Application of social skills training in a group of institutionalized aggressive elderly subjects.

A social skills training program consisting of instructions, modeling, role playing, and feedback was carried out with a group of 6 verbally aggressive institutionalized elderly patients. Dependent measures included confirmed incidents of verbal aggressive behavior monitored across an ABAB design with a 5-month follow-up period. Results indicated that verbally aggressive behavior can be significantly decreased in a group-training setting and subsequently generalized to ward and other socialized behavior. Ancillary aspects of the study include the role of social reinforcement, participant modeling, and staff attitude, perception, and motivation. Implications for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Commitment of a cancer organization to a program for training in communication skills

The effects of several pesticides, mammary carcinogens, and antiestrogens on 17beta-estradiol (E2), 16alpha- and 2-hydroxylase activities, and 16alpha-/2-hydroxyestrone (OHE1) ratios were investigated in MCF-7 cells using a radiometric assay. The mammary carcinogens 7,12-dimethylbenz[a]anthracene (DMBA) and benzo[a]pyrene (BaP), respectively, increased and decreased 16alpha-/2-OHE1 ratios at some concentrations. The 16alpha-/2-OHE1 metabolite ratios for 10(-5) M kepone, atrazine, p,p'-DDE, o,p'-DDE, o,p'-DDT, and beta-hexachlorocyclohexane were 1.82 +/- 0.060, 0.71 +/- 0.027, 0.66 +/- 0.030, 1.56 +/- 0.089, 1.14 +/- 0.059, and 0.69 +/- 0.052 (mean +/- standard error), respectively, and did not show any specific trend. The effects of a series of direct and indirect acting antiestrogens on 16alpha-/2-OHE1 metabolite ratios were also investigated, and the results were compound specific. Indole-3-carbinol, tamoxifen, 4'-hydroxytamoxifen, and 9-cis,retinoic acid decreased the ratio; the effects of all trans-retinoic acid and 2,3,7,8-tetrachlorodibenzo-p-dioxin were concentration dependent; the antiestrogen ICI 182,780 increased the 16alpha-/2-OHE1 metabolite ratio. The results indicate that in MCF-7 cells treated with pesticides, mammary carcinogens, and antiestrogens, there were both increased and decreased 16alpha-/2-OHE1 metabolite ratios for each class of chemicals and the assay did not predict mammary carcinogens.     

Coping skills training: An evaluation of a psychoeducational program in a community mental health setting.

40 21–60 yr old clients of a community mental health center were randomly assigned to either a coping-skills training program based explicitly on a psychoeducational model or a group-counseling control condition. Ss in the psychoeducational program were provided with 30 hrs of instruction and training in progressive relaxation, anxiety management, social skills, and self-reinforcement procedures. Group-counseling control Ss received an equal amount of attention devoted to analyzing personal problems with anxiety and interpersonal relations but with no direct skills training. Significant differences between the 2 groups on measures of general anxiety, fear, and assertiveness emerged immediately after treatment and at a 3-mo follow-up. Further analyses revealed that Ss were similar in terms of major demographic characteristics to clients who did not volunteer for training, that a greater percentage of program Ss than control Ss scored in the range of a sample of "normal" Ss on 2 of the 4 dependent measures, and that fewer program Ss were hospitalized within 1 yr after participation than were control Ss. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The efficacy of a compact psychoeducational group training program for married couples.

There is a lack of psychoeducational programs for married couples who, although subjectively concerned about their marriages, do not seek marital therapy. In this study, the efficacy of a cognitive-behavioral program delivered on a weekend by 2 trainers for groups of 4 couples was investigated. Couples (n?=?67) were recruited by newspaper announcements, then randomly assigned to the intervention program or a waiting-list control group. The program consisted of communication and problem-solving training, couples' discussions to clarify their relationship expectations, and exercises to enhance their sensual or sexual relationship. At postassessment, intervention couples emitted more positive verbal and nonverbal communication behaviors during a conflict discussion task than did control couples, who reported significantly more relationship problem areas and displayed more negative communication behaviors. At the 1-year follow-up, intervention couples reported fewer problem areas in comparison with preassessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The moderating effects of attachment style on students' experience of a transition to university group facilitation program.

