Social Skills Training Approaches Research Articles

Evaluating the effectiveness and acceptability of information and therapy guides for improving the psychosocial well-being of people with facial palsy

Facial palsy (FP) can have a negative impact on an individual's psychological and social well-being, irrespective of esthetic severity. There is a lack of psychological interventions tailored specifically for this population and individuals with FP report difficulties accessing specialist psychological treatment. This paper describes a pilot study evaluating the effectiveness, acceptability, and feasibility of information and therapy guides for this population. Quasi-experimental, repeated measures design. Six separate information and therapy guides were designed, drawing on cognitive behavioral therapy, acceptance and commitment therapy, and social skills training approaches. These were tested by 132 participants with FP, over a 4-to-6-week period. Participants completed self-report measures assessing psychological well-being, social function, and appearance-related distress before and after the testing period, as well as provided feedback on the perceived effectiveness, acceptability, and feasibility of the intervention. After completing an information and therapy guide, participants reported significant improvements in psychological well-being and social function, as well as improvements in appearance-related distress. Ninety percent of participants reported having found it helpful to complete a guide, while 79.7% reported feeling more able to cope with FP and 95.3% agreed that the guide had been easy to understand and use. Self-guided information and therapy guides are an acceptable and effective intervention for improving the psychosocial well-being of people with FP. They provide a low-intensity, universal, and cost-effective option for supporting the psychological needs of this population. NCT03943953.

Applying Interactive Teaching Methods in a For-eign Language Classroom

Nowadays, higher education requires not only the development of new educational standards, but also changes in the methodology of teaching foreign languages. One of the high-priority goals is to enhance teaching methods by using new tools and technologies. That is the gist of the new educational paradigm, which offers not only a different content and approaches, but also a new attitude to them. Interactive methods of teaching a foreign language make it possible to shift the educational process from passive to active learning, providing the implementation of activity-based leaning and learner-centered approaches. Goal. The goal is to consider the principles of using interactive teaching methods in the process of foreign language teaching at a higher school and to analyze the peculiarities of these methods in the context of their effective application. Methodology. When achieving the goal, the following methods of research were used: observation, descriptive and comparative methods as well as deduction, induction, analysis and synthesis. Results. We conclude from this study that the effectiveness of using interactive teaching methods at a higher school is ensured by the implementation of the following pedagogical conditions, namely the creation of a dialogic space in higher education classroom; the application of social skills training approach to in-class and out-of-class activities; monitoring students’ personal qualities and professional orientation; the formation of teachers’ psychological readiness to use interactive technologies aimed at self-development of students. Originality. The principals for effective application of interactive methods in a foreign language classroom at the university are suggested and the conditions required for developing students’ foreign language competence in the process of interactive learning are specified. Practical value. By following the proposed principals and recommendations, it is possible to increase the level of students’ engagement in the learning process, to foster their motivation for learning foreign languages, develop students’ creativity as well as improve their communication and interpersonal skills. They can also be useful for teachers who want to facilitate their professional performance.

Social Skills Training and ADHD-What Works?

Many children and adolescents with attention-deficit/hyperactivity disorder (ADHD) have difficulties in their social skills and peer relationships. Because social problems exacerbate later maladjustment in ADHD populations, it is important to address this serious impairment. Although social skills training (SST) is a common intervention approach, evidence to date suggests that SST has limited efficacy, at least when provided in traditional, clinic-based settings. The current review summarizes recent advances to traditional SST approaches that may potentially enhance their efficacy. We identify two promising directions in which SST may be modified to make it more efficacious for ADHD populations. The first direction involves providing increased reinforcement and reminders of appropriate social behavior at the point of performance to youth with ADHD (e.g., in vivo, in real life peer situations as opposed to in the clinic). We note the importance of ensuring that youth with ADHD are receptive to such reminders. The second direction involves encouraging peers to be more socially accepting and inclusive of youth with ADHD. This avenue has been understudied in the literature to date. SST for children and adolescents with ADHD may be enhanced by providing more in vivo reminders and feedback at the point of performance and by making efforts to alter peers' impressions about youth with ADHD.

