Depression and maltreatment as predictors of social competence and social problem-solving skills in school-age children

Childhood depression and child maltreatment have been shown to be important predictors of childhood adjustment problems, including difficulties in the spheres of home, school, and peer relationships. In this study, depression and maltreatment were used to predict social competence and social problem-solving skills, as rated by self, parent, and teacher. The total sample contained 68 children (35 girls, 33 boys), most of whom were at high-risk either due to poverty, physical abuse and neglect (as determined by substantiated Protective Services reports), or exposure to negative life events. Hierarchical multivariate regression analyses were used to identify the contribution of depression and maltreatment to social competence and social problem-solving skills. Depression predicted parents' and teachers' ratings of social competence and parents' ratings of peer rejection. Additionally, depression predicted children's ratings of social competence and both measures of social problem-solving skills. Maltreatment predicted parents' and teachers' ratings of social competence. Gender predicted teachers' ratings of peer rejection and social competence. An additive effect of depression and maltreatment was found such that children who are depressed and maltreated have the lowest social competence as rated by parents and teachers. These children are, therefore, doubly at risk for problems in future relationships.     

Relative benefits of assertion or cognitive self-control treatment for depression as a function of proficiency in each domain.

Compared responses to an assertion training and a cognitive self-control treatment as a function of 28 depressed females' (mean age 40 yrs) initial assertion and cognitive self-control skills. 16 other Ss served as waiting list controls. All Ss were assessed on measures including the Minnesota Multiphasic Personality Inventory (MMPI), Beck Depression Inventory, and Rathus Assertiveness Schedule. It was predicted that (a) reductions in depression would be greater for treated as compared to waiting-list control conditions and (b) Ss low in a skill (cognitive or assertion) would benefit most from treatment addressing that skill. Only the 1st prediction was supported; treated Ss obtained greater depression reduction than controls. Neither cognitive nor assertion skill level significantly predicted response to the treatments. Effects of the treatments were not specific to targeted skills, and treatment had a significant impact only on cognitive self-control skill. Implications for skills-deficit models of depression therapy are discussed. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Skills training versus psychosocial occupational therapy for persons with persistent schizophrenia

OBJECTIVE: The authors compared the community functioning of outpatients with persistent forms of schizophrenia after treatment with psychosocial occupational therapy or social skills training, with the latter conducted by paraprofessionals. METHOD: Eighty outpatients with persistent forms of schizophrenia were randomly assigned to receive either psychosocial occupational therapy or skills training for 12 hours weekly for 6 months, followed by 18 months of follow-up with case management in the community. Antipsychotic medication was prescribed through "doctor's choice" by psychiatrists who were blind to the psychosocial treatment assignments. RESULTS: Patients who received skills training showed significantly greater independent living skills during a 2-year follow-up of everyday community functioning. CONCLUSIONS: Skills training can be effectively conducted by paraprofessionals, with durability and generalization of the skills greater than that achieved by occupational therapists who provide their patients with psychosocial occupational therapy.     

A self-control behavior therapy program for depression.

A behavior therapy program based on a self-control model of depression was evaluated against a nonspecific group therapy condition and a waiting list control group, 28 depressed volunteer female Ss ages 18–48 were administered a psychological test battery including the Beck Depression Inventory and the MMPI and randomly assigned to 1 of the 3 experimental conditions. The experimental therapy procedure consisted of a 6-wk group treatment program that sequentially focused on modifying self-monitoring, self-evaluation, and self-control skills. In each phase specific self-control principles were discussed in conjunction with behavioral homework assignments involving activity schedules. The self-control therapy Ss showed significantly greater reduction in depression on self-report and behavioral measures. Self-control Ss also showed greater improvement in overall pathology on the MMPI. There was some evidence that self-control Ss improved on specific measures of self-control behavior. A 6-wk follow-up generally confirmed maintenance of improvement. (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)     

Psychological, family, and peer predictors of academic outcomes in first- through fifth-grade children.

