scholarly journals Identifying the Links Between Trauma and Social Adjustment: Implications for More Effective Psychotherapy With Traumatized Youth

2021 ◽  
Vol 12 ◽  
Author(s):  
Sayedhabibollah Ahmadi Forooshani ◽  
Kate Murray ◽  
Nigar Khawaja ◽  
Zahra Izadikhah
Keyword(s):  
Young Adults ◽  
Problem Solving ◽  
Social Adjustment ◽  
Social Problem ◽  
Past Research ◽  
Social Problem Solving ◽  
Self Report ◽  
Future Research ◽  
Cognitive Avoidance ◽  
Refugee Immigrants

Background: Past research has highlighted the role of trauma in social adjustment problems, but little is known about the underlying process. This is a barrier to developing effective interventions for social adjustment of traumatized individuals. The present study addressed this research gap through a cognitive model.Methods: A total of 604 young adults (aged 18–24; living in Australia) from different backgrounds (refugee, non-refugee immigrant, and Australian) were assessed through self-report questionnaires. The data were analyzed through path analysis and multivariate analysis of variance. Two path analyses were conducted separately for migrant (including non-refugee and refugee immigrants) and Australian groups.Results: Analyses indicated that cognitive avoidance and social problem solving can significantly mediate the relation between trauma and social adjustment (p < 0.05). The model explaining this process statistically fit the data (e.g., NFI, TLI, CFI > 0.95). According to the model, reacting to trauma by cognitive avoidance (i.e., chronic thought suppression and over-general autobiographical memory) can disturb the cognitive capacities that are required for social problem solving. Consequently, a lack of effective social problem solving significantly hinders social adjustment. There were no significant differences among the Australian, non-refugee immigrant and refugee participants on the dependent variables. Moreover, the hypothesized links between the variables was confirmed similarly for both migrant (including refugee and non-refugee immigrants) and Australian groups.Conclusion: The findings have important implications for interventions targeting the social adjustment of young individuals. We assert that overlooking the processes identified in this study, can hinder the improvement of social adjustment in young adults with a history of trauma. Recommendations for future research and practice are discussed.

Sixteen years of the Brooklands Thinking Skills Offender Programme

2017 ◽  
Vol 8 (3) ◽  
pp. 132-143 ◽  
Author(s):  
Gareth Hickman ◽  
Su Thrift ◽  
Rani Dhaliwal ◽  
Chénelle Taylor
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Social Problem ◽  
Thinking Skills ◽  
Evidence Base ◽  
Social Problem Solving ◽  
Self Report ◽  
Problem Solving Skills ◽  
Treatment Pathway ◽  
Content Type

Purpose The purpose of this paper is to report on the Brooklands Thinking Skills Offender Programme (BTSOP), a social problem-solving skills group programme developed and provided to people with intellectual disabilities (IDs) detained in conditions of medium and low security. The programme has been running and evolving since 2001 and has undergone consistent development over this time. Within the past five years, there have been significant developments of the Secure Service Treatment Pathway and the current paper describes the integration of the BTSOP within this new pathway model. Design/methodology/approach The programme was evaluated over five years using self-report psychometric measures related to treatment targets. Evaluation data in relation to attrition rates, discharges, transfers, treatment engagement and recidivism are also provided from a 16-year period. The updated treatment pathway and a description of the programme are provided. Findings Results showed statistically significant improvements in Rational Problem Solving, increased internal locus of control and decreased external locus of control. Reflection on the limitations and challenges to outcome assessment in this area is offered. Originality/value This paper builds on the existing evidence base of interventions focused on developing social problem-solving skills in offenders and presents evidence of the effectiveness of such programmes with offenders with IDs.

scholarly journals Social problem-solving and social adjustment in paediatric traumatic brain injury

Brain Injury ◽  
2015 ◽  
Vol 29 (13-14) ◽  
pp. 1682-1690 ◽  
Author(s):  
Lisa M. Moran ◽  
Erin Bigler ◽  
Maureen Dennis ◽  
Cynthia A. Gerhardt ◽  
Kenneth H. Rubin ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Problem Solving ◽  
Social Adjustment ◽  
Social Problem ◽  
Social Problem Solving

Leadership Skills Training for Chinese Secondary Students in Hong Kong: Does Training Make a Difference?

2003 ◽  
Vol 14 (3) ◽  
pp. 166-174 ◽  
Author(s):  
David W. Chan
Keyword(s):  
Hong Kong ◽  
Problem Solving ◽  
Secondary Students ◽  
Leadership Training ◽  
Social Problem ◽  
Divergent Thinking ◽  
Public Speaking ◽  
Skills Training ◽  
Social Problem Solving ◽  
Self Report

A sample of 116 Chinese secondary students nominated by their schools to participate in university gifted programs in Hong Kong were assessed on their divergent thinking and leadership characteristics prior to their admission to programs. Sixty of these students participated in the Creative Leadership Training Program (CLTP), and 56 joined other non-leadership training programs. The 2 groups of students did not differ on the pretraining assessment of general measures of divergent thinking and self-report leadership qualities. To evaluate the effectiveness of the leadership training, CLTP participants were also assessed on specific measures of interpersonal communication, public speaking, and social problem solving before and after the leadership training. The general findings indicated that CLTP participants gained confidence as leaders, especially in skill areas of communication and public speaking, and in regulating emotions and generating alternatives in social problem solving. The limitations of the pre- and postmeasures comparison and the need to develop program components for the enhancement of leadership flexibility and goal orientation are discussed

scholarly journals Training Social Information Processing in Elementary School Children With Intellectual Disabilities: A Key to Support Their Emotion Regulation and Social Behaviors

2020 ◽  
Vol 8 (6) ◽  
pp. 7 ◽  
Author(s):  
Emilie Jacobs ◽  
Nathalie Nader-Grosbois
Keyword(s):  
Emotion Regulation ◽  
Information Processing ◽  
Problem Solving ◽  
Intellectual Disabilities ◽  
Social Adjustment ◽  
School Children ◽  
Social Information Processing ◽  
Social Problem ◽  
Elementary School Children ◽  
Social Problem Solving

Children with intellectual disabilities (IDs) show deficits in social information processing (SIP) that increased the risk of social maladjustment. As social inclusion is a major preoccupation for professionals and parents, it is important to know how foster SIP among these children, in order to support their understanding of social situations, their emotion regulation and social adjustment. The present study tested the efficacy of a new “SIP program for children”, considering specific strengths and weaknesses of these children. It also explored the potential causal contribution of SIP in elementary school children with ID to their emotion regulation, social adjustment and internalizing and externalizing behaviors. 30 children between 5 and 12 years with mild or moderate IDs, took part in a pre-test session involving measures on cognition and social problem solving. Teachers and/or parents completed questionnaires assessing children’s emotion regulation and social adjustment. Secondly, children were allocated to control or experimental groups. Experimental group participated in the “SIP program for children”. It was implemented by two trainers which used the specific material and technics described by the program during eight sessions to sub-groups of three children. After, all children took part in post-test sessions. Results showed significant improvement of social problem-solving abilities in children of experimental groups. After SIP training, they easily judged social behaviors and produced more complex justifications related to social consciousness and social rules, in comparison to the control group. Parents perceived children who had participated in the training as more socially adjusted and teachers described them as more integrated, autonomous and cooperative. These children were also perceived as displaying fewer internalizing problems.

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