Η αποτελεσματικότητα της εκπαίδευσης στις κοινωνικές δεξιότητες σε άτομα με σχιζοφρένεια

Ten individuals with schizophrenia and two with schizoaffective disorder received group training in social skills, including conversation skills, friendship skills, and dating skills as well as problem-solving skills. The training, coupled with case management, was administered twice per week for one hour each session for a total of 5 months. The primaryoutcome measures were the Social Contact and Communication subscales of the Life Skills Profile, the WHOQOL-BREF, and the Self-efficacy/self-esteem subscale of the Empowerment Scale. Based on these, participants’ social functioning, community functioning, and self-efficacy perceptions were assessed respectively. Measures were taken at pre-treatment and post-treatment. Patients’ social functioning andcommunity functioning improved over time whereas self-efficacy beliefs did not significantly change. Patients who completed homework assignments frequently improved more in social contact compared to patients who completed homework assignments infrequently. Findings suggest that social skills training for outpatients with chronic mental illness leads to acquisition of social skills that are important in everyday life. Case management is a critical aspect of treatment that enhances learning and transfer of social skills outside the immediate training setting. Benefits from social skills homework assignments mainly depend on the type of homework.

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Maximizing Social Contact for Secondary Students with Severe Handicaps

Journal of the Association for Persons with Severe Handicaps ◽

10.1177/154079698601100205 ◽

1986 ◽

Vol 11 (2) ◽

pp. 118-124 ◽

Cited By ~ 5

Author(s):

Gregg Chin-Perez ◽

Dan Hartman ◽

Hyun Sook Park ◽

Sharon Sacks ◽

Alice Wershing ◽

...

Keyword(s):

Social Skills ◽

Secondary Students ◽

Social Contact ◽

Skills Training ◽

Severe Disabilities ◽

Training Project ◽

The Social ◽

Severe Handicaps ◽

Students With Severe Disabilities ◽

Research Assistants

This article describes a secondary program for students with severe handicaps which attempts to maximize the social contact between handicapped and nonhandicapped persons. The program selectively integrates students into academic and other regular education courses. Nonhandicapped peers are used for tutoring purposes as well as research assistants in a social skills training project. A survey completed by a variety of important others indicated substantial improvements in the behavioral repertoires of the students with severe disabilities, particularly in the area of social skills.

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Effectiveness of Social Skills Training in Person with Schizophrenia: A Case Study

National Journal of Professional Social Work ◽

10.51333/njpsw.2020.v21.i1.242 ◽

2020 ◽

Vol 21 (1) ◽

pp. 63

Author(s):

Nibedita Sarkar ◽

Abhijeet Singh ◽

Arif Ali

Keyword(s):

Social Skills ◽

Social Work ◽

Social Functioning ◽

Social Skills Training ◽

Skill Training ◽

Skills Training ◽

Social Work Practice ◽

Single Subject ◽

The Social

Background: Schizophrenia imposes problems in day to day living, community functioning, interpersonal relationships, problem-solving strategies or new skills acquisition. Psychosocial intervention like social skills training helps in the improvement of social skills of the person with schizophrenia. The applicability of social skills training for the patient with poor social skills has been well evidenced in social work practice. Aim: The present case study aimed to improve the social skills of the person with schizophrenia by using social skills training. Methodology: This case study was a single subject case study done in the inpatient department of LGBRIMH, Tezpur. A case diagnosed with schizophrenia according to ICD-10 criteria was selected. Psychiatric social work assessment was done using clinical and social history proforma, Work Behaviour Inventory, Social Adaptive Functioning Evaluation (SAFE), Positive and Negative Syndrome Scale (PANSS), Social Skills Checklist was administered before and after the intervention. Based on the assessment social skill training was provided to improve the social skills of the client. Results: There were changes observed in pre and post scores of social functioning, social skills, positive and negative symptoms. Significant changes were noticed in social skills and work functioning. Conclusion: Social skills training is effective and can be provided for improving social skills, for enhancing work behaviour and social functioning.

