Alle Publikationen
2017
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(2017): Efficacy of an individualized social competence training for children with Oppositional Defiant Disorders/Conduct Disorders. In: Psychotherapy research : journal of the Society for Psychotherapy Research 27 (3), S. 326-337. DOI: 10.1080/10503307.2015.1094587
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26522864 Abstract: OBJECTIVES Group-based Cognitive-Behavioral Therapy of children with aggressive behavior has resulted in significant reductions of behavior problems with small to medium effect sizes. We report the efficacy of an individualized Treatment Program for Children with Aggressive Behavior. METHOD A within-subject design with two phases (waiting, treatment) was chosen. Sixty boys aged 6-12 years with peer-related aggressive behavior were included. The course of the outcome measures (growth rates) during a 6-week waiting phase was compared with those in the subsequent treatment phase (24 weekly child sessions together with an average of 8 parent contacts) by multilevel modeling. Primary outcome was peer-related aggressive behavior rated by parents. Further outcome measures included parent ratings and patient self-reports of aggressive and prosocial behavior. RESULTS During the treatment, growth rates for all parent-rated outcome measures were significant (p < .001) and comparison with the waiting phase indicated a stronger decrease in aggressive behavior and a stronger increase in prosocial behavior. For all self-rated outcome measures, growth rates during the treatment were significant (p < .01), but comparison with the waiting phase indicated a stronger decrease only for disturbance of social interaction. CONCLUSIONS The treatment program is an effective intervention for children with peer-related aggressive behavior.
Keywords: Aggression, Attention Deficit and Disruptive Behaviour, Child, Cognitive Therapy, Conduct Disorder, Disziplin, Group, Humans, Kinder, Male, Mensch mit Behinderung, Methods, Nonverbale Kommunikation, Outcome Assessment (Health Care), Peer Group, physiology, Postkasten, Psychologie, Psychotherapy, social competence training, social competences, Social Skills, Soziale Angemessenheit, Sozialkompetenz, SvA, Therapy, Wartezeit vor einem Akt körperlicher Aggression -
(2017): A Pilot Study of a Self-Administered Parent Training Intervention for Building Preschoolers’ Social-Emotional Competence. In: EARLY CHILDHOOD EDUCATION JOURNAL 45 (3), S. 419-426
Abstract: Social-emotional skills are equally as crucial for school success as cognitive and academic skills (WebsterStratton and Reid in Infants Young Child 17: 96-113, 2004), yet many young children lack these skills (Lavigne et al. in J Am Acad Child Adolesc Psychiatry 35:204-214, 1996). Therefore, it is essential to invest in the development of social-emotional competence at an early age-a task that necessitates active parent involvement (WebsterStratton and Reid 2004). This pilot study explored the effectiveness, integrity, and acceptability of a self-administered parent training intervention [Devereux Early Childhood Assessment-Second Edition (DECA-P2) family guide (Mackrain and Cairone in Promoting resilience for now and forever: a family guide for supporting the social and emotional development of preschool children, 2nd edn. Kaplan Early Learning Company, Lewisville, 2013)] targeting the promotion of social-emotional competence in young children (N = 12). Pre-and post-test parent reports revealed that children's social-emotional competence increased and behavior problems decreased following program completion. Parent ratings indicated the intervention was carried out as intended (i.e., integrity) and that it was helpful (i.e., acceptability). These exploratory findings suggest that this self-administered parent intervention shows promise as an alternative to face-to-face early childhood prevention services.
2016
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(2016): Training Social Competences for Workers Councils. In: Economic and Industrial Democracy 2 (3), S. 395-398. DOI: 10.1177/0143831X8123006
Abstract: In 1974 at the Institute od Psychology of the "Freie Universität" (West Berlin), a group was founded which is engaged in different areas of trade-union-oriented research and the application of scientific approaches. In 1978 we formed the association "Arbeit, Bildung und Forschung (ABF) e.V." together with leading members of the large unions of the Federal Republic of Germany. Besides reasearch on stress at work, and the enlargement and use of scientific knowledge by shift workers, the main field of this group is the development and application of programmes for the training of social competence of union members.
