Multimodal evaluation of practice interactions as treatment for social isolation.

Socially isolated college students, 28 men and 26 women, who volunteered for a program to increase social comfort and activity in friendship interactions, were randomly assigned to a treatment involving 12 real-life practice interactions with other Ss, a treatment involving 12 practice interactions plus 9 hrs of social skills training, a minimal treatment control condition, or a delayed treatment control condition. Outcome was evaluated by multiple criteria that included self-report, self-monitoring, peer rating, and behavioral measures (including the Social Avoidance and Distress Scale). Results indicate no significant differences between the 2 treatment groups or between the 2 control groups. The 2 treatment groups showed substantial and significant improvements in contrast to each control group on measures of social anxiety and social activity. These gains were maintained at follow-up assessments 3 and 15 mo posttreatment. It is argued that the practice interaction treatment may function as in vivo desensitization, thereby reducing social anxiety and leading to increased social activity. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Successful interpersonal skills training with schizophrenic inpatients.

Studied the effectiveness of a set of techniques for increasing the interpersonal skills of 16 nonassertive (Wolpe-Lazarus Assertiveness Questionnaire) male schizophrenic inpatients (average age 29 yrs). Ss participated in 12 sessions of interpersonal skills training. The effectiveness of the procedure was evaluated with both self-report (Subjective Units of Discomfort Scale) and behavioral measures. The behavioral measures involved ratings of S performance during both role-played and spontaneously enacted interpersonal situations. Several of the situations were used in training, and others were used only during the assessment sessions. To promote extrasession generalization of behaviors, dyads were formed and were given homework assignments to complete. Compared to a control group matched on age, length of total hospitalization, and pretreatment level of skills, the interpersonal skills training group significantly improved on measures of loudness, fluency, affect, latency, eye contact, content, and self-reported assertiveness. These improvements were apparent across both role-played and spontaneously enacted situations and across trained and untrained situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills training with parent generalization: Treatment effects for children with attention deficit disorder.

The effectiveness of brief social skills training (SST) was evaluated in a controlled outcome study with 27 children meeting criteria of the Diagnostic and Statistical Manual of Mental Disorders(3rd ed., revised; American Psychiatric Association, 1987) for an attention deficit disorder. Children were randomly assigned to either SST with parent-mediated generalization (SST-PG), child-only SST, or a wait-list control group. SST consisted of 8 group sessions in which skill modules were taught sequentially. Parents of children in the SST-PG group simultaneously participated in group generalization training designed to support their children's transfer of skills. Significant improvement in children's skill knowledge and in parent reports of social skills and disruptive behavior occurred for both treatment groups relative to the wait-list control group and maintained at a 4-month follow-up. More modest evidence was found for generalization of SST to the school setting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of knowledge of social learning principles on enhancing treatment outcome and generalization in a parent training program.

Examined the efficacy of incorporating formal training in social learning principles into a behavioral parent training program as a means of enhancing treatment outcome and generalization. Two groups of parents (n?=?20) received behavioral skill training designed to modify child noncompliance. One group also received formal training in social learning principles throughout the program. Children had a mean age of 61.75 mo. Outcome measures collected prior to and after treatment and at a 2-mo follow-up included home observations by independent observers, parents' perceptions of child adjustment, and a parent consumer-satisfaction measure. Results indicate that after treatment, the group receiving social learning principles tended to perceive their children as better adjusted and tended to be more satisfied with treatment. At follow-up, parents in this group perceived their children as better adjusted and rewarded their children more. Furthermore, their children were significantly more compliant. Results suggest that temporal and setting generality are enhanced by the inclusion of social learning principles into parent training procedures. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pretesting effects in the evaluation of social skills training.

Evaluated the effects of pretesting in conjunction with a group social skills training program, using a wide variety of outcome measures. Half of the 46 undergraduate Ss were self-referred, while the other half were volunteers from an introductory psychology class. A Solomon 4-groups design was used to evaluate the effects of pretesting, the skills training program, and their interaction. Strong evidence of pretesting effects was found for measures associated with a behavioral forced interaction task. Implications of the results for selection of outcome measures are discussed. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills training with schizophrenics: A meta-analytic evaluation.