32.0 Social Skills Training Approaches for Children and Youth: Theory, Research, and Practice

32.0 Social Skills Training Approaches for Children and Youth: Theory, Research, and Practice

Biased Facial Expression Interpretation in Shy Children

AbstractThe relationship between shyness and the interpretations of the facial expressions of others was examined in a sample of 123 children aged 12 to 14 years. Participants viewed faces displaying happiness, fear, anger, disgust, sadness, surprise, as well as a neutral expression, presented on a computer screen. The children identified each expression by pressing a button on an external keyboard. For each expression, children also rated (a) the degree to which they felt the child displaying the expression would like them, (b) the probability that someone at school would look at them with that expression, and (c) their own emotional reaction to interacting with a child displaying the expression. Participants also completed the Children's Shyness Questionnaire and the Children's Rejection Sensitivity Questionnaire. We hypothesized that shyness in children would be related to negatively biased interpretations of facial expressions. Although the accuracy with which the children could identify the facial expressions was not related to their degree of shyness, negative biases were found in their interpretations of the meanings of the expressions. Furthermore, rejection sensitivity significantly mediated many of these biased interpretations. These findings may have implications for interventions for children experiencing shyness and social anxiety, especially social‐skills training approaches. Copyright © 2015 John Wiley & Sons, Ltd.

Psychosocial interventions for adults with visible differences: a systematic review.

Background. Some individuals with visible differences have been found to experience psychosocial adjustment problems that can lead to social anxiety and isolation. Various models of psychosocial intervention have been used to reduce social anxiety and appearance related distress in this population. The objective of this review was to update a previous systematic review assessing the efficacy of psychosocial intervention programs for adults with visible differences. The original review (Bessell & Moss, 2007) identified 12 papers for inclusion.Methods. A search protocol identified studies from 13 electronic journal databases. Methods: Studies were selected in accordance with pre-set inclusion criteria and relevant data were extracted.Results. This update identified an additional four papers that met the inclusion criteria. Two papers provided very limited evidence for the efficacy of a combined cognitive-behavioural and social skills training approach. None of the papers provided sufficient evidence for the optimal duration, intensity or setting of psychosocial interventions for this population.Discussion. The review concluded that a greater number of Randomised Controlled Trials and experimental studies were required to increase the methodological validity of intervention studies.

A Comparative Study Among Residential Mental Health Services That Apply Different Rehabilitation Programs

In our program of rehabilitation Neuro-Cognitive Trainings (NCT), and especially Social Skills Training (SST) are the most effective interventions designed to improve social competence and other cognitive abilities of patients with schizophrenia. The psichopatological target are: Theory of Mind, Executive Functions and Deficit of Central Coherence. Thirty-four adult inpatients (from 18 to 55 years of age) with DSM V based diagnoses of schizophrenia were assigned to three different groups: structured rehabilitation program for 24 months (IPT-a group); structured rehabilitation program for 24 months (IPT-b group); generic intervention for 24 months (IPT-c group). The last one was considered as a control group. Firstly we investigate the efficacy of the cognitive intervention based on SST and NCT approaches of our rehabilitation program applied in two different Residential Mental Health Services; We compared this result with two other Residential Mental Health Services that didn’t apply this program and used to do a generic rehabilitation intervention based on social recreational activities plus support of daily life abilities. The most effective intervention on cognitive deficits, social and relational competences will benefit from a structured program based on cognitive remediation and social skills training

Social skills training.

Children with attention-deficit/hyperactivity disorder (ADHD) have prominent social impairment, which is commonly manifested in unskilled behaviors in social situations and difficulties in being accepted and befriended by peers. This social impairment often remains after administration of medication and behavioral contingency management treatments that address the core symptoms of ADHD. This article reviews traditional social skills training (SST) approaches to remediating social impairment, and presents the evidence for their efficacy and significant limitations to their efficacy. The article introduces potential reasons why the efficacy of traditional SST may be limited, and concludes with some promising alternative SST approaches.

Discriminative Stimulus Social Skills Training: The Effects of Video-Based Exemplars of Teacher Requests on the Compliance of Students with Behavioral Disorders