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(2016): Sozial-Emotionale Kompetenz. In: KINDHEIT UND ENTWICKLUNG 25 (2), S. 114-121. DOI: 10.1026/0942-5403/a000194
Abstract: Recent research has pointed to the importance of the interaction of emotions, perception of emotional expressions in social contexts, and emotion regulation for nonaggressive behavior in children. Evaluations underline the positive impact of prevention programs rather than interventional therapy for children. Long-term curricular training aiming at nonviolent behavior was shown to be successful; however, comprehensive programs cannot always be administered in every-day school contexts. Thus, a short-term prevention program for elementary school fourth-graders was developed for training in the classroom. The program Peaceful Cooperation in Conflict Situations aims at improving the sensitivity and understanding of emotions in self and others, perspective taking in conflict situations, and knowledge of how to communicate nonviolently. In a longitudinal control group study including block randomization, 184 elementary school children in fourth grade participated in the study; 177 complete data records entered the final analysis. The pretest instruments were (a) a paper-and-pencil test measuring the children's social-emotional competencies (i.e., identifying emotional expressions in pictures; describing emotions of aggressors and victims in conflict situations involving children; writing down options of positive behavior to solve the situation peacefully) and (b) teachers' ratings of their pupils' altruistic behavior and emotional and social problems. Two weeks later, the training was administered during three 90-min lessons within a period of 4 weeks. The controls received no special treatment. At posttest 16 weeks after the training, the same tests were administered. Data analyses (MANOVA, ANOVA) revealed that the intervention group improved considerably and with great effects in their social-emotional proficiency as a result of the training. At posttest, they had far advanced in all tested abilities in comparison with their pretest results. They acquired a significantly better understanding of emotions and perspective taking in conflict situations than the controls did. The trained children were rated more favorably by their teachers with respect to their prosocial behavior than at pretest 5 months earlier. The study supports findings from two previous studies with third graders. It shows that a short-term program aiming at enhancing social-emotional knowledge in children can lead to positive results with effects lasting at least several months later. The program can help to prevent the escalation of conflicts and to further peaceful communication. For implementation in schools on a larger scale, measures will have to be taken to ensure the transfer of the reported results.
2015
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(2015): Mangelnde soziale Kompetenz im Jugendalter. In: KINDHEIT UND ENTWICKLUNG 24 (2), S. 123-130. DOI: 10.1026/0942-5403/a000167
Abstract: The JobFit Training, a universal prevention program for adolescents, aims to prevent developmental deviation at the time of transition from school to profession. The present study evaluates the effectiveness of this training, considering adolescents in an educational setting. 78 adolescents, aged between 13.5 and 19.4 years, were the selected from a total sample of 446 adolescents. Inclusion criteria were abnormal prosocial behavior scores assessed with the Strengths and Difficulties Questionnaire (SDQ). The social and learning behavior ratings of the adolescents were assessed with the Student Self-Assessment Scale for Social and Learning Behavior (SSL). The comparison of the pre- and posttraining measurements shows significant differences with small and medium effects in the SSL domain "social behavior" and the related scales "self-control", "self assertion", and "social contact" as well as in the SSL domain "learning behavior" and the related scale "independent learning". These findings confirm that JobFit Training as a tool that encourages social skills within adolescent populations with deficits in personal resources.
2014
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(2014): Social skills training and cognitive training. Are the efficacy to reach social competence and cognitive abilities?. In: EUROPEAN PSYCHIATRY 29
Abstract: The majority of data on long term interventions on social disabilities are shown in international experiences for systematized models which are mainly cognitive-behavioural informed. Few dates are related to the experiences carried out in Italy after the changes in the psychiatric services. Emerging evidences demonstrated a relationship between cognitive deficits and social disability in patients with schizophrenia; currently they are considered an important target of both pharmacological and psychological (in particular, Cognitive Trainings, CT) treatments of these patients. The aim is to demonstrate the efficacy of Social Skills Training and Cognitive Training to achieve social competence, cognitive abilities and reduce vulnerability of patients with schizophrenia. Patients with schizophrenia can clearly improve their social competence with social skills training and cognitive remediation, which may translate into a more adaptive functioning in the community. Thirty adult inpatients (from 18 to 55 years of age) with ICD-10-based diagnoses of schizophrenia were randomly assigned to three different groups: active intervention from 30 months (IPT-a group); active intervention from 18 months (IPT-b group); and treatment as usual (control group). Outcome measures were cognition (ENB-2) and social skills assessment (Valutazione Abilità Sociali) of five sub unit. Cognitive behavior therapy may benefit the large number of patients who continue to experience disabling psychotic symptoms despite optimal pharmacological treatment. The results of studies investigating the efficacy of TC and SST are not univocal, probably due to differences in the implementation of the programs and the heterogeneity of participants.