This study investigated how attachment style predicted first-year students' responses to a transition to university group facilitation program. Participants (N = 148) at three universities were randomly assigned to a control or facilitation group. Each group consisted of on average six first-year students and two facilitators who met weekly for nine weeks at the beginning of the first semester to discuss issues relevant to the transition to university. Attachment styles (preoccupied, secure, dismissing, and fearful), feelings toward group experiences, and adjustment were assessed by questionnaire at the end of the program in November and again in March. Results indicated that, as hypothesised, dismissing style scores were generally negatively correlated with student attendance and feelings toward the group. Secure style ratings tended to be positively correlated with reports of group feelings. Adjustment measures collected in March indicated a potential buffering effect of the facilitation program for the preoccupied students in that the preoccupied students in the control group indicated more depression and loneliness, plus poorer adjustment to university, than the preoccupied students in the intervention groups. However, all other styles, including the dismissing style, did not show differences between intervention and control groups on subsequent adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of a computer-facilitated interactive social skills training program for boys with attention deficit hyperactivity disorder.

Children with attention deficit hyperactivity disorder (ADHD) are at significant risk for a variety of comorbid conditions, including social skills deficits. Although interventions addressing various aspects of social difficulties with these children have been developed, few researchers have integrated new technology with existing social skills intervention literature and investigated such approaches empirically. The purpose of this study was to investigate the effectiveness of a computer-mediated social skills training program for children diagnosed with ADHD. The program presented specific social skill sequences to four children with ADHD in a variety of computer-facilitated formats with video peer modeling, social problem-solving, and reinforcement components. Participants' abilities to demonstrate specific social problem-solving skills effectively in a behavioral analogue environment were evaluated. The study used a multiple-probe variation of the multiple-baseline design (MBD) across participants. All participants demonstrated improvements in ability to demonstrate effective social problem-solving skills in analogue role-play assessments with live peers. Follow-up data at 3 and 6 week intervals indicated that participants maintained their gains over time. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Secondary prevention with college drinkers: Evaluation of an alcohol skills training program.

This study evaluated secondary prevention approaches for young adults (N?=?36, mean age 23 yrs) at risk for alcohol problems. Ss were randomly assigned to cognitive-behavioral alcohol skills training, a didactic alcohol information program, or assessment only. The skills program included training in blood alcohol level estimation, limit setting, and relapse prevention skills. All Ss maintained daily drinking records during the 8-wk intervention and for 1 wk at each follow-up. Repeated measures multivariate analysis of variance (MANOVA) found a significant reduction over 1-yr follow-up in self-reported alcohol consumption for the total sample. For all drinking measures, the directional findings consistently favored skills training. Despite overall reductions, most Ss continued to report occasional heavy drinking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can skills training prevent relationship problems in at-risk couples? Four-year effects of a behavioral relationship education program.

Eighty-three couples were stratified into groups at high and low risk for relationship distress and randomized to either the Self-Regulatory Prevention and Relationship Enhancement Program (Self-PREP) or a control condition. As predicted, there were differential effects of Self-PREP on high-risk and low-risk couples. Because of low statistical power, results must be interpreted cautiously, but at 1-year follow-up high-risk couples in Self-PREP showed trends toward better communication than control couples. However, there was no difference in the communication of Self-PREP and control low-risk couples. High-risk couples receiving Self-PREP exhibited higher relationship satisfaction at 4 years than control couples, but in low-risk couples relationship satisfaction was higher in the control condition. High-risk couples seemed to benefit from skills-based relationship education, but low-risk couples did not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interpersonal communication in parent-adolescent dyads: A brief report on the effects of a social skills training program.