Virtually all social skills training (SST) regimens incorporate live or video modeling to effect gains in the targeted skills; there seems to be an implicit assumption that a behavioral model must be shown. The experimental literature to date has not investigated the effects of presenting video-based stimulus exemplars in the absence of video-based response models. In the present study two concurrent, yet independent, experiments evaluated the effectiveness of two SST regimens on the compliance of students with emotional and behavioral disorders. The first experiment represents the initial application of a video-based SST procedure, Discriminative Stimulus Social Skills Training (DS-SST). This intervention included multiple video-based exemplars of teacher requests within instruction designed to establish the requests as discriminative stimuli for individual responses that, collectively, were members of the response class, “compliance.” The second experiment evaluated the effectiveness of a novel, yet more traditional, SST approach on compliance. The Peer Assisted Social Skills Training (PA-SST) included peer modeling, imitation, role playing, and feedback/discussion and was included in the study as a nontechnological point of reference for DS-SST. Both experiments also evaluated the effects of treatment on on-task and talk-out behaviors. Results indicated a functional relation between DS-SST and compliance as well as on-task behaviors. The PA-SST experiment did not demonstrate a functional relation with compliance, but was associated with gains in on-task and a reduction in talk-out behaviors. A discussion is presented on the relationship between the DS-SST video-based elements and factors that promote generalization. Results also are related to the construct of stimulus control. Limitations and implications for future research are presented.

SIG 16 Perspectives Vol. 12, No. 4, December 2011

SIG 16 Perspectives Vol. 12, No. 4, December 2011

Evaluation of a ‘new generation’ of cognitive-emotional social skills training approaches for schizophrenia patients

Background. Children with Autism Spectrum Disorder (ASD) have few opportunities to engage in physical activity, which affects their already limited social and motor skills. Different Service-Learning (SL) proposals designed to meet this need have started to emerge, and research is required to better understand the services provided. Objective. Two objectives were established in this study: (1) to understand the impact of a physical education SL programme from the viewpoints of Physical Education Teacher Education (PETE) students and the families of the children with ASD involved; and (2) to analyse the programme’s effects on the motor domain of children with ASD (physical activity levels and basic motor skills). Method. The study used a mixed-methods approach. Thus, for the first objective, a qualitative approach consisting of group interviews and reflective journals was used with a sample composed of 12 parents of the participating children with ASD and 52 PETE students. For the second objective, a quasi-experimental design was used with a sample of 25 children with ASD, 15 in the experimental group (4 girls, 11 boys; age: 10.13 ± 2.56 years) and 10 in the control group (1 girl, 9 boys; age: 10.13 ± 3.09 years). In this part, triaxial accelerometers (Actigraph, xGT3X-BT) and the Movement Assessment Battery for Children-2 (MABC-2) were used. Results. Five content categories emerged from the qualitative approach, three of which were shared by the families and the PETE students: ‘Motor-related benefits for children’, ‘Social impact regarding inclusivity’, and ‘Teacher training quality’. In addition, the ‘Personal growth’ category emerged from the PETE students, and ‘Desire for consolidation of the programme’ emerged from the families. Regarding the quantitative approach, the experimental group showed significant improvements in moderate Physical Activity performed on weekdays (p ≤ 0.001), as well as on the Manual Dexterity (p ≤ 0.05) and Balance (p ≤ 0.05) variables from the MABC-2 test. Meanwhile, the results in the control group remained stable or decreased. Conclusion. The SL programme implemented was beneficial for all the parties involved and successfully achieved the objectives established a priori. In any case, further research on programmes and services for children is needed to guide future proposals.

Behavioural and Cognitive Approaches to Social Skills Training with Young Children

Establishing peer relationships is an important part of social development in children. Children who are social isolates or rejected by their peers may be at risk in their social relationships during adolescence and adulthood. Two main approaches to intervening in peer relationships have been employed over the past sixty years: the first emphasises the individual’s role as a member of a peer group, while the second focusses on improving social skill learning and performance. The research evidence is reviewed with respect to both these theoretical approaches, with the social skills training (SST) approach being generally more clearly supported. Problems with the generalisation of social skills learned in the training program to actual social situations and to improved peer relationships are seen as requiring an extension of the behavioural SST approach. A social cognitive strategy which coaches children in making self-efficacy judgements of their ability to perform a task successfully is claimed to be a useful adjunct to the SST program. Specific teaching/coaching points are included as a guide to teachers who wish to help children improve their social skills and peer relationships.

Behavioural and cognitive approaches to social skills training with young children

Establishing peer relationships is an important part of social development in children. Children who are social isolates or rejected by their peers may be at risk in their social relationships during adolescence and adulthood. Two main approaches to intervening in peer relationships have been employed over the past sixty years: the first emphasises the individual's role as a member of a peer group, while the second focusses on improving social skill learning and performance. The research evidence is reviewed with respect to both these theoretical approaches, with the social skills training (SST) approach being generally more clearly supported. Problems with the generalisation of social skills learned in the training program to actual social situations and to improved peer relationships are seen as requiring an extension of the behavioural SST approach. A social cognitive strategy which coaches children in making self‐efficacy judgements of their ability to perform a task successfully is claimed to be a useful adjunct to the SST program. Specific teaching/coaching points are included as a guide to teachers who wish to help children improve their social skills and peer relationships.