2013
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(2013): 432 – Designing and implementation a life skills training program for improving social competence and academic achievement of first grade high school girl students in tehran city. In: EUROPEAN PSYCHIATRY 28. DOI: 10.1016/S0924-9338(13)75774-2
Abstract: The aim of present research was to investigate the impact of life skills training program on the advancement of social competence and academic achievement of first grade high school girl students in Tehran city. The sample of this experimental research consists of two groups of thirty students from 14 and 2 education zones of Tehran. Students were randomly assigned to control and experimental groups. The research tools used in this study were social competence questionnaire (r = 0.89) and 1st and 2nd term grade point averages, which were taken twice as the pre and post tests. Experimental group took part in 12 sessions of life skills training program (90 minutes each which consisted of: self awareness, decision making & problem solving, time management, control of aggression, assertiveness, coping with stress & interpersonal relationships). Data was analyzed using covariance statistical test (ANCOVA). Results showed that experimental group benefited from life skills training program and their social competence and its components (cognitive, motivational, behavioral and emotional) improved significantly, but the impact on their academic achievement was not significant.
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(2013): The effect of social skills training on perceived competence of female adolescents with deafness. In: Iranian Red Crescent medical journal 15 (12). DOI: 10.5812/ircmj.5426
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24693408 Abstract: BACKGROUND Although there are considerable researches on effectiveness of social skills training, little information is available on the effects of such training on perceived competence of adolescents with deafness. OBJECTIVES This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. PATIENTS AND METHODS A prepost quasi-experimental design was used to perform the study. Sixty nine female students with deafness who were enrolled in all of the four different special secondary schools in Tehran, Iran, between 2010 and 2011 participated in this research. Two of four secondary schools were randomly allocated to the intervention group (33 students), and the other two to the control group (36 students). The participants were between 11 and 21 years (Mean = 15.43; SD = 1.89), and more than three fourth of each groups ( i.e. 28 students in each groups) were affected by profound hearing impairment . The intervention group participated in twelve bi-weekly sessions. Pretest and posttest data were collected using the 'Hearing Impaired Children Self-Image Test'. The questionnaire was filled by an interviewer. This questionnaire asks students about their feeling toward their own competence in domains of cognitive, physical, socio-emotional and communication competence and school adjustment. The data was analyzed by using SPSS software, version 16. RESULTS The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P < 0.001) as well as in three domains of socio-emotional competence (P = 0.003), communication competence (P < 0.001), and school adjustment (P = 0.018). CONCLUSIONS It is likely that learning social skills in adolescents with deafness would improve their sense of competence, and emotional well being.
