Interpersonal-Skills Training with Adolescents

Schinke, Steven P.

doi:10.1016/b978-0-12-535611-4.50008-7

Cited by 13 publications

(8 citation statements)

References 277 publications

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“…say no. Social skills training programs have been studied with school populations ranging from elementary to high school age (Pentz, 1983;Sarason & Sarason, 1981;Schinke, 1981), and some of these programs have achieved encouraging results. Hansen, Graham, Wolkenstein, & Lundy (1988) compared resistance training to an information model and found that subjects who received resistance training had greater knowledge of the social sources of pressure and greater knowledge of methods for resisting those pressures.…”

Section: The Social Context Of Drug Resistancementioning

confidence: 99%

A typology of drug resistance strategies

Alberts

Miller-Rassulo

Hecht

1991

Journal of Applied Communication Research

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This study examined social influences on adolescents' responses to drug offers. Seventy narrative accounts of both successful and unsuccessful attempts to say no were collected. From these data, the authors developed a typology of both drug offers and drug resistance strategies. In addition, typologies were developed for: who made the offer, what substance was offered, where the offer occurred, and why the subject responded as she or he did. As well, the study revealed the influence of the type of drug, alcohol or controlled substance, on the process of offering and resisting.The analysis revealed that adolescents were more likely to resist offers of controlled substances and did so more often when the offer was made by an acquaintance at school. When they did refuse, they were most likely to simply say no. Also, teenagers were more likely to accept offers of alcohol, particularly from friends in social situations when the friends used persuasive appeals.

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Section: The Social Context Of Drug Resistancementioning

confidence: 99%

A typology of drug resistance strategies

Alberts

Miller-Rassulo

Hecht

1991

Journal of Applied Communication Research

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“…Techniques that have been empirically shown to enhance coping skills increase youths' abilities to withstand direct and indirect interpersonal, intrapersonal and environmental pressures through cognitive-behavioral interventions designed to encourage specific skills and ways of thinking. Increased self-esteem, sense of personal control, heightened self-confidence, values clarification, assertiveness skills, and stress-management techniques are examples of approaches that have been effective in intervention trials (Blount and Dembo, 1984;Botvin, 1983;Demob, Blount, Schmeidler, and Burgos, 1986;Dupont and Jason, 1984;Schinke, 1981;Schinke and Gilchrist, 1984;Schinke, Gilchrist, Snow, and Schilling, 1985a;Schinke, Schilling et al, 1985b;Zoller and Maymon, 1986).…”

Section: Copingmentioning

confidence: 99%

“…These skills could allow Hispanic youths to systematically define, generate solutions for, and resolve alcohol and drug use problems (Perry and Jessor, 1986;Schinke and Gilchrist, 1984;Schinke, Gilchrist, Schilling et al, 1985a;Schinke, Schilling et al, 1985b). Social-learning behavioral skills are necessary for Hispanic youths to negate interpersonal stressors, role modeling, and pressures toward substance use (Dupont and Jason, 1984;Schinke, 1981). Learning theory can also inform intervention delivery.…”

Section: Social Learningmentioning

confidence: 99%

Hispanic Youth, Substance Abuse, and Stress: Implications for Prevention Research

Schinke

Moncher

Palleja

et al. 1988

International Journal of the Addictions

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Hispanic adolescents are the fastest growing ethnic-minority age group in America. They are also at high risk for drug, alcohol, and tobacco use. In this paper, the authors discuss the etiology of Hispanic adolescents' substance abuse, as explained in part by psychological stress. Based on the authors' research and on other data, a model for preventing substance abuse among Hispanic youths is presented. The model draws from coping, acculturation, social learning, and informal network theories. Concluding with a research agenda, the paper calls for descriptive, correlative, and intervention outcome studies to scientifically understand and prevent substance use among Hispanic adolescents.

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“…The intervention with the children is based on a social slulls and cognitive training model, which emphasizes the need for children to have both the necessary skills and motivation to cany out a desirable behavior (Schinke, 1981).…”

Section: Background Of the Present Studymentioning

confidence: 99%

Teaching Children to Take More Responsibility for Their Own Dental Treatment

Levy¹,

Lodish

Pawlak-Floyd³

1982

Social Work in Health Care

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Inappropriate prevention and utilization behaviors can cause serious problems in all areas of health, including dental care. This paper reports on the testing of a new approach to improve appropriate dental care--teaching children to assume more responsibility for getting their own care. Results show significantly more knowledge posttreatment for children trained in an experimental group taught in this new approach, than children trained in a comparison group, only taught standard dental health education materials. Self-report and role plays showed differences between the two groups in the correct direction, although these differences were not statistically significant.

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Interpersonal-Skills Training with Adolescents

Cited by 13 publications

References 277 publications

A typology of drug resistance strategies

A typology of drug resistance strategies

Hispanic Youth, Substance Abuse, and Stress: Implications for Prevention Research

Teaching Children to Take More Responsibility for Their Own Dental Treatment

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