Social Skills Training with Ex-Mental Patients

Social skills training (SST) has become one of the popular models of therapy. Based on Trower, Bryant and Argyle's (1978) SST approach, a SST group project was implemented in a male halfway house in Hong Kong. This report sums up the SST group project's theoretical framework, design and methods, and assesses the attainment of objectives according to findings of the project. The practice implications of SST to social rehabilitation of ex-mental patients in the Hong Kong context are also discussed.

Major Psychotherapeutic Modalities for Heroin Addiction: A Brief Overview

This article provides a brief overview of recent literature on major psychotherapeutic modalities for heroin addiction. These modalities include psychotherapy, behavior therapy, cognitive-behavioral therapy, family therapy, social skills training approaches, and therapeutic communities. It highlights studies with stronger research design and methodology, many of which are theory-based, and discusses what appear to be the "active ingredients" in these modalities which contribute to successful treatment outcome. It concludes that there is an increasing convergence of theory and research in the field of heroin addiction treatment, making the designing of treatment programs based on empirical knowledge more feasible.

Roles of social support systems in overseas relocation: Implications for intercultural training

This report reviews the research literature on social support systems, the roles such systems can play in overseas relocation, and the implications for intercultural training. Three key roles are identified: (1) one of the primary sources of stress produced by relocation overseas is the disruption of a person's social support systems; (2) one of the primary strategies for coping with the stress of overseas assignment is the use of available social support systems; and (3) social support systems are frequently hindered in providing adequate support overseas because they, too, are often under stress. Further, three potential roles of social support systems in intercultural training are suggested: (1) such systems can serve as an important content area in training; (2) social support systems themselves can provide a context for training; (3) these systems can be a source of continuing intercultural training. A social skills training approach stressing “culture general” process skills is presented as a way of usefully providing training in the development and use of social support systems overseas. A specific training module with this focus is described.

Social Skills Training With Juvenile Offenders

The present study investigated the influence of social skills training of cognitive and behavioral characteristics of juvenile offenders. Structured social skills training, an unstructured discussion group, and a control group were compared. Subjects were 30 adolescent male offenders who had been previously arrested for a variety of offenses. The design was a 3 x 2 factorial design with a repeated measure. Between subjects factors were type of social skills training and number of offenses. Cognitive variables measured were locus of control and self-concept. There was a behavioral measure of social skills. Results revealed a significant main effect for treatment groups on the locus of control measure with structured social skills training and discussion groups indicating greater internality than the group. The main effect was qualified by a significant Group x Frequency interaction which revealed that the structured social skills training approach was more effective with high-frequency offenders and the di...

Prevention of Adolescent Drug Abuse

The prevention of drug abuse has been of public concern since the mid-1960s. Research efforts to document program effectiveness have met with relatively little success. Past research efforts are reviewed. Research on social pressures and social skills training approaches to smoking prevention is reviewed in detail because of the promise these approaches hold for the prevention of drug abuse. Future research needs are identified.

Assessment and training of social competence in dangerous psychiatric patients

Traditional approaches to the assessment and treatment of individuals who have demonstrated dangerous behavior have been based upon a trait model of personality. The social competence model differs from the trait model by assuming that much behavior is situationally determined, that new socially competent behavior patterns can be acquired through observation of models and practice, and that the frequency of undesirable behaviors can be reduced by increasing the frequency of incompatible, desirable behaviors. This paper reports the applications of the social competence model to the assessment and treatment of men in a security hospital, including individuals confined because of specific offenses, such as sex crimes, arson, and institutional assault, as well as those with high overcontrolled-hostility scores, low overall social skill ratings, and low popularity ratings from their peers. The social skills training approach that we have employed has been most successful with sex offenders and arsonists. The results suggest that the most withdrawn and shy individuals derive the greatest benefit from our social skills training approach while overassertive individuals benefit least. It is hypothesized that staff may reward unassertive patient behavior and punish assertive behavior and that future research must focus on changing this pattern in order to foster socially competent behavior by institutional residents. While many problems remain to be answered, our preliminary results suggest the usefulness of the social competence approach in the assessment and treatment of dangerous psychiatric patients and offer the possibility that the approach may lead to better control of violent behavior in the future.