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Social skills training for chronic psychotic patients: A French study

European Psychiatry ◽

10.1016/0924-9338(96)84748-1 ◽

1996 ◽

Vol 11 (S2) ◽

pp. 77s-84s ◽

Cited By ~ 1

Author(s):

O Chambon ◽

M Marie-Cardine ◽

A Dazord

Keyword(s):

Quality Of Life ◽

Social Skills ◽

Social Functioning ◽

Social Skills Training ◽

Skills Training ◽

Rehabilitation Program ◽

Problem Solving Skills ◽

Schizophrenic Patients ◽

The Impact

SummaryThe aim of this article is to describe the cognitive-behavioral methods for social rehabilitation and psychotherapy of chronic psychotic patients which are nowadays available in French-speaking countries, then to propose a theoretical framework to help integrate these various methods for use in our duly pratice and, finally, to expose our research in this field, especially concerning the topic of quality of life and social skills training programs. We present a study we designed in order to assess the impact of a comprehensive social skills training program upon quality of life of chronic schizophrenic patients. Starting from the point of view that a good psychosocial rehabilitation program is one that improves social skills and social functioning without negative effects on quality of life, we tried to show such qualities in a quite comprehensive rehabilitation program using social skills training methods corresponding to the social readaptative “modules” from Liberman and Wallace's Social and Independant Living Skills Program — “medication management module” — followed by “basic conversational skills module”, and finally, a brief adapted version of “interpersonal problem solving skills module”. We were able to observe the evolution of social skills and functioning of eight schizophrenic patients having benefited from this program, over a one year period, and we compared results regarding quality of life with two control groups made of schizophrenic patients, one of them having benefited from a supportive group therapy in order to study the impact of non-specific factors. The results indicate a clear dissociation between direct benefits of social skills training (knowledge, social skills, social functioning and symptomatology) which all showed a significant improvement in the experimental group, and subjective benefits (self-esteem, sense of self-efficacy, quality of life) which showed no change, as well when consider no intra-group as well as between group comparisons.

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A Controlled Comparison of the Effects of Social Skills Training and Remedial Drama on the Conversational Skills of Chronic Schizophrenic Inpatients

The British Journal of Psychiatry ◽

10.1192/bjp.143.2.165 ◽

1983 ◽

Vol 143 (2) ◽

pp. 165-172 ◽

Cited By ~ 21

Author(s):

P. G. Spencer ◽

C. R. Gillespie ◽

E. G. Ekisa

Keyword(s):

Social Skills ◽

Social Skills Training ◽

Group Discussion ◽

Skills Training ◽

Chronic Schizophrenic ◽

Conversation Skills ◽

Conversational Skills ◽

The Social ◽

Schizophrenic Patients

SummaryThis study compared the effects of social-skills training, remedial drama and group discussion on the conversation skills of chronic schizophrenic patients. After 16 one-hour treatment sessions only the social-skills training resulted in significant improvement, which was maintained at two-month follow-up. Although there was little evidence to support generalisation, the results are seen as indicating the usefulness of social-skills training in improving the performance level of chronic schizophrenic inpatients and in maintaining their social functioning. The implications for future rehabilitation practice are discussed.

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Differences in Adolescents With Down Syndrome and Asperger in a Social Skills Training Program

SAGE Open ◽

10.1177/21582440211008889 ◽

2021 ◽

Vol 11 (2) ◽

pp. 215824402110088

Author(s):

María Auxiliadora Robles-Bello ◽

David Sánchez-Teruel ◽

Nieves Valalencia-Naranjo ◽

Francisca Barba Colmenero

Keyword(s):

Down Syndrome ◽

Social Skills ◽

Training Program ◽

Social Skills Training ◽

Asperger's Syndrome ◽

Asperger’S Syndrome ◽

Skills Training ◽

Learning Potential ◽

The Social ◽

Study Results

Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger’s syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down syndrome and Asperger’s syndrome participated in the study. Results: Significant differences between both groups were detected in the posttreatment measures and a connection was found between adolescents’ learning potential and the benefits gained. Conclusions: The training program is effective at improving the social skills under evaluation in adolescents with Down syndrome; however, this benefit is greater among adolescents with Asperger’s syndrome.