2012
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(2012): Brief psycho-social training and Self-competence, Social Self-efficacy, Sense of Coherence among Slovak University students. In: PSYCHOLOGY 27, S. 296-297
Abstract: [-]
2011
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(2011): A pilot study of social competence group training for adolescents with borderline intellectual functioning and emotional and behavioural problems (SCT-ABI). In: Journal of intellectual disability research : JIDR 55 (2), S. 231-241. DOI: 10.1111/j.1365-2788.2010.01369.x
DOI: http://www.ncbi.nlm.nih.gov/pubmed/21199047 Abstract: BACKGROUND Emotional and behavioural problems as well as a lack of social competence are common in adolescents with borderline intellectual functioning and impair their social and vocational integration. Group interventions specifically developed for this target group are scarce and controlled evaluation studies are absent. METHODS A cognitive-behavioural group training (Social Competence Training for Adolescents with Borderline Intelligence) was developed and its effectiveness was examined in students attending special vocational schools. A total of 77 adolescents with borderline intelligence were randomised either to the intervention (n=40) or to the control group (n=37). Outcome measures at post-treatment and at a 6-month follow-up comprised self-reports, caregiver reports and behavioural observations. RESULTS The adolescents in the intervention group showed temporally stable improvement in their social competence, especially in social problem solving (F=17.6, P<0.001) and attainment of individual behavioural goals in everyday life (self-reports: F=15.9, P<0.001; caregiver reports: F=87.9, P<0.001). Effects of the intervention on other outcomes such as problem-solving competence and skills performed in standardised role plays were weak or absent. CONCLUSIONS Social Competence Training for Adolescents with Borderline Intelligence is a promising treatment for adolescents with borderline intellectual functioning and associated emotional/behavioural symptoms. Further studies examining long-term effects on the participants' social and vocational integration are needed.
Keywords: Adolescent, Adolescent Psychiatry/methods, Affective Symptoms/complications/therapy, Behavioral Symptoms/complications/therapy, Cognitive Therapy/methods, Disziplin, Gruppentraining, Humans, Intellectual Disability/complications/psychology/therapy, Interpersonal Relations, Kognitive Skills/Social Cognition, Mensch mit Behinderung, Mentally Disabled Persons/psychology/rehabilitation, Pilot Projects, Postkasten, Psychologie, Psychology, Adolescent, Psychotherapy, Group/methods, Social Adjustment, Social Behavior, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapie, Treatment Outcome, Ziele sozial angemessenen Verhaltens 2010
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(2010): Evaluation eines Trainings zur Förderung sozialer Kompetenzen von Auszubildenden. In: Zeitschrift für Arbeits- und Organisationspsychologie A&O 54 (4), S. 182-191. DOI: 10.1026/0932-4089/a000032
Abstract: This paper discusses approaches to promote social competence in the context of vocational training and presents a training program for apprentices. The proposed training intervention addresses issues concerning communication and cooperation and encompasses several teamwork exercises as well as role-playing exercises in order to foster the apprentices' skills. Furthermore, an integrated workshop with apprenticeship supervisors aims to improve role clarity of the trainees. The training intervention was evaluated within a longitudinal design with one pretest and two posttest assessments (N = 45). The results reveal that the training contributes to improvements of knowledge and role clarity. We also found specific effects on the improvement of social competence. In particular, a higher improvement of knowledge and role clarity is associated with higher levels of social competence. Overall, the study shows that improving the conditions of social competence, i.e., knowledge and role clarity, are critical factors for the promotion of social competence.
Keywords: Ausbildung, Disziplin, Erziehung, Erziehungswissenschaften, Lehrling/Young professional, Postkasten, Psychologie, Rollen, Situationsbedingter Kontext, social competence training, social competences, Soziale Angemessenheit, Sozialkompetenz, Status / biologische Marker, SV, Verhalten am Arbeitsplatz, Verhalten in der Gruppe 2009
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(2009): Systematic observation of social competences. Video analysis of an animal-assisted training with children and adolescents. In: PSYCHOLOGY 24
Abstract: Poster presentation at the 23rd Conference of the European Health Psychology Society, Pisa, Italy, September 23-26, 2009
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(2009): Social competence and social skills training and intervention for children with Autism Spectrum Disorders. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 39 (9), S. 1268-1277. DOI: 10.1007/s10803-009-0741-4
DOI: http://www.ncbi.nlm.nih.gov/pubmed/19365716 Abstract: This study examined the effectiveness of a 30 week social competence and social skills group intervention program with children, ages 7-11, diagnosed with Autism Spectrum Disorders (ASD). Eighteen children with ASD were assessed with pretreatment and posttreatment measures on the Walker-McConnell Scale (WMS) and the MGH YouthCare Social Competence Development Scale. Each received the 30-week intervention program. For comparison, a matched sample of ten non-ASD children was also assessed, but received no treatment. The findings indicated that each ASD intervention group demonstrated significant gains on the WMS and significant improvement in the areas of anxiety management, joint attention, and flexibility/transitions. Results suggest that this approach can be effective in improving core social deficits in individuals with ASD.
