Social skill assessment and training for children: An evaluative review

Hasselt, Vincent B. Van; Hersen, Michel; Whitehill, Mark; Bellack, Alan S.

doi:10.1016/0005-7967(79)90059-7

Cited by 137 publications

(39 citation statements)

References 85 publications

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“…Extensive reviews on social skills training with children have been made by van Hasselt et al (1979) and Beck and Forehand (1984).…”

Section: Pre-adolescent Children (Ages 8-13)mentioning

confidence: 99%

“…Further, it may be unwise to seek to modify the individual's behaviour in this way ("first order change") without also modifying some wider system ("second order change") (Emery and Narholin, 1977;Watzlawick, Weakiand and Fisch, 1974 There is a substantial literature on social skills training with preadolescents. Extensive reviews on social skills training with children have been made by van Hasselt et al (1979) and Beck and Forehand (1984). Van Hasselt et al (1979) note that social isolation may be defined in one of two ways -in terms of peer acceptance, or in terms of observed frequency of interaction.…”

Section: Adolescent Offenders (Delinquents)mentioning

confidence: 99%

“…Extensive reviews on social skills training with children have been made by van Hasselt et al (1979) and Beck and Forehand (1984). Van Hasselt et al (1979) note that social isolation may be defined in one of two ways -in terms of peer acceptance, or in terms of observed frequency of interaction. They recommend a system of analysis based on a combination of the two approaches.…”

Section: Adolescent Offenders (Delinquents)mentioning

confidence: 99%

“…Van Hasselt et al (1979) note that social isolation may be defined in one of two ways -in terms of peer acceptance, or in terms of observed frequency of interaction. They recommend a system of analysis based on a combination of the two approaches.…”

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confidence: 99%

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Social skills training with young adolescents: group and individual approaches in a school setting

Bulkeley¹,

Cramer²

1994

Journal of Adolescence

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SynopsisThere has been relatively little research on social skills training with young adolescents. Yet adolescence is a key stage in the life cycle, and may well be important for the development of social skills. There is evidence that difficulty with the peer group early in life may be a risk factor for a range of personal problems at a later stage in the life cycle.The research programme sought to evaluate the use of group social skills training with young adolescents in a school setting, and to identify the most useful component.The research consisted of two experiments, each of which involved the provision of a social skills training programme for young adolescents of mixed gender within the school timetable.In the first experiment nine young adolescents aged 12-13 were identified as having social skills difficulty.The intervention took the form of a group programme of ten social skills training sessions with a strong individualised component. On measures of social competence and self-report significant gains were made which were maintained at six month follow-up.On a measure of sociometric status there was significant gain by the time of follow-up. A non-equivalent problem-free no-treatment control group (n = 10) of like age made no significant gains on any of the variables measured. There were significant differences between the control group and the treatment group in social competence and sociometric status prior to treatment, but none post treatment nor at follow-up. Using MANOVA a main 3 effect for time was found for the combined measures of social competence and self-report.In the second experiment 41 young adolescents aged 12-13 were allocated to an individualised training (IT) Group (n = 14), a standardised training (ST) Group (n = 13) and a no treatment control group (ii = 14). Therapist effects were controlled by crossing over therapists, so that equal numbers of each group were trained by each pair of therapists. The programme ran over 2 years. A group comparison design taken together with single case designs provided evidence for the effectiveness of the interventions and for the relative superiority of individua].ised training over standardised training. Dependent measures included a self-report questionnaire, a sociometric questionnaire, a behavioural interview schedule, a role-taking test, a social assertiveness test, and a clinical change rating. There was no main effect for type of problem (rejected vs neglected) nor for subject gender. Data relating to therapist performance suggested that therapist effects might make a substantial difference to outcome.It was concluded from the two experiments that the treatments were generally effective and able to produce generalisation, that the individualised approach worked rather better than the standardised approach, and that it was important to control for therapist effects. SOCIAL SKILLS TRAINING 'ITH YOUNG ADOLESCENTS Chapter OneBackground to the Studies 1. 2.3.4. 5.6. 7.8. 9.10. 11.12. 13.Title.The concept of social skills training.The social s...

