Patients and Social Skills Groups: Is Social Skills Training Enough?

1984 ◽  
Vol 12 (3) ◽  
pp. 212-222 ◽  
Author(s):  
Kathleen Kindness ◽  
Annette Newton
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Social Performance ◽  
Cognitive Restructuring ◽  
Skills Training ◽  
Anxiety Reduction ◽  
Group Approach ◽  
Social Skills Groups ◽  
Before And After

Eighteen young adult out-patients with social interaction difficulties were treated using a multifaceted group approach, which incorporated skills training, anxiety reduction and cognitive restructuring techniques. They were assessed before and after treatment, and at 2-year follow-up. A non-clinical comparison group was assessed using the same measures. The treatment group showed significant improvement on measures of social performance, social anxiety and self-esteem, which was maintained at 2-year follow-up. Individual results are reported, which show differing patterns of change. The implications of using anxiety reduction and cognitive restructuring techniques with social skills training are discussed.

An Introduction to a Metabehavioral Model with Implications for Social Skills Training for Aggressive Adolescents

1988 ◽  
Vol 62 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Henry Svec ◽  
Joseph Bechard
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Social Performance ◽  
Personal Characteristics ◽  
Skills Training ◽  
Task Demands ◽  
Behaviorally Disordered ◽  
Situational Characteristics ◽  
Environment Variables

A model is introduced which combines traditional metacognitive explanations for the acquisition of social skills with situationally specific environment variables. This “metabehavioral” model suggests considering such variables as situational characteristics, task demands, and personal characteristics in predicting social performance. Use of this model may help professionals training behaviorally disordered children in social skills.

Psychological Treatments for Personality Disorders

2007 ◽  
pp. 641-658 ◽  
Author(s):  
Paul Crits-Christoph ◽  
Jacques P. Barber
Keyword(s):  
Social Skills ◽  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Personality Disorders ◽  
Social Skills Training ◽  
Suicide Ideation ◽  
Skills Training ◽  
Borderline Personality

A Type 2 randomized clinical trial (RCT) of psychosocial treatment for avoidant personality disorder compared three group-administered behavioral interventions (graded exposure, standard social skills training, intimacy-focused social skills training) with a wait-list control; although all three treatments were more efficacious than the control condition, no differences among the treatments were identified either after the 10-week treatment or at follow-up. For the treatment of borderline personality disorder, a Type 1 RCT randomized 101 women with recent suicidal and self-injurious behaviors and borderline personality disorder to either dialectical behavior therapy (DBT) or community-treatment-by-experts psychotherapists (CTBE). Over the 2-year treatment and follow-up period, DBT was superior to CTBE on rates of suicide attempt, hospi-talization for suicide ideation, and overall medical risk (combining suicide attempts and self-injurious acts). Patients in the DBT group were also less likely to drop out of treatment and had fewer psychiatric emergency room visits and fewer psychiatric hospitalizations. There were no significant group differences on measures of depression, reasons for living, and suicide ideation, with patients in both treatment groups improving significantly on these measures. Four additional Type 2 and Type 3 studies support the efficacy of DBT as a treatment for borderline personality disorder with or without comorbid substance abuse or dependence. No RCTs of psychological treatment for other personality disorders have been reported. Several review articles have found a consistent adverse impact of personality disorders on outcomes of treatment for a wide range of Axis I disorders.

scholarly journals Effectiveness of Social Skills Training Groups in Persons with Severe Mental Illness: A Pre–Post Intervention Study

2021 ◽  
pp. 025371762110241
Author(s):  
Priyadarshini Aruldass ◽  
Thamarai Selvi Sekar ◽  
Srikrithika Saravanan ◽  
Reema Samuel ◽  
K. S. Jacob
Keyword(s):  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Rating Scale ◽  
Skills Training ◽  
Group Training ◽  
Time Points ◽  
Social Skills Group ◽  
Skills Group

