Clinical issues in social-skills training with adolescents

Hansen, David J.; Watson-Perczel, Maria; Christopher, Jeanette Smith

doi:10.1016/0272-7358(89)90062-7

Cited by 29 publications

(13 citation statements)

References 42 publications

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“…Many of the same limitations of social skills training outcomes with pre-adolescents also apply to interventions with teenagers, such as those related to the generalization of behavior change, social validation of treatment effects, and assessment of changes in social status (e.g., Hansen, Watson-Perczel, & Christopher, 1989).…”

Section: Adolescents Who Are Disruptivementioning

confidence: 98%

Peer Relationship Problems and Disruptive Behavior Disorders

Guevremont

Dumas²

1994

Journal of Emotional and Behavioral Disorders

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About half of all children with attention deficit-hyperactivity disorder (ADHD) have significant problems with their peer relationships. These social difficulties appear to be related to a high rate of intrusive behavior, deficits in conversation and reciprocity, social-cognitive biases, and poor emotional regulation. Social skills interventions have been advocated to teach children and adolescents how to interact more successfully with their peers. T o date, few studies have systematically evaluated social skills interventions for children with A D H D . However, studies with children and adolescents who are disruptive have pointed to serious limitations in the generalization of treatment effects to the natural environment and questionable changes in peer relationships as a result of these treatments. These limitations and potentially useful adjunctive and alternative treatment strategies are discussed, including careful attention to setting events, the strategic use of peers, and the impact of medications on peer interactions.

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Section: Adolescents Who Are Disruptivementioning

confidence: 98%

Peer Relationship Problems and Disruptive Behavior Disorders

Guevremont

Dumas²

1994

Journal of Emotional and Behavioral Disorders

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“…Peer-mediated interventions increase the individual's opportunity to contact the natural reinforcing contingencies that help maintain positive social behavior (Hansen, Watson-Perczel, & Christopher, 1989;Guevremont et al, 1989;McMahon et al, 1996).…”

Section: Behavioral Interventionsmentioning

confidence: 99%

Peer-mediated social-skills training and generalization in group homes

Duan¹,

O'Brien²

1998

Behav. Intervent.

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A multiple baseline across subjects design was used to evaluate generalization effects of a peer‐tutoring procedure to teach social skills for individuals with developmental disabilities. Three residents with poor social skills living in community‐based group homes served as participants in this study. Generalization data were collected during four conditions: (i) baseline (ii) social‐skills training by therapist (iii) social‐skills training by peer‐tutor, and (iv) follow‐up. Results demonstrated that participants did not generalize trained social skills to untrained settings (i.e., living room of a group home and community bowling alley) until the first participant was trained as a peer‐tutor to train two other participants. These results were maintained 6 months after training was withdrawn. © 1998 John Wiley & Sons, Ltd.

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“…discussed by Botvin and Tortu (1988), this approach teaches decision making, self-directed behavior change, anxiety management, and social skills (see also Hansen, Watson-Perczel, & Christopher, 1989).…”

Section: Competency Enhancement Skills Asmentioning

confidence: 99%

Suicide Prevention in Adolescents (Age 12–18)

Berman,

Jobes

1995

Suicide & Life Threat Behav

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The epidemiology of adolescent suicide is summarized with particular emphasis on temporal trends by age and gender. “First‐generation” prevention programs, as reviewed and critiqued by the Centers for Disease Control and Prevention, are then examined. In the absence of compelling empirically based behavioral outcome data, selective targeted “second‐generation” prevention efforts are then described across the primary‐secondary‐tertiary continuum. These efforts are focused toward targets of individual predisposition, the social milieu, or proximal agents associated with high risk for suicidal behaviors. Finally, with an eye toward the future, current obstacles and unanswered questions are explored as they relate to opportunities and hopes for change in effecting reduced rates of these behaviors.

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Clinical issues in social-skills training with adolescents

Cited by 29 publications

References 42 publications

Peer Relationship Problems and Disruptive Behavior Disorders

Peer Relationship Problems and Disruptive Behavior Disorders

Peer-mediated social-skills training and generalization in group homes

Suicide Prevention in Adolescents (Age 12–18)

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