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“…Extensive reviews on social skills training with children have been made by van Hasselt et al (1979) and Beck and Forehand (1984).…”

Section: Pre-adolescent Children (Ages 8-13)mentioning

confidence: 99%

Section: Adolescent Offenders (Delinquents)mentioning

confidence: 99%

Section: Adolescent Offenders (Delinquents)mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Social skills training with young adolescents: group and individual approaches in a school setting

Bulkeley¹,

Cramer²

1994

Journal of Adolescence

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“…Despite this accomplishment, researchers have not always demonstrated the generalization and maintenance of social behavior (e.g., Berler, Gross, & Drabman, 1982;Herman & Tramontana, 1971;Strain, Kerr, & Ragland, 1981;Strain & Timm, 1974;Van Hasselt, Hersen, Whitehill, & Bellack, 1979; Warren, Baer, & Rogers-Warren, 1979 the focus of recent research efforts (e.g., Fowler & Baer, 1981;Paine et al, 1982;Stokes & Baer, 1976;Stokes, Baer, & Jackson, 1974; Stokes, Fowler, & Baer, 1978;Timm, Strain, & Eller, 1979;Walker & Buckley, 1972). Baer and Wolf (1970) noted that natural communities of peer reinforcement may be one solution to the generalization problem.…”

mentioning

confidence: 99%

Training Prosocial Behaviors to Young Children: An Analysis of Reciprocity With Untrained Peers

Köhler

Fowler

1985

J of App Behav Analysis

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We examined the effects of a social skills training package on the play behaviors of three young girls. Two children were taught to invite their peers to play and to use social amenities during their conversations with other children. A combined reversal and multiple baseline across responses design demonstrated that both children directed more social behaviors to their classroom peers after training and that these two children's play invitations were maintained in the later absence of experimental contingencies. In addition, both target children received a greater number of play invitations from their peers during the free play periods. In contrast, a third child's play invitations were not reciprocated by peers; her invitations subsequently decreased in rate after training was discontinued. An interdependent group contingency produced a reciprocal exchange of invitations between this child and her classroom peers. A reversal design demonstrated partial maintenance of subject-peer exchanges after the group intervention was discontinued. The results obtained with the three target children suggest that peer reciprocity may facilitate the maintenance of children's play invitations over time.

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Agreement between social problem-solving scripts of aggressive and sociable adolescents and their parents

Keitikangas-Järvinen

Asplund-Peitola

1995

Aggr. Behav.

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Agreement between social problem‐solving scripts of aggressive and sociable adolescents and their parents was studied in the sample of a total of 282 subjects (94 adolescents 94 mothers, and 94 fathers). Social problem‐solving scripts were assessed by describing the subjects' three stories in which a hero was pressured by his peers into criminal or immoral behavior. The subjects were subsequently asked a series of questions focusing on their problem‐solving scripts and the motivation of those scripts. In addition to their own scripts the parents were asked how they thought their children are likely to think and behave. The statistical analysis used was a personality‐oriented pattern approach. The results indicated extremely low if there was any congruence be tween adolescents' and their parents' social decision‐making scripts. Parents' expectations were, however, in line with the peer‐rated behavior of their children, i. e., aggressive children were expected to have aggressive scripts while sociable children were expected to be totally “good.” This was not true with the children's own scripts. The findings are discussed in terms of appropriate reinforcement, perceived self‐efficacy, and supportive parent‐child relationship. © 1995 Wiley‐Liss, Inc.

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Social skill assessment and training for children: An evaluative review

Cited by 137 publications

References 85 publications

Social skills training with young adolescents: group and individual approaches in a school setting

Social skills training with young adolescents: group and individual approaches in a school setting

Training Prosocial Behaviors to Young Children: An Analysis of Reciprocity With Untrained Peers

Agreement between social problem-solving scripts of aggressive and sociable adolescents and their parents

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