scholarly journals Effectiveness of the Reasoning and Rehabilitation V2 Programme for Improving Personal and Social Skills in Spanish Adolescent Students

2020 ◽  
Vol 17 (9) ◽  
pp. 3040
Author(s):  
Miriam Sánchez-SanSegundo ◽  
Rosario Ferrer-Cascales ◽  
Natalia Albaladejo-Blazquez ◽  
Raquel Alarcó-Rosales ◽  
Nicola Bowes ◽  
...  
Keyword(s):  
Social Skills ◽  
High Risk ◽  
Skills Training ◽  
Control Group ◽  
Intervention Programme ◽  
Experimental Conditions ◽  
Adolescent Students ◽  
Cognitive Behavioural ◽  
Changing Attitudes ◽  
Reasoning And Rehabilitation

Significant progress has been made in developing intervention programmes for adolescents at high risk of delinquency, school failure and emotional problems. The most effective programmes incorporate behavioural and skills training aimed at changing attitudes and promoting psychosocial and emotional skills in adolescents. This study examined the effectiveness of a school-based intervention programme based on the Reasoning and Rehabilitation V2 (R&R2). R&R2 is a cognitive behavioural programme developed using psychological theories about the aetiology of delinquency, as well as the cognitive, behavioural and socioemotional deficits in high-risk youth populations. A sample of 142 students (aged 13–17 years old) who were attending alternative education provision in Spain were randomly assigned to two experimental conditions (68 experimental group, 74 control group). The results showed that the R&R2 improved participants’ self-esteem, social skills, empathy and rational problem-solving with a medium–large effect size (η2 = 0.08 to 0.26). The effects of the programme were significant after controlling for age and the pre-test scores in baseline. These findings confirm the effectiveness of the Reasoning and Rehabilitation V2 programme in Spanish adolescent students and offer additional evidence regarding the implementation of the R&R2 programme in both alternative educational and mainstream school settings.

Impact of social skills training on self-esteem among male and female adolescent students

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Seema G. B. ◽  
G. Venkatesh Kumar
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Skills Training ◽  
Self Esteem ◽  
Female Adolescent ◽  
Control Group ◽  
Post Intervention ◽  
Male And Female ◽  
Adolescent Students ◽  
Experimental Group

The adolescent years are transforming at all levels: physical, emotional, social, cognitive and behavioral. Helping professionals have searched for ways for adolescents to acquire the skills necessary to face these many changes. Parents, educators and adolescents have tried to do what they can ,not only to survive ,but to make the most of major life transition that occurs from age 10-18 (Arnett, 2000). This study was done to investigate the effect of social skills training on self esteem among male and female adolescent students. The sample consisted of 200 (100 male and 100 female) adolescent students, were selected randomly and divided into experimental and control groups. The experimental group received social skills training in 10 sessions, but the control group didn't attend the sessions. Rosenberg Self Esteem Scale by Rosenberg (1965) was administered in pre and post intervention to measuring Self esteem. Results revealed that social skills training has significantly enhanced self esteem in the selected sample of experimental group and gender did not have differential influence on enhancing self esteem due to social skills training.

Programma 2000: Celebrating 10 Years of Activity of an Italian Pilot Programme on Early Intervention in Psychosis

2008 ◽  
Vol 42 (12) ◽  
pp. 1003-1012 ◽  
Author(s):  
Angelo Cocchi ◽  
Anna Meneghelli ◽  
Antonio Preti
Keyword(s):  
Early Intervention ◽  
High Risk ◽  
Rating Scale ◽  
Young Patients ◽  
Skills Training ◽  
First Episode ◽  
Global Functioning ◽  
Adult Intelligence Scale ◽  
Cognitive Behavioural ◽  
Early Intervention In Psychosis

Objective: This paper describes the structure and the organization of the single Italian programme specifically targeted at the early detection of and interventions for subjects at onset of or at high risk of psychosis, Programma 2000. Methods: Programma 2000 is a comprehensive multi-modal protocol of early intervention in psychosis, set up in Milan in 1999. The service has been very active since its opening, and at the time of writing (spring (April) 2008), more than 300 young patients have been evaluated through a detailed protocol that embraces Health of the Nation Outcome Scale (HoNOS), Brief Psychiatric Rating Scale (BPRS), Cognitive Behavioural Assessment 2.0, Disability Assessment Schedule, Camberwell Family Interview, Wechsler Adult Intelligence Scale and the Early Recognition Inventory Retrospective Assessment of Symptoms. The treatment includes psychoeducation, cognitive behavioural therapy (CBT), both structured and unstructured psychosocial interventions and pharmacotherapy, when necessary. Results: The programme focuses on young people aged 17–30 years: to date, a total of 132 subjects with definite psychosis or within the high-risk category have been enrolled in treatment after assessment. Patients with first-episode psychosis were, on average and expectedly, more severe than those in the at-risk group, and were more likely to be prescribed antipsychotic drugs. A large majority of patients in both groups received tailored CBT; individual sessions of skills training were provided to two-thirds of patients. In both groups, improvement was found in both the BPRS and HoNOS, and in the level of global functioning as assessed on Global Assessment of Functioning at 6 month and 1 year follow up. Global functioning was more sensitive to change than symptom severity, reflecting the intensive and personalized efforts to improve social and role functioning in patients. Conclusions: Programma 2000 is still in development but it has already gained the support of therapists and other relevant people involved in the life of subjects at onset, or at high risk of psychosis.