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The effectiveness of a combination of Occupational Therapy and Social Skills Training in people with schizophrenia: A rater-blinded randomized controlled trial

British Journal of Occupational Therapy ◽

10.1177/03080226211022953 ◽

2021 ◽

pp. 030802262110229

Author(s):

Selma Ercan Doğu ◽

Hülya Kayıhan ◽

Ahmet Kokurcan ◽

Sibel Örsel

Keyword(s):

Social Skills ◽

Occupational Therapy ◽

Social Participation ◽

Social Skills Training ◽

Clinical Symptoms ◽

Training Group ◽

Skills Training ◽

Occupational Performance ◽

The Social ◽

Skills Training Group

Introduction This study aimed to assess the impact of a holistic combination of Occupational Therapy and Social Skills Training on occupational performance, social participation, and clinical symptoms in people with schizophrenia. Method 60 people with schizophrenia were randomly assigned to two groups. One group received standardized Social Skills Training once a week for a total of 10 sessions, while the other group received a combination of Occupational Therapy and Social Skills Training once a week for a total of 16 sessions. Results A greater increase was determined in the scores of COPM total performance/satisfaction and the Community Integration Questionnaire in the Occupational Therapy and Social Skills Training group. Furthermore, these achievements were sustained in the Occupational Therapy and Social Skills Training group compared to the Social Skills Training group at the 6-month follow-up. Conclusion The clients received the combination of Occupational Therapy and Social Skills Training showed a better improvement compared to the Social Skills Training group in terms of occupational performance, social participation, and severity of clinical symptoms. The use of Occupational Therapy in a holistic approach in psychosocial rehabilitation of people with schizophrenia can increase their functionality and social participation. Further studies are needed to assess long-term effects of Occupational Therapy in schizophrenia.

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Social Skills Practice Strategy Opportunities for Students With EBD

Beyond Behavior ◽

10.1177/10742956211020832 ◽

2021 ◽

pp. 107429562110208

Author(s):

Skip Kumm ◽

Jacob Reeder ◽

Erin Farrell

Keyword(s):

Social Skills ◽

Behavioral Disorders ◽

School Environment ◽

Social Skills Training ◽

Emotional And Behavioral Disorders ◽

Skills Training ◽

Social Skills Interventions ◽

The Social ◽

Meta Analyses ◽

Students With Ebd

Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.

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Employability Social Skills Interventions in Transition-Age Youth with Intellectual Disabilities: A Literature Review

Journal of Intellectual Disability - Diagnosis and Treatment ◽

10.6000/2292-2598.2021.09.06.5 ◽

2021 ◽

Vol 9 (6) ◽

pp. 615-627

Author(s):

Eleni Laskaraki ◽

Anastasia Alevriadou ◽

Eleni Rachanioti

Keyword(s):

Social Skills ◽

Intellectual Disabilities ◽

Adult Life ◽

Skills Training ◽

Transition Age Youth ◽

Social Skills Interventions ◽

Transition Age ◽

Job Tasks ◽

Target Behaviors ◽

The Social

Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.

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School-Based Social Skills Training for Children With Autism Spectrum Disorder

Focus on Autism and Other Developmental Disabilities ◽

10.1177/1088357615583470 ◽

2015 ◽

Vol 32 (4) ◽

pp. 256-268 ◽

Cited By ~ 7

Author(s):

Keith C. Radley ◽

Melissa B. McHugh ◽

Traci Taber ◽

Allison A. Battaglia ◽

W. Blake Ford

Keyword(s):

Social Skills ◽

Social Functioning ◽

Social Engagement ◽

Social Skills Training ◽

Children With Autism ◽

Skills Training ◽

Teacher Ratings ◽

Autism Spectrum ◽

Sociometric Status ◽

Baseline Design

The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of maintenance data. Five elementary-age participants with current placements in inclusive public school settings were included in the study. A multiple baseline design across participants was used to determine the effects of the intervention on social engagement during unstructured recess periods, as well as teacher ratings of social functioning and sociometric status. Visual and statistical analyses of data indicate increased social engagement of participants during recess periods following introduction of social skills training. Improvements were also observed in teacher ratings of social functioning and sociometric status. Limitations of the current study are also discussed.

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