Hypothesized that social skills training could improve communications between adolescents and parents while enhancing improvement in perceived communication and problem-solving behaviors. 25 parent–adolescent dyads (all members of the Church of the Latter Day Saints) participated in a pre- and posttest experimental and control group design. The 18 experimental dyads completed a social skills program. Analyses revealed significant training effects on all social skills in the program, but perceived improvement was slightly higher for parents than for adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer group training of pragmatic skills in adolescents with acquired brain injury

OBJECTIVE: To empirically evaluate a method of treating adolescents with cognitive communication disorders, including pragmatic deficits, secondary to acquired brain injury (ABI) in a group setting by objectively measuring outcomes before treatment and immediately after treatment and at 6 months posttreatment. DESIGN: A before-after trial with follow-up in a consecutive sample, with no control group. SETTING: Inpatient and outpatient pediatric rehabilitation center. SUBJECTS: Adolescents who demonstrated pragmatic deficits and scored a rating of 3 or less on each subdomain of the Rehabilitation Institute of Chicago Rating Scale of Pragmatic Communication Skills (RICE-RSPCS) were eligible for the study. Eight subjects were recruited into the study, and two subjects were lost to follow-up. Thus, six of the eight completed the study. MAIN OUTCOME MEASURES: RICE-RSPCS, Communication Performance Scale (CPS). Results: Clinically relevant and statistically significant (P <.01) changes occurred during the treatment and were maintained at follow-up for the four RICE-RSPCS subscales and the CPS. CONCLUSION: These results suggest that the potential and often typical long-term pragmatic and subsequent social difficulties associated with ABI can possibly be lessened through effective intervention.     

Effects of a short-term exercise program on caloric consumption.

33 women (aged 18–32 yrs) were randomly assigned to either a high-intensity exercise group, a low-intensity exercise group, or a waiting-list control group. All Ss recorded food intake during specified weeks before, during, and following the 7-wk exercise program. Results suggest that exercisers do not compensate for energy expenditure by increasing caloric intake and that choosing between low- and high-intensity exercise does not differentially alter caloric intake. Nevertheless, maximization of negative energy balance or weight loss may be best achieved by exercise programs of high frequency and intensity. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Design and results of a group counter-detailing DUR educational program

PURPOSE: The study objectives were to (1) design, (2) implement and (3) evaluate a multi-step educational program as an integral component of a healthcare system's activities to improve medication use quality and control drug costs. Design and implementation of the educational program were based upon established principles of changing prescriber behavior. Two classes of oral medications, antihistamines and antibiotics, were targeted. METHODS: A before-after nonequivalent comparison group design with 2 comparison groups was used for evaluation. Medication claims data from the same time period one year previously were used as historical controls. Prescribing rates, net savings and prescribers' attitudes were assessed. RESULTS: Prescribing trends in the treatment group but not comparison groups generally reflected changes consistent with the educational message. A net savings of $84 was achieved in the antihistamine program. A net loss of ($2722) was seen in the antibiotic program. Over 75 percent of prescribers agreed or strongly agreed that the educational program was an appropriate mechanism to optimize medication use. Level of exposure and practice years affected perceived knowledge gains. CONCLUSION: The group counter-detailing DUR educational program was effective in improving prescribing rates. Prescribing rate changes and economic impacts differed by therapeutic category. The entire program was well accepted among prescribers including physicians and nurse practitioners.     

Communication skills training for divorcees.

Examined the effects of a weekend training program in communication skills for divorced persons. 13 experimental Ss—5 males, 8 females 24–50 yrs old, separated for 1–24 mo—received 2 days of interpersonal skills training, while 14 control Ss—5 males, 9 females 25–50 yrs old, separated for 1–26 mo—received no training. After training, the experimentals increased their perceived level of social support and their self-disclosure and empathy skills significantly more than the controls. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills training for job maintenance in a psychiatric patient.