Cognitive-behavioural social skills training for first-episode psychosis: a feasibility study

2016 ◽  
Vol 12 (5) ◽  
pp. 863-868 ◽  
Author(s):  
Yarissa Herman ◽  
Huma Shireen ◽  
Sarah Bromley ◽  
Natalie Yiu ◽  
Eric Granholm
Keyword(s):  
Social Skills ◽  
Feasibility Study ◽  
Social Skills Training ◽  
Skills Training ◽  
First Episode Psychosis ◽  
First Episode ◽  
Cognitive Behavioural ◽  
Episode Psychosis

scholarly journals Communication and Social Skills in Education of Health Occupation Students

2017 ◽  
Vol 20 (1) ◽  
pp. 39-51
Author(s):  
Mira Klarin ◽  
◽  
Vesna Antičević ◽  
Goran Kardum ◽  
Ana Proroković ◽  
...  
Keyword(s):  
Social Skills ◽  
Communication Skills ◽  
Social Skills Training ◽  
Negative Attitude ◽  
Skills Training ◽  
Attitude Scale ◽  
Control Group ◽  
Health Studies ◽  
The Republic ◽  
Skills Learning

The aim was to investigate whether social skills’ training (SST) influences attitudes towards communication skills learning and to validate the Communication Skills Attitudes Scale (CSAS) among students of health studies in the Republic of Croatia. SST (10 workshops) was implemented for this purpose. Seventy 1st year students in four Croatian university health studies were randomly selected to take part in the training and 169 students were part of the control group. CSAS was administered at the beginning and end of training to both groups. The results indicated good metric characteristics in relation to CSAS and its two-factor structure (positive attitude scale and negative attitude scale). Furthermore, we did not record significant changes in attitudes towards communication skills learning in both groups. However, pursuant to average results from the subscales attitudes towards communication skills learning, we noticed that negative attitudes tend to decrease and positive tend to increase. This indicates that 10 workshops might have been insufficient in order to change attitudes. Keywords: validation, communication and social skills, training

scholarly journals The efficacy of a training program for social skills in reducing addictive Internet behaviors among Palestinian university students

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Saida Affouneh ◽  
Fayez Azez Mahamid ◽  
Denise Ziya Berte ◽  
Ali Z. Shaqour ◽  
Marouf Shayeb
Keyword(s):  
Social Skills ◽  
University Students ◽  
Training Program ◽  
Internet Use ◽  
Leisure Activities ◽  
Social Contact ◽  
Skills Training ◽  
Control Group ◽  
Addictive Behaviors ◽  
Wait List

Abstract Background For youth in geopolitically at-risk environments, such as Palestine, the issues related to Internet overuse and addictions are complex. Youth residing in the occupied territories of Palestine as in other highly militarized zones have high levels of environmental stressors (e.g., militarization, poverty, lack of employment opportunities, cultural pressures, etc.) and few chemical or social outlets such as alcohol, intoxicants, and leisure activities. As such, the easily accessible and unrestricted opportunities for stress-reducing social contact of social media can lead easily to excessive and maladaptive Internet use. Therefore, interventions directly aimed at awareness and education on how to manage Internet use are critical for addressing these issues in high risk populations. Aims The purpose of the current study was to test the efficacy of a time-limited group training program aimed at improving social skills and reducing addictive Internet behaviors among university students. Methods and results The sample consisted of 30 university students who self-reported high scores on an Internet addiction scale. Participants were randomly assigned to either wait list or treatment group (15 in each condition). Results demonstrated that using a social skills training program over an 8-week period improved the level of social skills and reduced addictive Internet behaviors significantly in those who experienced the intervention when compared with a wait list control group. Conclusions These findings support the implementation of time limited training programs targeting social skills and addictive patterns of Internet use with university students identified with high levels of Internet addictive behaviors.

Evaluation of a Videodisc-Based Social Skills Training Program

1989 ◽  
Vol 10 (2) ◽  
pp. 86-98 ◽  
Author(s):  
Ron Thorkildsen ◽  
Julie Fodor-Davis ◽  
David Morgan
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Social Behavior ◽  
Training Program ◽  
Social Skills Training ◽  
Social Behaviors ◽  
Skills Training ◽  
Self Esteem ◽  
Control Group ◽  
Experimental Group

The study helped determine the effectiveness of a videodisc-based social skills training program for mildly handicapped elementary school children. The program teaches children how to use appropriate phrasing, intonation, and body language in such social interactions as getting involved and being positive The videodisc is used to present examples of appropriate and inappropriate social behaviors, and models to imitate in subsequent role-playing activities. Six elementary school resource rooms, each containing five mildly handicapped students, were randomly assigned to participate in the program (experimental group) or to continue their regular resource room program (control group). Data on the student's social behavior, acceptance by nonhandicapped peers, self-esteem, and treatment implementation were collected over a 4-month period. Experimental group students scored significantly higher on a posttraining measure of peer acceptance and postchecklist of social skills than did control group students. No treatment effect was found for a postchecklist of social behaviors not covered in the program or on a postmeasure on self-esteem. The social behavior of the students in natural school settings was directly observed for 16 weeks. Treatment group students made a greater improvement than did control group students, but the difference was not statistically significant It was concluded that both the videodisc instruction and the peer tutoring were important to the success of the program. Videodisc program design considerations are also discussed.

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