A meta-analytic review of 27 studies on social skills training with schizophrenics was conducted to address 3 critical issues in the literature: (1) the magnitude of treatment effects relative to different outcome measures; (2) the extent of the generalization and maintenance of treatment effects; and (3) the impact of 2 methodological issues: diagnostic clarity and training variations. Social skills training has a strong, positive impact on behavioral measures of social skill, self-rated assertiveness, and hospital discharge rate, and a moderate impact on relapse rate. In addition, when behavioral measures are used, the data support generalization and maintenance of skill gains. However, effects are only marginally significant for broader ratings of symptoms and functioning. Diagnostic homogeneity, the number of techniques used, and the amount of training do not appear to be significantly associated with outcome. Specific directions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Schoolwide social skills training: Providing preventive services to students at-risk.

Describes a schoolwide social skills assessment and training model including a 2-gate student identification procedure (i.e., in-class social skills training for all students and small group intensive training for at-risk target students). The model is directed at reducing future serious problems by addressing identified difficulties early (i.e., through secondary prevention procedures). Specific and model objectives are to (1) use a comprehensive, multigate procedure to identify students at risk; (2) implement schoolwide training procedures to teach a number of important prosocial skills identified by teachers; (3) treat a subgroup of target Ss considered at highest risk for developing pervasive social problems; and (4) implement procedures to encourage the transfer and generalization of all students' skills across untrained stimuli, settings, and situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills and cognitive-relaxation approaches to general anger reduction.

Inductive social skills training (ISST), skill assembly social skills training (SASST), and cognitive relaxation coping skills (CRCS) training were compared with a no-treatment control condition for general anger reduction. At 4-wk follow-up, compared with the control group, all treatment groups showed equivalent reductions of the amount of anger experienced in a wide range of situations. ISST and CRCS Ss reported less anger in their worst ongoing provocation than did control Ss, whereas SASST Ss did not differ from Ss of other groups. Treatment groups enhanced anger control equally relative to the control group, but only the CRCS group significantly lowered outward, negative expression of anger, and only the ISST group reduced anger suppression, although active treatment groups did not differ from one another on these measures. The ISST group lowered day-to-day anger more than other groups. No treatment effects were found for nontargeted trait anxiety and assertiveness. Results are discussed in terms of prior findings and the efficacy and flexibility of ISST. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation of social skill training programs for college dating inhibitions.

Evaluated 3 behavioral training programs for college men with dating inhibitions and compared them to a waiting list control group. Ss were 34 male undergraduates. All treatment groups received a dating manual, contact with female confederates, and group discussion meetings. The discussion group received only these treatment components, while the other 2 treatment groups also received behavior rehearsal. For 1 group (behavior rehearsal-office group), the scenes were enacted in the office. The 2nd behavior rehearsal group enacted the scenes in various campus settings (behavior rehearsal-natural environment group). All 3 treatment groups showed significant improvements, with few differences among them. Results are discussed in terms of the effective components of social skills training programs and strategies for increasing the generalization of treatment effects. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individualizing social skills training for behavior-disordered children.

Individualized social skills training was compared with nonindividualized social skills training and wait-list control conditions. Participants were 35 behavior-disordered children at a treatment center. Role-play tests indicated that children in both the individualized and nonindividualized conditions mastered the content of the training sessions. Observations of recess play indicated that the increase in cooperative play after treatment was significantly higher for the individualized training group. There were no significant differences in observed aggression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching secondary students with learning disabilities to self-manage classroom survival skills

This multiple baseline study investigated the effectiveness of a cognitive-behavioral self-management training package on the consistent use of specific classroom survival skills. Participants were three adolescent males with learning disabilities in Grades 7 and 8. The training package involved a multicomponent strategy focused on the improvement, maintenance, and cross-classroom generalization of targeted classroom preparedness skills. Following intervention, the training procedures were systematically faded. Results demonstrated more consistent use of targeted classroom survival skills by all three students in both learning support and mainstream generalization settings. Long-term maintenance of the intervention effects was observed for two students in both settings. Three social validity measures revealed positive results. Implications for self-management in secondary education settings are discussed.     

Tetracycline inhibition and the cellular source of collagenase in gingival crevicular fluid in different periodontal diseases. A review article

The effectiveness of bibliotherapy as an adjunct to stimulant medication in the treatment of children with attention-deficit hyperactivity disorder was investigated. Subjects were randomly assigned to the experimental group, or the control group. Parents in the experimental group received a written protocol (bibliotherapy) outlining behavioral techniques for managing oppositional child behavior. Results indicated significant differences favoring the experimental group on standardized measures of the intensity of behavior problems in the home, parental knowledge of behavioral principles, and teacher ratings of behavior. This bibliotherapy approach appears to offer an inexpensive adjunct to stimulant medication in the treatment of attention-deficit hyperactivity disorder when individual or group behavior management training is not feasible.     