This study tested a model that posited that 3 diverse sets of academic outcomes (memory, verbal, and nonverbal aptitudes [N?=?521]; passing proficiency tests in reading and mathematics [N?=?122]; and end-of-year ratings of verbal and mathematical skills by teachers [N?=?159]) for 1st- through 5th-grade children were uniquely determined by psychological (verbal and visual-motor "school readiness" skills at kindergarten, cognitive self-control, and academic self-competence), family (behavioral involvement of an adult family member in the child's schooling), and peer (the average academic performance of members of one's peer group) factors. Verbal readiness skills were uniquely linked to 5 of the 7 academic outcomes. An outcome-specific view of what sets of factors are linked to academic performance was favored in that, of the 5 predictors, only school readiness accounted for unique portions of the variance in aptitudes; only school readiness and cognitive self-control accounted for unique portions of the variance in whether proficiency tests were passed; and only school readiness, cognitive self-control, and the academic performance of one's peer group accounted for unique portions of the variance in end-of-year ratings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Platelet serotonin measures in adolescents with conduct disorder

Dysregulation of serotonergic function has been associated with aggression in several studies involving children, adolescents, and adults. This study investigated the relationship of platelet serotonergic measures to conduct disorder type, severity of aggression, and social skills impairment. Standardized assessments of diagnosis, aggression, impulsivity, and social skills were obtained from 43 male adolescents (ages 13-17) incarcerated at an involuntary residential treatment facility for juvenile offenders. Blood samples were collected and assayed for whole blood serotonin (5-HT) and platelet [3H]-paroxetine-labeled 5-HT-transporter binding. Whole blood 5-HT was higher in adolescents with conduct disorder, childhood type than in subjects with conduct disorder, adolescent type. Whole blood 5-HT was positively correlated with violence rating of the current offense and total offense points, and staff ratings of social skills impairment. Our findings are consistent with a relationship between 5-HT dysregulation and aggressive behavior in incarcerated adolescent boys with conduct disorder, particularly of childhood onset.     

Heterosocial skill training for institutionalized rapists and child molesters.

11 child molesters and 6 rapists (mean age 23.24 yrs) were given heterosocial skill training (HST) and sex education (SE). Assessments of social skills (SS) were made before, after, and between the 2 types of training. SS ratings showed improvement as a result of HST but not SE. On ratings of videotaped role plays, the effects of HST were statistically significant when administered before sex education. SS ratings made of S's responses to interrupted audiotaped interactions showed larger effects of HST than ratings of videotaped role plays and were significant for both orders of treatment. Ss' ratings of their own SS showed significant improvement during the study but this improvement was unrelated to the type of training received. (French abstract) (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Randomized trial of social rehabilitation and integrated health care for older people with severe mental illness.

Objective: The Helping Older People Experience Success (HOPES) program was developed to improve psychosocial functioning and reduce long-term medical burden in older people with severe mental illness (SMI) living in the community. HOPES includes 1 year of intensive skills training and health management, followed by a 1-year maintenance phase. Method: To evaluate effects of HOPES on social skills and psychosocial functioning, we conducted a randomized controlled trial with 183 older adults with SMI (58% schizophrenia spectrum) age 50 and older at 3 sites who were assigned to HOPES or treatment as usual with blinded follow-up assessments at baseline and 1- and 2-year follow-up. Results: Retention in the HOPES program was high (80%). Intent-to-treat analyses showed significant improvements for older adults assigned to HOPES compared to treatment as usual in performance measures of social skill, psychosocial and community functioning, negative symptoms, and self-efficacy, with effect sizes in the moderate (.37–.63) range. Exploratory analyses indicated that men improved more than women in the HOPES program, whereas benefit from the program was not related to psychiatric diagnosis, age, or baseline levels of cognitive functioning, psychosocial functioning, or social skill. Conclusions: The results support the feasibility of engaging older adults with SMI in the HOPES program, an intensive psychiatric rehabilitation intervention that incorporates skills training and medical case management, and improves psychosocial functioning in this population. Further research is needed to better understand gender differences in benefit from the HOPES program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Blood parameter and heart rate response to training in Andalusian horses

The psychopathology and associated disabilities experienced by persons with schizophrenia have only partially responded to conventional pharmacological and psychosocial treatment approaches. Biobehavioral treatment and rehabilitation employs behavioral assessment, social learning principles, skills training, and a focus on the recovery process to amplify the effects of pharmacotherapy. Utilizing the Medline database, we review a selection of English-language studies published from 1970 to 1994 that support the effectiveness of each of the components of biobehavioral therapy, such as case management, psychopharmacology with behavioral assessment, psychoeducation, family involvement, and social skills training. An integrated biobehavioral therapy directed toward early detection and treatment of schizophrenic symptoms, collaboration between consumers and caregivers in managing treatment, family and social skills training, and teaching coping skills and self-help techniques has been documented to improve the course and outcome of schizophrenia, as measured by symptom recurrence, social functioning, and quality of life. A case vignette is presented to illustrate the successful integration of biobehavioral therapies into a treatment system that focuses on consumers' attempts to become increasingly responsible for recovering from illness.     

