Effect of social skills training groups and social skills bibliotherapy with psychiatric patients.
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Behavior Therapy↗
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A programme for teaching social skills to socially inept adolescents: description and evaluation.
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Adolescent↗
A controlled evaluation of systematic desensitisation and social skills training for socially inadequate psychiatric patients.
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Adolescent↗
Teaching social skills to isolated children.
The effects of a social skill training program on socially isolated children are reported. The training program was derived from the results of a previous study of the specific social skills that discriminated popular from unpopular children. Training effects in the present investigation were assessed on sociometric position, and on the quality, frequency, and distribution of social interaction to peers. Time-series analyses were performed on the frequency and distribution of peer interaction. Two isolated children received social skill training with an adult coach, and two isolated children spent an equivalent amount of time with an adult. Results indicated that socially isolated children in the treatment group changed significantly in sociometric position on a follow-up assessment 9 weeks after the end of the intervention, did not change in the total frequency of peer social interaction, but did redistribute their interaction to peers. The two isolated children who did not receive the treatment program did not change significantly on the total frequency of peer interaction, and tended to withdraw from peers rather than redistribute their interaction. The insensitivity of total peer interaction frequency as a measure of outcome was discussed.
Behavior Therapy↗
Social skills training and cognitive restructuring with alcoholics.
Social skills training (SST) has been shown to produce significant increases in skills immediately after training. However, persistence of skills has not been demonstrated during the follow-up period. The present study investigated this issue using SST and cognitive restructuring (CR) methods. Twenty-four hospitalized "alcoholics" were allocated to one of the following three group: (i) SST, (ii) CR, and (iii) traditional supportive therapy (TST). Twelve 2-hour sessions were conducted with each group. Before, following, and three months after treatment (i) behaviour ratings through structured interview, (ii) nurses' ratings, (iii) self-reported ratings of social skills and (iv) alcohol intake were recorded. Analysis of variance indicated SST to be significantly superior on all measures compared to CR, which was superior to TST immediately after training. However, 3 months after treatment, the subjects in the CR group indicated greater skill increments than the SST group subjects who, in turn, showed greater improvement than subjects in the TST group. These results led to the conclusion that CR was more effective than SST and TST in producing long-term skill increments. The significance of these findings in providing support for the social learning model of alcohol dependence and cognitive restructuring theory of social skills modification is discussed.
Alcoholism↗
A multiple-baseline analysis of social-skills training in chronic schizophrenics.
Social-skills training was applied to two male chronic schizophrenics. Component behaviors of social skill requiring modification were identified for each patient by rating videotapes of role-played interactions. Training involved instructions and feedback for one subject and instructions, feedback, and modelling for the second. Target behaviors were treated sequentially and cumulatively in a multiple-baseline format. Training was applied for both positive and negative assertion and for situation involving males and females. The results were positive for all behaviors for both patients. Follow-ups at 2, 4, 6, and 8 weeks after training indicated that most effects were maintained at near-treatment levels.
Adult↗
Social-skills training to modify abusive verbal outbursts in adults.
Social-skills training was used to modify abusive verbal outbursts displayed by two adult psychiatric patients. Five target behaviors--looking, irrelevant comments, hostile comments, inappropriate requests, and appropriate requests were monitored during role-played situations. Social-skills training, consisting of behavior rehearsal with modelling, focused instructions, and feedback, was introduced in a multiple-baseline design across individuals. Training improved all target behaviors. The improved behavior generalized to: (1) novel scenes role-played with the original respondent, (2) training and novel scenes role-played with a different respondent, and (3) interpersonal situations on the hospital ward.
Adult↗
Effects of social-skills training in a community-based program.
The effects of social-skills training upon the behavior of 8 previously institutionalized mentally retarded adults, residing in community group homes were evaluated. In comparison to a control group, the subjects who received training showed substantial changes in the desirable direction for each behavior. Generalization to unfamiliar situations was also noted. The problems in placing retarded clients in the community without social-skills training and the potential disadvantages of inadequate training were discussed.
Adult↗
Social skills training as an adjunct to sex therapy.
Many single men and women with sex problems lack the skills or confidence to meet potential partners and develop relationships. Social skills training is presented as a useful adjunct to sex therapy with such individuals. The relative strengths of group, workshop, and individual formats are discussed as well as screening procedures, important issues and methods in such training, and the results achieved by it. As more sex therapists break away from the couples model of treatment and work with men and women without partners, the need for social skills training will increase.
Behavior Therapy↗
Social-skills training to teach alcoholics to refuse drinks effectively.
Two alcoholics who received social-skills training in ways of refusing drinks reported some success in applying their new skills in actual social situations after they left the hospital.
Alcohol Drinking↗
The development of social skills in autistic twins.
