusion: In schizophrenia patients, a social skills training intervention was more successful in improving quality of life and functional performance. Through social skills training exercises, participants' engagement increased, they showed more enthusiasm in completing their everyday tasks, and their role identity and integration into the community also improved.

A Study on the Development of a Specialized Curriculum for Inclusion Classes for Children with Autism in Elementary Schools

The educational challenges faced by children with autism in primary school have garnered increasing attention. With the implementation of inclusive education, integrating these children into regular classrooms has become a reality, albeit a profoundly challenging one. The focus of research lies in developing specialized curricula tailored to the unique characteristics of autistic children, aiming to optimize their adaptation and development within general educational settings. This paper examines the limitations of existing educational curricula, explores the foundational theories regarding the cognitive and behavioral traits of autistic children, and integrates various educational theories such as Multiple Intelligences Theory, Social Constructivism, and Applied Behavior Analysis (ABA), to propose effective strategies for curriculum design. Through the implementation of individualized education plans, multisensory teaching methods, social skills training, and the creation of structured environments, this approach seeks to enhance the learning outcomes and social participation of autistic children while maintaining overall educational quality. The research findings indicate that appropriate interventions and support can significantly improve the educational experience of autistic children, providing theoretical backing and practical examples for educational practice.

Optimalisasi Kesejahteraan Psikologis Mahasiswa Perantauan Melalui Konseling Komunitas Berbasis Self-Determination

Overseas students tend to study far from their place of residence. This makes students not in the environment of the closest people such as family, closest relatives, friends and friends at home. Living overseas is not easy to adjust to the new environment. Students who cannot adjust overseas tend to feel sad because they need to adjust to the culture in their new environment. This will certainly have an impact on the psychological well-being of overseas students, because not all of them are able to face these demands. Not a few of them feel lonely and alone. This research was conducted to find out how to optimize the psychological well-being of overseas students with self-determination-based community counseling. This research uses the literature review method which is carried out by finding several sources related to variables. The results showed that Self-Determination-based community counseling proved to have several effective efforts to support the psychological well-being of overseas students. The Self-Determination counseling approach model focuses on fulfilling three needs, namely competence, autonomy and connectedness. Implementation of Self-Determination-based community counseling includes identification of needs, formation of support groups, social activities, social skills training, autonomy facilities, mentoring, evaluation and feedback.

Artificial Intelligence to support Children with Autism

Children with autism spectrum disorder (ASD) face challenges in communication, social interaction, and behavioral flexibility, which can affect their development and everyday functioning. Artificial intelligence (AI) offers innovative tools to support children with autism by providing personalized and adaptive interventions. AI-powered systems, such as robots, virtual assistants, and machine learning models, can be used to enhance social skills training, improve communication, and manage sensory sensitivities. These technologies can monitor progress, adjust strategies, and provide real-time feedback, enabling more effective, individualized care. This paper explores the potential of AI in autism support, focusing on AI applications for social skill enhancement, early detection, and therapeutic intervention, while also addressing the ethical considerations and challenges involved in integrating AI into autism care.

Efficacy of Cognitive-Behavioral Therapy in Optimizing Counseling Outcomes for Fast Remission of Social Anxiety with Panic Attacks

Aims: The case study evaluates the efficacy of Cognitive Behavioral Therapy in optimizing counseling outcomes for social anxiety and panic attacks within an academic setting. Counseling sessions were conducted with a 23-year-old female client over a four-month period at T.S Government College.&lt;br /&gt; Method: The study utilized a single case study design A-B-A. The client presented with symptoms of social anxiety and panic attacks, impacting various aspects of her life including academic performance, interpersonal relationships, social interactions and family dynamics.&lt;br /&gt; Results: Cognitive Behavioral Therapy techniques including Cognitive Restructuring, Social Skills Training, Role Play and Role Reversal, and Systematic Desensitization through Gradual Exposure, were implemented over 8 sessions. Assessment tools including pre-post ratings, behavioral observations and therapy blueprints were utilized to assess the severity of social anxiety.&lt;br /&gt; Conclusion: A significant decrease in the severity of social anxiety and panic attacks based on both subjective self-reporting and objective observations suggesting Cognitive Behavioral Therapy as an approach of counseling for individuals with social anxiety with panic attacks in educational setting.&lt;br /&gt; &lt;i&gt;Keywords: &lt;/i&gt;Cognitive Behavioral Therapy, case study, case report, social anxiety, panic attacks, cognitive restructuring, systematic desensitization, role play, role reversal, social skills training