Treatment outcome for solicited versus nonsolicited unipolar depressed female outpatients.

Treatment outcome was compared for 74 solicited and 46 nonsolicited unipolar depressed females following 12 wks of protocol treatment (social skills training, psychotherapy, or drug therapy). Results show comparable improvement between the 2 groups on measures of depression, assertiveness, and social adjustment, irrespective of the particular treatment received. In addition, no difference in level of attrition during the study was found. Results support the inclusion of solicited Ss in clinical studies of depression. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Solution Method: 2-year trends in weight, blood pressure, exercise, depression, and functioning of adults trained in development skills

This study describes changes observed during a 2-year period in participants enrolled in The Solution Method, a developmental skills training program for adult weight management. This intervention is the adult application of a model of treatment previously used only in the management of pediatric obesity (The Shapedown Program). Developmental skills training integrates understandings and methods from developmental, family systems, biomedical, genetic, and behavioral theories of the etiology of obesity. Twenty-two subjects (mean age = 43.4 +/- 8.5 years and mean body mass index = 33.1 +/- 5.3) completed a group intervention based on this method, which was conducted by a registered dietitian and a mental health professional. Questionnaire responses indicated the extent to which their weight was a medical and/ or psychosocial risk. Subjects attended 2-hour weekly sessions for an average of 18 weeks during which they were trained in six developmental skills: strong nurturing, effective limits, body pride, good health, balanced eating, and mastery living. Data, which were collected at the beginning of treatment and at 3, 6, 12, and 24 months, included weight, blood pressure, 7-day exercise recalls, and responses to depression and functioning (psychosocial, vocational, and economic) questionnaires. Participants' weights decreased throughout the 2-year period of the study: mean weight change was -4.2 kg (3 months), -6.0 kg (6 months), -7.0 kg (12 months), and -7.9 kg (24 months). In addition, compared with baseline values, systolic and diastolic blood pressure, exercise, and depression improved throughout the study period. These improvements were statistically significant at 24 months for weight (P < .01), systolic blood pressure (P < .02), diastolic blood pressure (P < .001), and exercise (P < .001); the results were not statistically significant for depression. Most participants reported improvement in a broad range of aspects of functioning. We conclude that this application of developmental skills training for adult weight management may produce significant long-term beneficial effects.     

Come out and play: Shyness in childhood and the benefits of organized sports participation.

The purpose of the current study was to examine the role of organised sport participation as a moderator of the links between shyness and psychosocial maladjustment in childhood. Participants at Time 1 were 355 elementary schoolchildren (Mage=10.1 years, SD=0.6); at Time 2, 1 year later, 201 children (56%) were retained. At both time points, children completed self-report assessments of their shyness and aggression, sport participation, and psychosocial adjustment. Parents also rated children's social skills. Overall, results indicated that sport participation was positively related to indices of positive adjustment (e.g., social skills, self-esteem). In contrast, shyness was associated with social skill deficiencies and internalizing problems. However, some evidence was also found to suggest that sport participation plays a unique protective role for shy children. Shy children who participated in sport over time reported a significant decrease in anxiety. Results are discussed in terms of the role of sport as a social context to enhance shy children's peer relations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rejection and depression: Prospective and contemporaneous analyses.

Explored the relationship of parental rejection during childhood and manifestations of depression both then and in young adulthood in 3 studies. In Study 1, 427 Ss were seen in 2 waves at the ages of 8 and 19 yrs. In the 1st wave, the parents of these Ss were also interviewed with a childrearing questionnaire that included a measure of rejection. In the 2nd wave, the Ss, then 19 yrs old, were administered the MMPI—D subscale. In the 2nd study, the contemporaneous relationship between maternal rejection and childhood depression was investigated. The identical measure of rejection used in the prospective study was administered to 245 mothers, and 4 measures of depression—peer ratings, self-ratings, teacher's ratings, and mother's ratings—were obtained for their children (mean age 10.11 yrs). The 3rd study, conducted with 508 mothers and their children (mean age 9.78 yrs) replicated the significant findings of the contemporaneous study. Findings support the hypothesis that deprivation in the generic sense ranging from the death of 1 or both parents to rejection or even parental disharmony is an etiological factor in adult depression. (47 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Efficacité d'un programme d'entra?nement aux habiletés sociales pour enfants présentant des diagnostics psychiatriques hétérogènes.

