Behavior Therapy for Socially Ineffective Children

Allen, Richard P.; Safer, Daniel J.; Heaton, Ronald C.; Ward, Arthur A.; Barrell, Marlene

doi:10.1016/s0002-7138(09)61449-7

Cited by 3 publications

(2 citation statements)

References 28 publications

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“…Many socially withdrawn children and some aggressive children have been treated individually using behavioural approaches (Strain et al, 1976;Van Hasselt et al, 1979). Behavioural techniques have been used in small group treatment settings with socially ineffective children (Allen et al, 1975). Socially isolated children have also been coached in the skills of friendship making (Oden and Asher, 1977), and young children have been taught a problem-solving approach to interpersonal problems (Spivack and Shure, 1974;Pellegrini, 1985).…”

Section: Introductionmentioning

confidence: 99%

Group Social Skills Training for Young Children in a Clinical Setting

Callias

Frosh

Michie

1987

Behav. Cogn. Psychother.

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Peer interaction problems are often difficult to ameliorate in a clinical setting. In this study, four boys, whose many problems included difficulties with peer relationships, were given social skills training in a group over ten sessions. The main aim was to improve cooperative play, effective communication and conflict resolution skills by using a general problem-solving framework combining behavioural and cognitive techniques. The formal measures failed to show change, which may be due in part to inadequacies in the measures. Reports from therapists, teachers and parents suggested that there was considerable change within sessions, some improvement at school but very little at home.

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Section: Introductionmentioning

confidence: 99%

Group Social Skills Training for Young Children in a Clinical Setting

Callias

Frosh

Michie

1987

Behav. Cogn. Psychother.

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“…Various training methods have been used to encourage the development of social skills in a variety of settings notably training in communication skills (Chandler et al, 1974), operant encouragement of social interaction with withdrawn children (Strain, Cooke & Apollini, 1976) and with socially ineffective children (Allen et al, 1975), modelling of appropriate skills (O'Connor, 1969(O'Connor, , 1972, and coaching procedures based on problem-solving, practice and feedback . Of these, modelling and coaching appear to be the most promising methods for the establishment of new skills in severely deficient children.…”

Section: Introductionmentioning

confidence: 99%

Social Skills training in an Infant School Setting

Frosh

Callias

1980

Behav. Cogn. Psychother.

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In recent years, a growing body of research has established that children who have poor peer relationships are particularly at risk for the development of later psychiatric and antisocial disorders — for instance, they are more likely to drop out of school, be later identified as juvenile delinquents, and have mental health problems in adult life (Asher et al., 1977). Children who are picked out by their peers as isolated or rejected are particularly vulnerable (Cowen et al., 1973; Roff et al., 1972). This finding has led researchers to evaluate “popularity” by sociometric tests which involve asking children who their friends are and who they dislike. Such sociometric scores have been shown to have moderate reliability (Roff et al., 1972), but much depends on the type of question asked (Oden & Asher, 1977). In particular, it is clear that sociometric acceptance has different correlates from sociometric rejection, the former being more an index of amount of social participation (Combs & Slaby, 1977), the latter of its quality.

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Social skills training in schools: an evaluation study

Verduyn¹,

Lord²,

Forrest³

1990

Journal of Adolescence

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A study evaluating the effectiveness of a school‐based social skills programme is described. All children in three year bands of an Oxford middle school were screened for behaviour problems. Subjects selected were allocated at random to eight sessions of social skills training with four booster sessions later or to a no treatment control group. Change was assessed by teacher, parent and self‐report measures.Results suggested a significant improvement in social activity, parental report of social behaviour and self‐esteem in the treatment as compared to the control group, which persisted at 6 month follow‐up. Self‐esteem changes were age and gender related.Implications for school‐based social skills programmes are discussed.

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Behavior Therapy for Socially Ineffective Children

Cited by 3 publications

References 28 publications

Group Social Skills Training for Young Children in a Clinical Setting

Group Social Skills Training for Young Children in a Clinical Setting

Social Skills training in an Infant School Setting

Social skills training in schools: an evaluation study

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