scholarly journals The Effect of Social Skills Training on Subjective Well-being, Alexithymia, and Social Competence in Children with Oppositional Defiant Disorder

2019 ◽  
Vol 6 (3) ◽  
pp. 138-148 ◽  
Author(s):  
Narges Khatoon Zabihi Hesari ◽  
Zeinab Hoveizeh ◽  
Seyyedeh Elham Mokhtari Yousefabad ◽  
Tayyebeh Hoseini ◽  
Samineh Bahadori Jahromi ◽  
...  
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Oppositional Defiant Disorder ◽  
Social Skills Training ◽  
Skills Training ◽  
Well Being ◽  
Subjective Well Being ◽  
Oppositional Defiant

Social competence and social skills training for children and adolescents: a literature review

1996 ◽  
Vol 6 (S1) ◽  
pp. 1-14 ◽  
Author(s):  
Jordana K. Bayer
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Skills Training ◽  
Skills Training ◽  
Child And Adolescent ◽  
Educational Interventions ◽  
Cognitive Components ◽  
Whole School ◽  
Cognitive Problem ◽  
Data Links

The concept of child and adolescent social competence is complex and multidimensional. Dodge (1985) has attempted to summarise various aspects of the concept into a parsimonious theoretical model. It is suggested that comprehensive assessment of social competence includes measures tapping into a range of dimensions illustrated by the model. A growing body of empirical data links children's low levels of social competence to various forms of maladjustment in adolescence and adulthood. Clinical and educational interventions directed at improving child and adolescent social competence offer a valuable direction for a preventative approach that should be considered and empirically evaluated. Available social skills interventions emerge from three major theoretical foundations: Behavioural, Cognitive Problem Solving, and Structuralist. Populations targeted for intervention also vary from children or adolescents with identified problems in clinical settings, to whole school educational approaches. Empirical comparison of alternative training approaches has demonstrated that social skills training is effective, and a combination of behavioural and cognitive components is important. Issues regarding child characteristics, outcome measures and consideration of wider systems are also discussed.

EPA-1512 – Social skills training and cognitive training: are they efficacy to reach social competence and cognitive abilities?

2014 ◽  
Vol 29 ◽  
pp. 1
Author(s):  
A. Vaccaro ◽  
F. Bianchetti ◽  
A. Catania ◽  
E. Domanico ◽  
M. Trevisan ◽  
...  
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Cognitive Training ◽  
Cognitive Abilities ◽  
Social Skills Training ◽  
Skills Training

Social skills training and play group intervention for children with oppositional-defiant disorders/conduct disorder: Mediating mechanisms in a head-to-head comparison

2018 ◽  
Vol 29 (6) ◽  
pp. 784-798 ◽  
Author(s):  
Josepha Katzmann ◽  
Anja Goertz-Dorten ◽  
Christopher Hautmann ◽  
Manfred Doepfner
Keyword(s):  
Social Skills ◽  
Conduct Disorder ◽  
Group Intervention ◽  
Social Skills Training ◽  
Skills Training ◽  
Oppositional Defiant ◽  
Mediating Mechanisms ◽  
Play Group

scholarly journals Habilidades sociais e abuso de drogas em adolescentes

2007 ◽  
Vol 19 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Marcia Fortes Wagner ◽  
Margareth da Silva Oliveira
Keyword(s):  
Substance Abuse ◽  
Social Skills ◽  
Drug Abuse ◽  
Social Competence ◽  
Social Skills Training ◽  
Web Of Science ◽  
Skills Training ◽  
Cochrane Library

O presente estudo propõe uma revisão bibliográfica sobre habilidades sociais e abuso de substâncias. Este artigo foi elaborado a partir de pesquisa nas Bases de Dados Pschynfo, Web of Science, Cochrane Library, Proquest, Medline e Lilacs, entre 1996 e 2006. Os descritores foram: social skills, social skills training, social competence, assertiveness, adolescents, teeenagers, substance abuse, drug abuse, cannabis e marijuana. Nas bases de língua portuguesa, foram: habilidades sociais, treinamento em habilidades sociais, assertividade, adolescentes, abuso de substâncias, drogas e maconha. Os estudos, a maioria de língua inglesa, apontaram a existência de déficits, principalmente a dificuldade em resistir às drogas e dizer não. Conclui-se que a construção de habilidades de resistência ao oferecimento de drogas, a auto-eficácia e o estímulo à capacidade de tomada de decisões pode reduzir o uso de substâncias. Poucos estudos brasileiros foram encontrados abordando esta temática.

Evaluation of the Sheidow Park social problem solving program for primary school children: a field study

1996 ◽  
Vol 6 (1) ◽  
pp. 61-72
Author(s):  
Jordana K. Bayer ◽  
Rosalyn Shute ◽  
Colin MacMullin
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Competence ◽  
Primary School ◽  
School Children ◽  
Social Problem ◽  
Social Skills Training ◽  
Skills Training ◽  
Social Problem Solving ◽  
Primary School Children

Research has demonstrated links between children's poor peer relations and various forms of child and adult psychosocial maladjustment. Social skills training programs have been developed to increase children's social competence and reduce the risk for later problems. The Sheidow Park Social Problem Solving Program is a curriculum based cognitive social skills training program, designed for Australian primary school children. The present research evaluated the effects of this program on a variety of dimensions of children's social competence. Subjects were Reception/Year 1 children in two classes of a South Australian suburban primary school. The teacher of one class implemented the social skills program, while the other class experienced no formal social skills intervention. The results indicated that the various measures of social competence employed were relatively independent of one another, supporting the need for a comprehensive range of measures in social skills training research. The Sheidow Park program demonstrated a significant effect on children's sense of social self-competence and the degree to which they perceived a variety of challenging social situations as difficult to deal with. However, the program had no effect on teacher and peer ratings of children's social competence or on children's satisfaction with their wider social network. The findings are explained within the context of attribution and cognitive dissonance theories, and the strengths and limitations of both the Sheidow Park program and the present research are discussed. Suggestions for future research and modifications to the program are made.

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