The purpose of this study was to evaluate the effectiveness of a 12-session social skills group intervention for 9 to 14 years old children with mental health problems and poor peer relationships. The program (implemented in an outpatient clinic) combines social learning and cognitive-behavioural techniques to build children's social skills and relationships with peers. Participants (51 children; M age = 10.8 years, range = 9 to 14) presented one of the following primary diagnoses: ADHD, anxiety disorder, Asperger's syndrome, pervasive development disorder or adjustment disorder. They were matched on age, gender, diagnosis, and then randomly assigned to either the treatment or control/waiting list condition. Measures of children's social skills (SSRS; F. W. Gresham & S. N. Elliot, 1990) and anxiety (Multidimensional Anxiety Scale for Children; March, J. S., Parker, J. D. A., Sullivan, K., Stallings, P., & Conners, K., 1997) were collected pre- and post treatment. Results indicated that the social skills training program increased parent/children ratings of social skills, as well as decreased ratings of anxiety as compared to similar children on a waiting list for treatment. Implications for practise and research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group coping skills instruction and supportive group therapy for cancer patients: A comparison of strategies.

Compared the relative efficacy of comprehensive group coping skills training and supportive group therapy for enhancing 41 cancer patients' (aged 19–64 yrs) adjustment to their disease. Support group sessions were nondirective and emphasized the mutual sharing of feelings and concerns. Coping skills training included instruction in relaxation and stress management, assertive communication, cognitive restructuring and problem solving, feelings management, and pleasant activity planning. Results demonstrate a consistent superiority of the coping skills intervention over supportive group therapy and a no-treatment control. Ss receiving supportive group therapy exhibited little improvement, and untreated Ss evidenced a significant deterioration in psychological adjustment. It is suggested that psychological distressed cancer patients should be provided with multifaceted coping skills training. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills training for withdrawn unpopular children with physical disabilities: A preliminary evaluation.

Examined changes in self-concept, perceptions of support from close friends and classmates, and loneliness in 11 8.6–14.6 yr old withdrawn unpopular children with cerebral palsy or spina bifida who had been involved in a social skills training program. The program targeted 5 basic skills: interpersonal problem solving, verbal and nonverbal communication, initiating interactions with peers, conversational skills, and coping with difficult others. To assess the impact of the program, Ss were evaluated before the intervention, after the 10-wk intervention, and at a 6-mo follow-up. Findings indicate that group social skills training may be effective in decreasing feelings of loneliness and increasing perceptions of social acceptance in children who are withdrawn and unpopular at school. Ss' feelings of loneliness were associated with lower ratings of social acceptance and lower ratings of classmate support. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Play therapy instruction: A model based on objectives developed by the Delphi technique.

The purpose of this study was to determine the core skills/methods and practicum experiences play therapy experts and professors believe to be essential in the education of the beginning play therapist in the specific areas of theory, history, terms, organizations, authors who have contributed to the field, methods, skills, training in special populations, practicum experience, and advanced skills. Using the Delphi technique, two questionnaires were used to obtain opinions from play therapy experts and play therapy instructors. The first scale was sent to twelve play therapy experts to obtain their opinions on the core curriculum and experiences necessary for training a play therapist in an introductory play therapy class, practicum experience, and advanced play therapy training. Frequencies and means were obtained and used to delete and add items for the revised scale. The revised scale was sent to 180 play therapy professors. Fifty play therapy professors returned the instrument. The professor's ratings were used to develop curriculum content for training play therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's self-control in relation to perceived social environment.

Examined relationships between perceptions of the class social environment and self-control in 755 4th and 5th graders. Children completed the Children's Perceived Self-Control Scale and were also rated on the Teacher's Self-Control Rating Scale. Perceived environment was measured by children's and teachers' responses to a modified short form of the Classroom Environment Scale. Results show that children's and teachers' perceptions of class environment were basically unrelated and that children's views of environment were more strongly linked to self-control outcomes. Children's perceptions of high class and organization, involvement, and rule clarity were significantly related to ratings and behavioral observations of children's self-control. Multiple regression analysis replicated the simple correlations and showed that children's views of class environment predicted their own ratings and teachers' ratings of self-control. Implications for optimizing the social environmental determinants of children's self-control are considered. (54 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)