Keywords: Anxiety, Attention, Autistic Disorder, Awareness, Behavior Therapy, Character development, Child, Communication, Diagnosis, Disziplin, Erziehung, Erziehungswissenschaften, Female, Follow-Up Studies, (Freiheit von) Ängsten, Group, Group Processes, Humans, Interpersonal Relations, Kinder, Kognitive Skills, Male, Mensch mit Behinderung, Methods, Negotiating, Personal Construct Theory, Personality Assessment, Postkasten, Problem Solving, PSYCHOLOGY, Psychotherapie, Social Adjustment, Social Behavior, Social Cognition, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapy -
(2009): Effects of fitness training and yoga on well-being stress, social competence and body image. In: NEUROPSYCHIATRIE 23 (4), S. 244-248
Abstract: Objectives: Aims of our study were to describe and compare influences from a physical activity program and a yoga program on well-being, mood, stress-coping, body-image and social competence in healthy people. Methods: 18 persons attending a gym and 21 taking part in a yoga program answered following questionnaires before entering the program and after taking part for 20 units: Body-Image-Questionnaire (25), Symptom-Checklist- 90R (8), Complaint-List (31), Adjective Mood-Scale (32) and a Visual Analogue Scale for assessing stress-level (10). Results: Statistical analyses show significant improvement in social competence in both training groups; the gym-group report reduced sexual discomfort, whereas people taking part in yoga-group show a reduction in somatization and body-related anxiety as well as an improvement in physical and emotional well-being. Conclusion: Our findings support the evidence that physical activity in general improves psychological well-being, however, gym and yoga seem to have different psychological impacts. Future research should focus on comparing the psychological effects of different physical activity interventions in prevention programmes as well as exercise prescriptions in patients with mental illness.
2008
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(2008): The Effects of Theory-of-Mind and Social Skill Training on the Social Competence of a Sixth-Grade Student With Autism. In: Journal of Positive Behavior Interventions 10 (4), S. 228-242. DOI: 10.1177/1098300708319906
Abstract: The authors investigated the effects of a theory-of-mind (ToM) and social skill training program on the ToM assessments and social interactions of a sixth-grade high-functioning student with autism. A multiple probe design across behaviors and settings was conducted to evaluate the training program on the participant's learning outcomes. The results showed a functional relationship between the intervention and the participant's skill mastery. Specifically, the participant's appropriate social interactions increased substantially across time and settings with similar improvements in the ToM test scores. The participant's teachers, mother, and peers responded positively to the intervention, indicating their acceptance of the training procedures and outcomes.
2007
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(2007): Effectiveness of the Vienna Social Competence Training on Explicit and Implicit Aggression. In: European Journal of Psychological Assessment 23 (3), S. 150-156. DOI: 10.1027/1015-5759.23.3.150
Abstract: A three-wave longitudinal study investigated the effects of the Vienna Social Competence Training (ViSC), a 13-week school class-based social competence training for adolescents, on explicit and implicit aggressiveness. Explicit aggressiveness was assessed via self-reported behavior in conflict situations; implicit aggressiveness was assessed via an Implicit Association Test (IAT). Furthermore, observer ratings regarding aggressive behavior were obtained from teachers and classmates. The ViSC was implemented in seven school classes; four classes served as controls. Data were taken prior to the training, directly after the training, and 4 months after the training was finished. Between pre- and posttest, no differences between training and control classes were found, whereas between posttest and follow-up an increase in aggressiveness was observed among control, but not among training classes. The psychometric properties of the Aggressiveness-IAT for evaluating training effects are discussed.