A Preliminary Curriculum to Promote Social Skills via Social Narratives and App Development in Youth With Autism

The challenges faced by transition-age youth (TAY) with level one autism spectrum disorder (L1-ASD) during the transition to adulthood can be exacerbated by disability-related hurdles, particularly in employment and post-secondary education. Existing social skills training interventions for TAY with ASD often include building social narratives and teaching targeted social skills, which are often geared towards individuals with more pronounced forms of ASD. To address the gap, this paper presents the Development of Interpersonal Skills Through Narratives and Technology (DISTNT) curriculum. The DISTNT curriculum innovatively combines social narratives with technology, specifically mobile applications, to enhance social skill development in TAY with L1-ASD with a specific focus on employment. This paper outlines the curriculum’s conceptual framework, structure, and practical applications, offering insights and recommendations for practitioners seeking effective interventions for this population.

Social skills programme for adolescents with depression: initial outcomes of a hospital based study in Sri Lanka

ObjectiveThis quasi-experimental study aimed to describe the outcome of a social skills intervention for adolescents with depression followed up at an outpatient Child and Adolescent Psychiatry Unit. Twenty adolescents with depression attending a tertiary care facility in Colombo, Sri Lanka were recruited, who participated in two social skills training programmes (6 months apart), in addition to pharmacological treatment. Outcome of the programme was measured by a self-administered questionnaire that assessed perceived changes in social skills, before and after the intervention. Wilcoxon Signed Rank test was used to determine the statistical significance of improvement in social skills.ResultsThe sample consisted of 80% (n = 16) female adolescents. Median scores (inter-quartile range) for social skills before and after the first social skills programme were 31.5 (21.0–36.0) and 33.0 (28.25–40.25) respectively, indicating a significant improvement in social skills following intervention (p = 0.011, r = 0.57). A similar improvement was observed after the second programme (n = 10), reporting higher median scores for social skills after intervention (29.5 vs. 37.5, p = 0.005, r = 0.89). A significant improvement was also observed in perceived ability to cope with depressive thoughts after intervention (p = 0.032), indicating that social skills training can be a useful adjunct to pharmacological interventions, in the management of depression in adolescents.

Application of Mixed Reality Technologies in Autism Treatment and Neurodiversity Support

Abstract: This comprehensive review explores the application of Mixed Reality (MR) technologies in treating Autism Spectrum Disorder (ASD) and supporting people with neurodiversity. It examines the potential of MR to create immersive, personalized interventions for social skills training, communication enhancement, and behavioral therapy. The paper discusses the technical considerations in implementing MR systems, including hardware requirements, software development, and user interface design tailored for neurodiverse individuals. It also addresses the challenges and future directions in this field, including ethical considerations, the need for clinical validation, and the integration of MR with existing therapeutic approaches. By synthesizing current research and identifying areas for future investigation, this review highlights the transformative potential of MR in revolutionizing ASD therapy and support.

Exploring the therapeutic potential of virtual reality and augmented reality in social skills training for individuals with autism spectrum disorder

This paper examines the emerging role of Virtual Reality (VR) and Augmented Reality (AR) technologies in providing immersive and personalized social skills training for individuals with Autism Spectrum Disorder (ASD). By creating realistic and interactive environments, VR and AR offer novel approaches to address the social deficits characteristic of ASD, facilitating skill acquisition and generalization in a controlled and supportive setting. This study reviews recent advancements, challenges, and future directions in utilizing VR and AR as adjunctive tools in social skills interventions for individuals with ASD.