Relation Between Pan-Situational Social Skills and Situation-Specific Social Skills in Adolescents

Kira, Yugo; Ogata, Akiko; Kamite, Yuka

doi:10.5926/jjep.68.11

Cited by 8 publications

(4 citation statements)

References 10 publications

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“…A higher score indicates greater social skills. Although this scale is an adult version, previous research has determined that the scale sufficiently measures high school students' social skills in Japan (Kira et al, 2020). The baseline Cronbach's alpha coefficients of the subscales starting relationships, maintaining relationships, and assertion were .91, .61, and .75, respectively.…”

Section: Methodsmentioning

confidence: 99%

Preliminary investigation of the feasibility of a long‐term but low‐frequency preventive intervention for depression in Japanese high schools

Kambara

Kira

Kohno³

et al. 2021

Int J of Nursing Practice

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Aim We explored the feasibility of a long‐term but low‐frequency psychological preventive intervention in a high school setting. Background High school students may experience depression; psychological interventions to improve social and cognitive skills may be useful to decrease such depression. A long‐term but low‐frequency intervention may be feasible in this setting because of its minimal time demands and lack of need for specialist human resources Design We conducted a single‐arm longitudinal descriptive study with an intervention applied six times over 2 years in one high school. Method We conducted a psychological preventive intervention with 94 high school students in one school for 2 years (April 2014 to March 2016). This intervention aimed to improve social and cognitive skills. We measured social skills, cognitive distortion, and depression five times during the 2‐year period, through a self‐report scale. Results/Findings Scores for maintaining relationship skills tended to increase over the 2 years. However, depression did not decrease over the intervention period. Conclusion Although our research did not include control conditions and the intervention did not decrease depression, the six‐session programme for high school adolescents improved an aspect of social skills that is a preventive factor against depression.

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Section: Methodsmentioning

confidence: 99%

Preliminary investigation of the feasibility of a long‐term but low‐frequency preventive intervention for depression in Japanese high schools

Kambara

Kira

Kohno³

et al. 2021

Int J of Nursing Practice

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“…A higher score indicates better social skills. A previous study [31] revealed that this scale accurately measures high school students' social skills in Japan. The value of Cronbach's alpha coe cients of this scale at the baseline was favorable (α = 0.85) in our sample.…”

Section: Methodsmentioning

confidence: 92%

“…Social skills. used a short version of the Social Skills Self-Rating Scale (SS) [31]. The SS consists of 20 items that assess not only behavioral skills (such as assertion; e.g., "If a friend hurts my feelings, I will clarify it with them"), but also emotional control skills in interpersonal situations, which was the target skills in the ECT (e.g., "I try to control my emotions, but they show on my face").…”

Section: Methodsmentioning

confidence: 99%

“…Since more advanced skills like assertion and using supportive language require basic skills, such as expressing one's feelings using vocal tone and facial expressions, as well as estimating the feelings of others [31], we encouraged students to think about how to express their feelings and how others felt about the situation in each session.…”

Section: Program Contentmentioning

confidence: 99%

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Implementation and Effectiveness of a Sustained Depression Prevention Program for High School Students in Japan

Kira

Matsumoto

Kambara

et al. 2022

Preprint

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Background: High school students, particularly in Japan, suffer from severe depression. School-based cognitive-behavioral depression prevention interventions are effective countermeasures against depression among high school students. However, due to the time-consuming nature of high school curriculum, such interventions are less common among high school students than they are among elementary and junior high school students, making it difficult to introduce them to a sustainable school curriculum. We used a long-term but low-frequency intervention as one of the implementation approaches to address curricular issues, which divide the program’s content across several grades. Therefore, this study examined the effectiveness of our approach to high school students. Methods: We conducted the program on a grade-by-grade basis for students who entered the school each year over a two-year period. We administered surveys during the two-year intervention period and one-year follow-up period to 225 students who had enrolled in a high school during 2014–2019. Only those high schools were considered that implemented our program. Additionally, data from 608 Japanese high school students who did not receive this program were obtained through an online survey and compared to our data for higher levels of depressive symptoms at each grade level. Results: According to the three-level hierarchical linear model analysis, students who participated in the program experienced improvement in their depressive symptoms and related factors over these three years. At the end of the program and one year after the intervention, the Welch test and chi-square test indicated fewer depressive symptoms and a lower percentage of students with depression compared to those who did not receive the intervention. Conclusions: The results of this study suggest that a school-based cognitive-behavioral depression prevention program using a long-term but low-frequency approach may effectively reduce the implementation burden into the school curriculum, promote sustained implementation, and prevent depression among high school students. Future studies may consider other innovative methods to examine sustained intervention effects, considering economic and ethical issues, such as collecting depression scores of general high school students annually.

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Implementation and effectiveness of a sustained depression prevention program for high school students in Japan

Kira,

Matsumoto,

Kambara

et al. 2023

International Journal of School & Educational Psychology

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Relation Between Pan-Situational Social Skills and Situation-Specific Social Skills in Adolescents

Cited by 8 publications

References 10 publications

Preliminary investigation of the feasibility of a long‐term but low‐frequency preventive intervention for depression in Japanese high schools

Preliminary investigation of the feasibility of a long‐term but low‐frequency preventive intervention for depression in Japanese high schools

Implementation and Effectiveness of a Sustained Depression Prevention Program for High School Students in Japan

Implementation and effectiveness of a sustained depression prevention program for high school students in Japan

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