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)     

Perceived social support, social skills, and quality of relationships in bulimic women.

The impaired relationship between bulimics and their environment may be an important factor in the onset and perpetuation of bulimia. This study explored specific aspects of the bulimic's social network and interpersonal relationships as well as individual difference variables that might mediate her ability to support or perceive this as adequate. Ss were 21 bulimic women and 21 control Ss who completed self-report measures assessing perceived social support, the quality of relationships, social skills, and psychopathology. Bulimics reported less perceived support from friends and family, more negative interactions and conflict, and less social competence. Differences in negative interactions remained significant after controlling for overall psychopathology, and level of conflict was an important predictor of group membership. In addition, bulimics were rated as less socially effective by observers unaware of their group membership. Results highlight the need for further investigation of the quality and type of interactions in bulimic women's lives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment of basic social skills.

Proposes a conceptual framework for defining and assessing basic social skills derived from the attempts of social personality psychologists to measure individual differences in nonverbal communication skills. Preliminary testing resulted in the development of a 105-item, pencil-and-paper measure of 7 basic dimensions of social skills, the Social Skills Inventory (SSI). In a series of validation studies using 149 undergraduate students, the SSI demonstrated convergent and discriminant validity in relation to other measures of nonverbal social skill and traditional personality scales (e.g., the Sixteen Personality Factor Questionnaire [16PF], the Marlowe-Crowne Social Desirability Scale). Scores on the SSI also predicted some social group memberships, typical social behaviors, and the depth of social networks. Evidence suggests that the SSI could prove to be a valuable tool for research in personality and social psychology and for work in applied settings. (57 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of social and emotional communication skills in leader emergence and effectiveness.

Three studies explored the role that basic social/communication skills play in leader emergence and effectiveness. In Study 1, 218 undergraduate students were administered self-report measures of social/communication skills and extraversion, worked in small groups on a problem-solving task, and elected leaders at task midpoint. Coders measured leaders' verbal communication. Groups elected leaders who spoke most and were extraverted but were not more socially skilled. In Study 2, leaders were selected on the basis of their possession of communication skills and led small groups in 2 tasks. More skilled communicators were rated as more effective leaders, but they did not lead more productive groups. Study 3 examined fire service leaders. Social skills were related to satisfaction with the leader but related to leader performance only for higher level leaders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

A meta-analysis of controlled research on social skills training for schizophrenia.

A meta-analysis of randomized, controlled trials of social skills training for schizophrenia was conducted. Outcome measures from 22 studies including 1,521 clients were categorized according to a proximal-distal continuum in relation to the presumed site of action of skills training interventions, with content mastery tests and performance-based measures of skills assumed to be most proximal, community functioning and negative symptoms intermediate, and general symptoms and relapse most distal. Results reveal a large weighted mean effect size for content-mastery exams (d = 1.20), a moderate mean effect size for performance-based measures of social and daily living skills (d = 0.52), moderate mean effect sizes for community functioning (d = 0.52) and negative symptoms (d = 0.40), and small mean effect sizes for other symptoms (d = 0.15) and relapse (d = 0.23). These results support the efficacy of social skills training for improving psychosocial functioning in schizophrenia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concomitants of social support: Social skills, physical attractiveness, and gender.

Investigated the naturally occurring relations among self-reported social support and social skills, on the one hand, and behavioral measures and rated physical attractiveness on the other, using 84 male and 84 female undergraduates who were selected on the basis of high- and low-number scores on the Social Support Questionnaire. Ss were videotaped in 2 dyadic situations with a same-sex partner. Ss also completed the UCLA Loneliness Questionnaire, a social competence questionnaire, a story completion task, and self and partner evaluations. The videotaped behavior was rated qualitatively and quantitatively. Results show significant differences in the social skills of Ss who were high and low in social support; Ss high in social support were more favorably evaluated. Women also were found to be significantly more socially skilled and were rated as being more physically attractive than men. The various self-report and behavioral measures of social skills were significantly interrelated. Results indicate the dimensions of social support by demonstrating the relation between social support and social skills. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)