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(2007): Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate- to high-risk elementary school children. In: Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 36 (4), S. 605-620. DOI: 10.1080/15374410701662741
DOI: http://www.ncbi.nlm.nih.gov/pubmed/18088218 Abstract: The Incredible Years parent and classroom interventions were evaluated for the first time in elementary schools. Culturally diverse, socioeconomically disadvantaged schools were randomly assigned to intervention or control (CON). In intervention schools, all children received a 2-year classroom intervention beginning in kindergarten. In addition, indicated children were randomly assigned to also receive parent training (PT + CR) or only the classroom intervention (CR). PT + CR mothers reported that, following intervention, children showed fewer externalizing problems and more emotion regulation than CR or CON children. Observations showed that child-mother bonding was stronger in the PT + CR condition than in the CON condition, and PT + CR mothers were significantly more supportive and less critical than CR or CON mothers. Teachers reported that PT + CR mothers were significantly more involved in school and that children in the PT + CR and the CR conditions had significantly fewer externalizing problems than in the CON condition.
Keywords: Adult, Affective Symptoms/prevention & control/psychology, Child, Child Behavior Disorders/prevention & control/psychology, Child Behavior/psychology, Conduct Disorder/prevention & control/psychology, Developmental Disabilities/epidemiology/psychology, Female, Humans, Maternal Age, Mother-Child Relations, Object Attachment, Parents/education/psychology, Postkasten, Problem Solving, Problem-Based Learning/methods, Program Development, Program Evaluation, Psychotherapy, Group, Risk Factors, Schools/organization & administration, Social Adjustment, Social Behavior, social competence training, social competences, SvA, Teaching, Treatment Outcome -
(2007): Trainingsprogramm zur Förderung der Sozialen Kompetenz bei altersdepressiven Patienten. In: PSYCHIATRISCHE PRAXIS 34 (3), S. 145-149. DOI: 10.1055/s-2007-974644
DOI: http://www.ncbi.nlm.nih.gov/pubmed/17487808 Abstract: Anliegen Im Rahmen der gerontopsychiatrischen stationären oder teilstationären Behandlung altersdepressiver Patienten wurde ein Programm zur Förderung der sozialen Kompetenz entwickelt. Methode Innerhalb von 6 Sitzungen (üblicherweise 2-mal wöchentlich à 50 Minuten) wird in einer festen Gruppe von ca. 5 Patienten sozial kompetentes Verhalten in Form von Gruppengesprächen besprochen und mittels Rollenspielen eingeübt. Die Themen der Sitzungen umfassen übliche grundlegende kommunikative Fähigkeiten wie Loben, Bedanken, Beschweren etc. und werden in altersangepasste Situationen übertragen. Das Programm ist geeignet für altersdepressive Patienten, sofern keine Demenz, keine Psychose oder ein schlechter körperlicher Allgemeinzustand vorliegt. Die Durchführung obliegt üblicherweise einem Psychologen oder Arzt. Zur Diagnostik und Evaluation wurde ein eigenes Verfahren entwickelt, dass innerhalb einer Verhaltensprobe versucht, das Ausmaß sozial kompetenten Verhaltens vor und nach dem Training zu erfassen. Hierzu wurde eine standardisierte Situation erzeugt, die bestimmtes assertives Verhalten erfordert. Ergebnisse Das gezeigte Verhalten galt als Indikator für soziale Kompetenz. Die am Trainingsprogramm teilnehmenden Patienten wiesen in der Verhaltensprobe im Vergleich zur Kontrollgruppe deutlich höhere Werte im Hinblick auf die Soziale Kompetenz auf. Schlussfolgerungen Es kann davon ausgegangen werden, dass das vorliegende verhaltenstherapeutische Gruppenpsychotherapieprogramm für altersdepressive Patienten mit Defiziten im Bereich der Sozialen Kompetenz eine Verbesserung im Hinblick auf sozial kompetentes Verhalten erzielen und somit einen Beitrag zur Behandlung der Depression liefern kann. 01 Die dem Artikel zugrundeliegende Diplomarbeit des Autors unter dem Titel "Training sozialer Kompetenzen für Patienten mit Altersdepressionen" wurde im Jahr 2005 mit dem Georg-Gottlob-Studienpreis für Angewandte Psychologie des BDP ausgezeichnet. (www.bdp-verband.org/bdp/presse/2005/51111_psychologentag3.html).