Treated a 28-yr-old male psychiatric patient who was having difficulty maintaining his job due to temper outbursts and sensitivity to criticism with social skills training using a multiple-baseline methodology. Targeted behaviors were successfully trained to criteria over a 4-mo period, and independent ratings of work performance by the supervisor indicated significant improvements. Behaviors and ratings of work performance were maintained at a 3-mo follow-up, and S was still performing well on the job 8 mo later, supporting the efficacy of skills training as a clinical strategy for improving vocational adjustment. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills training: Behavior rehearsal in groups and dating skills.

Minimal dating, identified as a significant target problem, generally has been thought to result from either conditioned anxiety or negative self-evaluations. In the present study, minimal dating was formulated as the result of a social skills deficit. In accord with this formulation, 2 direct skill-training programs involving behavior rehearsal with and without extrasession tasks were evaluated against attention-placebo and waiting-list controls. 48 college males reporting anxiety and shyness about meeting females were carefully screened and assigned to 1 of 2 groups included in each of 4 treatment conditions. Results indicate that 3 of the 4 skill-training groups showed significant (p     

Development of a clinical child psychology training program.

Growing interest in clinical child psychology has led to concern for appropriate training for the field. An example is presented of a graduate-level specialty training program that is heavily based on a scientist–practitioner model, that integrates clinical and developmental psychology perspectives, and that responds to expanded roles for clinical child psychologists. Issues to be considered in the development of such a program are noted. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics of participants in a large group awareness training.

A study was conducted to assess the psychosocial characteristics of individuals who become involved in large group awareness training (LGAT) programs. Prospective participants in The Forum, which has been classified as an LGAT, were compared with nonparticipating peers and with available normative samples on measures of well-being, negative life events, social support, and philosophical orientation. Results revealed that prospective participants were significantly more distressed than peer and normative samples of community residents and had a higher level of impact of recent negative life events compared with peer (but not normative) samples. Prospective participants also held preparticipation values more similar to those espoused by the LGAT than peer or normative samples, and the three groups failed to be distinguished by their levels of social support. The implications of the findings are considered for understanding participation in LGATs and other self-change promoting activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A practicum training program.

"It is the purpose of this paper to describe the development of a state hospital practicum program." "The Southeast Louisiana Hospital from its inception was planned as a facility which would offer unique opportunities in training and research for its professional personnel… . The present census of the hospital is about 360 patients." Fellows in clinical psychology have opportunities for training in diagnostic services, in psychotherapy, and in research. The nature of opportunities for experience in each of these areas is briefly outlined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring effects of a skills training intervention for drug abusers.

Examined the effectiveness of a supplemental skills training and social-network-development aftercare program with 130 drug abusers (aged 15–55 yrs) from 4 residential therapeutic communities. The program included training in assertiveness, problem-solving, stress management, and giving and receiving praise; training techniques included group discussion, modeling, role playing and feedback. Pre- and posttesting with a problem situation inventory showed that the intervention produced positive effects on Ss' performance at the conclusion of treatment. Performance improved in situations involving avoidance of drug use, coping with drug relapse, social interaction, interpersonal problem solving, and coping with stress. It is concluded that as a reentry strategy, the supplemental intervention is an effective adjunct to residential treatment. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral training of social skills in shy males.

31 college males who had reported themselves unable to interact with women in specific social situations were asked to record every interaction for 1 wk. Following this, a series of behavioral tests was given. When compared to a group of confident Ss, shy Ss interacted with fewer women, in fewer situations, and for less time outside of the laboratory. In laboratory test situations shy Ss rated themselves and were rated by Os as being more anxious. Pulse rate was monitored during the behavioral testing. Confident Ss had significantly less pulse rate change during the test situations. After pretesting, shy Ss were randomly assigned to either an assessment control group or an analogue treatment group, with treatment consisting of 3 sessions of behavior rehearsal, modeling, and coaching. On posttesting, Ss who had received treatment showed less physiological responsivity to the testing stimuli, reported less anxiety, and were rated as being more skillful in the test situations. Behavioral diaries revealed that following treatment Ss who received training changed more than control Ss on several measures of frequency and duration of interactions with women. (PsycINFO Database Record (c) 2010 APA, all rights reserved)