Background: The study aimed to evaluate the effectiveness of a social skills training program provided at the occupational therapy unit of a tertiary care center in India. Methods: The study used a pre–post interventional design where 101 consecutive patients with a diagnosis of schizophrenia or bipolar affective disorder, between 18 and 60 years, who provided written informed consent, were assessed on the Vellore Assessment of Social Performance (VASP) during the first week of attendance (baseline). Subsequently, they were enrolled in a six-session social skills group training program for two weeks. They were assessed on the VASP after one week (midterm assessment) and at the end (posttest) of the intervention. A follow-up assessment was done two weeks after cessation of the intervention. The participants were also scored on the Brief Psychiatric Rating Scale (BPRS) at four time points. Results: Repeated measures ANOVA revealed significant differences in the VASP scores between time points, that is, F(baseline, midterm) = −4.34 and P = 0.001; F (baseline, postgroup) = −6.92 and P = 0.001; and F (baseline, follow-up) = −8.71 and P = 0.001. The correlation between the BPRS and VASP scores was also significant at each time point. Conclusion: The social skills group training protocol seems to be effective and feasible for the Indian population. Since conducting multicenter clinical trials might not always be possible in resource-constrained settings, this study might be considered preliminary evidence for context-specific, peer-/family-supported social skills training.

scholarly journals Follow-up of a social skills training (SST) for juvenile delinquents: effects on reoffending

2018 ◽  
Vol 15 (2) ◽  
pp. 243-252 ◽  
Author(s):  
Trudy van der Stouwe ◽  
Jessica J. Asscher ◽  
Machteld Hoeve ◽  
Peter H. van der Laan ◽  
Geert Jan J. M. Stams
Keyword(s):  
Social Skills ◽  
Juvenile Delinquents ◽  
Social Skills Training ◽  
Skills Training

The Treatment of Avoidant Personality Disorder by Social Skills Training in the Clinic or in Real-Life Settings

1994 ◽  
Vol 39 (8) ◽  
pp. 377-383 ◽  
Author(s):  
Ariel Stravynski ◽  
Marc Belisle ◽  
Marielle Marcouiller ◽  
Yvon-Jacques Lavallée ◽  
Robert Eue
Keyword(s):  
Social Skills ◽  
Personality Disorder ◽  
Social Skills Training ◽  
Real Life ◽  
Skills Training ◽  
Avoidant Personality Disorder ◽  
End Of Treatment ◽  
Significant Difference ◽  
Long Term Impact

Twenty-eight outpatients who met DSM-III diagnostic criteria for avoidant personality disorder completed 14 one and a half hour sessions of social skills training in the clinic only or a combination of four sessions in the clinic, four sessions in real-life and six follow-up sessions in the clinic. Subjects were assessed before treatment began, after four sessions, at the end of treatment and at three month follow-up points. Training in real-life did not enhance social skills training; no significant difference between the groups at any assessment points was found. In both groups improvement in time was significant and clinically worthwhile. The treatment effects were maintained up to the three month follow-up, where available. Social skills training appears to be a useful and promising intervention for avoidant personality disorder but its long term impact remains to be investigated.

The Learning Disabled Delinquent: Teaching Socially Appropriate Reactions to Confrontations for Negative Behaviors

1982 ◽  
Vol 5 (2) ◽  
pp. 44-52 ◽  
Author(s):  
Darrell J. Burnett
Keyword(s):  
Social Skills ◽  
Psychiatric Hospital ◽  
Social Skills Training ◽  
Cognitive Restructuring ◽  
Skills Training ◽  
Learning Disabled ◽  
Token Economy ◽  
Probation Officers ◽  
Negative Behaviors

Learning disabled delinquents are often adjudicated when apprehended because of their socially inappropriate reactions at the time of apprehension. A private psychiatric hospital program is described which, in coordination with referring probation officers, attempts to develop socially appropriate reactions in learning disabled delinquents when they are confronted for their negative behaviors. The paper describes a case study involving systematic reinforcement, social skills training, and cognitive restructuring, in a token economy.

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