Keywords: Aged, Alter, Assertiveness, Bedanken, Behavior Therapy, Beschweren, Bitten, Communication, Day Care, Medical, Depressive Disorder/rehabilitation, Disziplin, Empathie, Erkrankung, Humans, Loben, Patient Admission, Postkasten, Psychologie, Psychotherapy, Group, Role Playing, Social Adjustment, Social Behavior, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, Sprachverhalten / sprachliches, zu Emotionen korreliertes Feedback, SV, training in social competences, Wertendes Sprachverhalten 2000
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(2000): The effects of self-regulation training on the social executive competence for children with learning disabilities. In: JOURNAL OF INTELLECTUAL DISABILITY RESEARCH 44
Abstract: Social competence of children with disabilities plays an important role in making good interactions with other children as well as family members. Major interventions on social involvement activities for children with learning disabilities are mostly about social control and cooperative competence. A self-regulation training on this study was developed to enhance these competence and was applied to children with learning disabilities to determine its effects. This study employed subjects who were lacking in social competence and who were enrolled in special classes in the elementary school. Major findings of this research are that the mean social involvement time on subjects is increased and that their abilities on social control and cooperation is enhanced. The self-regulation training shows its effects on increasing, maintaining and generalizing social control and cooperative competence.The presentation will describe the contents and procedures of the self-regulation training as well as implications of the research results.
1994
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(1994): Social competence and social skills training for persons with mental-retardation – An expansion of a behavioral paradigm. In: EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES 29 (3), S. 194-201
Abstract: The imperative for a reformulation of social skills training theory for adults with mental retardation is discussed. Current practices in social skills training for persons with mental retardation are summarized along with potential reasons for their concomitant lack of maintenance and generalization of treatment gains. In order to better understand the process of social skills acquisition, the concept of social competence must be redefined. A cognitive-behavioral definition and model of social competence and social skills is described which attempts to unify traditional social learning concepts with more recent advances in research and practice with persons with cognitive deficits, along with a focus on its utility in the training of social skills among persons with mental retardation.
1992
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(1992): Training of social competence - Inidividual case analysis of behavior and urine cortisol-levels. In: ZEITSCHRIFT FUR KLINISCHE PSYCHOLOGIE PSYCHIATRIE UND PSYCHOTHERAPIE 40 (2), S. 179-194
Abstract: The aim of this study is to control the effectiveness of a training in social competence within the framework of a stationary therapy by means of observable behavior and to regard the course of salivary-serum- and urine cortisol in parallel with expected changes in behavior. The behavior assessment showed, that apart from anxiety and a deficiency in social competence, lack of trust and helplessness were essential variables (symptoms). Against the theoretical background of contemporary research in trust and helplessness it was tried to find relations between these factors and to show up relevance for therapy in the case in point. Guided by hypotheses the effects of training and therapy are verified by systematic observation of behavior as well as a significant change of the salivary cortisol values. The development of the therapy and the graphic similarity between the sequence of urine cortisol and the formalised Wortman-Dintzer-Model suggest a corresponding interpretation reservedly. In parallel with Seligman's theories the process could refer to psychophysiological connections between helpless behavior and urine cortisol.
1986
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(1986): The generality and social validity of a competency-based self-control training intervention for underachieving students. In: Journal of applied behavior analysis 19 (3), S. 269-276. DOI: 10.1901/jaba.1986.19-269
DOI: http://www.ncbi.nlm.nih.gov/pubmed/3771419 Abstract: We evaluated the effectiveness, generality, and social validity of a modified version of a competency-based self-control package developed by Stevenson and Fantuzzo (1984). Three underachieving fifth-grade students were trained to use this intervention to increase their arithmetic proficiency. Results indicated that the intervention produced improved arithmetic performance. Moreover, all possible classes of generalization were evidenced for the participants. Social validity data showed that the children's arithmetic performance either surpassed or approached the mean performance of their higher achieving classmates. Additionally, teachers reported that the intervention was effective, appropriate for classroom use, and easy to implement.