This case study describes the development of social skills in autistic identical male twins, during a year's attendance, as over-age placements, at their local kindergarten. Management techniques were based on behavioural principles; and a team approach was employed.
Aggression↗
Use of social-skills training in the treatment of extreme anxiety and deficient verbal skills in the job-interview setting.
A 30-year-old recent college graduate, exhibiting extreme anxiety and deficient verbal skills in job interviews, was treated with a social-skills training procedure that included instructions, modelling, behavior rehearsal, and videotape feedback. Three target behaviors--focused responses, over coping statements, and subject-generated questions--were presented using a multiple-baseline design. Galvanic skin-response activity was monitored during pre- and posttraining in vivo job interviews. In addition, independent judges unobstrusively rated the subject's social-communicative behaviors in his temporary worksetting before and after training. Training resulted in expected changes for all three target behaviors and a decrease in the rate of speech disturbances. Physiological data supported the subject's report that training enabled him to deal with his anxiety more effectively during job interviews. Training was found to generalize to novel interview questions and different interviewers. Furthermore, unobtrusive measures of eye contact, fluency of speech, appropriateness of verbal content, and composure supported the subject's report that training generalized to his daily social interactions on the job.
Adult↗
Social-skills training for unassertive children: a multiple-baseline analysis.
The effects of social-skills training consisting of instructions, feedback, behavior rehearsal, and modelling were examined in a multiple-baseline analysis in four unassertive children. The treatment was effective in that the behaviors selected for modification changed markedly. The effects of treatment generalized from trained to untrained items (interpersonal situations requiring assertive responding) and gains were maintained at the two-and four-week followup probe sessions. In addition, overall assertiveness in all subjects increased from baseline assessment to the conclusion of treatment and into followup.
Behavior Therapy↗
Social skills training of out-patient groups. A controlled study of rehearsal and homework.
Fifty-one out-patients with social skills deficits (two-thirds men) completed ten weekly sessions of 75-minute group treatment; 44 were followed up for a mean of 16 months. Random assignment was to one of three conditions: (I) Cohesive group discussion; (2) Modelling and role-rehearsal; or (3) Modelling and role-rehearsal + daily social homework. All three treatment conditions produced significant but incomplete improvement at the end of treatment and follow-up. The two role-rehearsal conditions were significantly superior to group discussion on several measures. Patients who completed daily social homework assignments did significantly better than patients who completed control homework. Alcohol and drug abuse patients usually dropped out. Schizophrenic patients in remission had lost their improvement at follow-up. Patients with other diagnoses retained their gains to 16-month follow-up.
Ambulatory Care↗
A comparison between volunteer drug-abusers and non-drug-abusers on measures of social skills.
This study assessed specific behavior patterns of volunteering "had" drug-abusers in comparison to non-drug-abusers on self-report and behavioral measures of social skills. It was hypothesized that the individual's behavior is affected both by his group affiliation and by the immediate situational variables. Twelve drug-abusers and 12 university students were asked to interact with trained role-players in simulated social situations geared to elicit assertiveness and heterosexual dating behaviors. Task requirements as well as environmental social consequences (role-player's responses) were manipulated. Contingent on the situation type, both groups demonstrated basically the same level of social efficiency on verbal measures, but showed different performances on nonverbal measures. Preferential social interaction responses were found to be affected by the varied environmental feedback. The relevance of an "interactionist" approach to research on drug abuse and some crucial methodological factors are discussed.
Adolescent↗
Lewinsohn's behavioral measures of social skill: their stability and relationship to mood level and depression among college students.
Reports on investigations of the stability of eight of Lewinsohn's (1975) measures of social skill and their relationship to indices of depression and mood level in college students who are attending small informal discussion groups. Five of his measures showed no significant degree of stability across group sessions. The remaining measures, mainly indices of activity level, showed a significant though only moderate degree of generalizability. No significant differences in activity level were found between depressed and nondepressed Ss. However, several post-hoc analyses revealed that the variability of the Ss' mood and behavior across group sessions was associated significantly with their D30 scores. Depressed Ss were more variable in their mood and behavior. Implications of these results are discussed briefly.
Adult↗
Development and evaluation of social skills training for schizophrenic patients in remission.
Investigated were measures of self-esteem, self-perceived attitudinal dimensions and locus of control to assess the effects of group social skills training for schizophrenic psychiatric inpatients. A pretest, posttest control group design was employed utilizing forty subjects currently in treatment. It was hypothesized that short-term cognitively structured group therapy would realize significant improvement in self-esteem, internal locus of control and assertive attitude change. Significant mean differences between the treatment group's level of self-esteem, perceived assertive behavior and internal locus of control as a result of treatment were realized. Discussion of training methodology, issues and import for clinical applications and research are discussed.
Behavior Therapy↗
Social skills training - a critique.
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Behavior Therapy↗