1985
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(1985): Group training of social competence (GSK) - german - Hinsch, R. Pfingsten, U.. In: ZEITSCHRIFT FUR KLINISCHE PSYCHOLOGIE PSYCHIATRIE UND PSYCHOTHERAPIE 33 (1), S. 89-92
Abstract: [book review] [Abstract of the reviewed publication (taken from 5th edition, 2007)] Soziale Kompetenzen sind ausschlaggebend für beruflichen wie privaten Erfolg. Am besten lassen sich soziale Fähigkeiten in der Gruppe trainieren. Hinsch/Pfingsten ist der Klassiker unter diesen Trainings – jetzt überarbeitet und um weitere Anwendungen erweitert. Das Gruppentraining sozialer Kompetenzen (GSK) ist seit mehr als 20 Jahren als psychologisches Standardverfahren anerkannt. Es wird nicht nur im therapeutischen Bereich, sondern auch in Fort- und Weiterbildungen eingesetzt. • GSK sensibilisiert für den Zusammenhang von Wahrnehmung, Interpretation einer Situation, Gefühlen und Verhalten und vermittelt entsprechende Bewältigungstechniken. • GSK ist ein intensives, aber zeitökonomisches Verfahren mit flexiblen Komponenten, das gut an unterschiedliche Aufgabenstellungen, Zielgruppen und Settings angepasst werden kann. Deswegen setzen immer neue Anwendergruppen das Verfahren ein. Mit CD-ROM: Enthält alle Materialien zum Ausdrucken und drei Modell-Videos. Der Printausgabe dieses Buches liegt eine CD-ROM bei. Die Inhalte der CD-ROM sind für das E-Book online verfügbar, das Kennwort finden Sie im E-Book, Seite IX.
1983
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(1983): Group training for the promotion of social competence – Conception and initial results of the evaluation. In: ZEITSCHRIFT FUR KLINISCHE PSYCHOLOGIE-FORSCHUNG UND PRAXIS 12 (4), S. 229-244
Abstract: [-]
1981
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(1981): Verhaltenstrainingsprogramm zum aufbau sozialer kompetenz (VTP). In: Journal of Behavior Therapy and Experimental Psychiatry 12 (1), S. 92-93. DOI: 10.1016/0005-7916(81)90039-2
Abstract: [book review] Abstract of the reviewed publication: Das Training von Verhaltensweisen hat bereits eine lange Tradition und man bräuchte ein umfassendes Glossar als Wegweiser, um sich unter den zahlreichen Angeboten zurechtzufinden. Man hat sich daran gewöhnt, daß die steigende Anzahl von Trainingsmanualen auf spekulativen Ideen, um nicht zu sagen Theorien, aufgebaut ist, so daß die Rückführung der praktischen Trainingsschritte auf die theoretische Begründung an einem Punkt endet, wo man zu glauben hat ohne weiter zu fragen. Andererseits ist es zur Gewohnheit geworden, Trainingsprogramme ohne nachweisbare empirische Grundlage anzubieten. Bestenfalls werden die Trainierten befragt, ob ihnen das Training gefallen oder gut getan habe. Es fehlt an brauchbaren Kriterien und langfristiger Nachkontrolle zur Bewertung der Trainingseffektivität. Die Anforderung, daß Trainingsprogramme aus der experimentellen Praxis entstehen sollten, wird heute nur sehr selten erfüllt. Das Programm von Fe1dhege und Krauthan stellt einen verhaltenstherapeutischen Ansatz dar. Damit verbinden sich sofort bestimmte Erwartungen, die mit dieser wissenschaftlichen Fortentwicklung der Psychotherapie assoziiert sind. Diese Erwartungen werden nicht enttäuscht, wenn man nach sauberer Spezifikation, Transparenz des Vorgehens, Ausrichtung auf genau beobachtbare Verhaltensweisen, durchgängiger Operationalisierbarkeit, theoretischer Unvoreingenommenheit und Überprüfbarkeit Ausschau hält. Man sieht es dem Werk an, daß es aus langdauernder experimenteller Praxis und nicht aus unüberprüften klinischen Eindrücken entstanden ist.