Alle Publikationen
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2018
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(2018): Validating a Culturally-sensitive Social Competence Training Programme for Adolescents with ASD in a Chinese Context: An Initial Investigation. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 48 (2), S. 450-460
Abstract: Previous studies on social skills training on ASD were done almost exclusively in the West with children as the main subjects. Demonstrations of the applicability of social interventions in different cultures and age groups are warranted. The current study outlined the development and preliminary evaluation of a CBT-context-based social competence training for ASD (CBT-CSCA) developed in Hong Kong for Chinese adolescents with ASD. Twenty-five adolescents (aged 12-17 years, with a FSIQ above 80) were recruited. Significant improvements in social competence, autistic symptoms and general psychopathology at post-training and 3-month follow-up were reported by the parents. The study provided initial evidence support to the applicability of social competence training for adolescents with ASD in a different culture.
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): 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.
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(2015): Attachment Competences in Children With ADHD During the Social-Skills Training and Attachment (SOSTRA) Randomized Clinical Trial. In: JOURNAL OF ATTENTION DISORDERS 19 (10), S. 865-871
Abstract: Objective: To investigate the effects of social-skills training and a parental training program on children with ADHD as measured by the children's attachment competences. Method: The SOSTRA trial is a randomized, parallel-group, outcome-assessor-blinded, superiority trial evaluating 8 weeks social-skills training and parental training plus standard treatment versus standard treatment alone for 8- to 12-year old children with ADHD. Results: There were no significant differences in attachment competences at 6 months between the experimental (n = 25) and the control (n = 22) groups (odds ratio = 1.06, 95% confidence interval = [0.31, 3.58], p = .91). In total, 17 children (36%) changed their entry status, 1 (2%) from secure to insecure attachment, while 16 (34%) changed from insecure to secure attachment. Conclusion: The experimental treatment does not seem to affect attachment competences compared with standard treatment alone. Children in the SOSTRA trial improved their attachment competences significantly at 6-month follow-up.
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.
2011
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(2011): The Effect of a Music Therapy Social Skills Training Program on Improving Social Competence in Children and Adolescents with Social Skills Deficits. In: JOURNAL OF MUSIC THERAPY 48 (4), S. 440-462
Abstract: Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and seff-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during; and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning.
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(2011): Promoting social-emotional competence in preschool: Evaluation of a preventive behavioral training program. In: KINDHEIT UND ENTWICKLUNG 20 (4), S. 219-228
Abstract: This paper reports results of an evaluation study on effectiveness of a social-emotional competence training. Preschool children (n = 127) took part in a training program and are compared to an untreated control group (n = 129) by means of teachers evaluation questionnaires before and after the training. Afterwards, the training effects of a risk group with problematic social behavior are evaluated. General analyses show positive effects on social-emotional competence, but only marginal effects on problem behavior. However, differential analyses of the risk group show positive effects on both aspects. Due to the practicability and the results for the promotion of social-emotional skills, the evaluated training can also be recommended as a universal prevention program.
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 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.
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(2008): Behaviour training in kindergarten. A programme for the promotion of social-emotional competence. In: PRAXIS DER KINDERPSYCHOLOGIE UND KINDERPSYCHIATRIE 57 (8-9), S. 720-722
Abstract: [-]
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(2008): Changes in social-emotional competences of adolescents during an animal-assisted-training (MTI). In: INTERNATIONAL JOURNAL OF PSYCHOLOGY 43 (3-4)
Abstract: [es handelt sich vermutlich um einen Kurzabstract in einer Zeitschrift und nicht um einen Artikel]
2006
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(2006): Child social skills training in developmental crime prevention: Effects on antisocial behavior and social competence. In: PSICOTHEMA 18 (3), S. 603-610
Abstract: Social skills training for children is becoming increasingly popular as a measure for developmental crime prevention. Although previous reviews of such programs have shown positive effects, they have also revealed problems of research design, outcome measures, and long-term follow up. Accordingly, this article reports on a recent meta-analysis of randomized evaluations of the effect of social skills training in preventing antisocial behavior and promoting social competence. Of 841 retrievable references, 84 research reports with a total of 136 treatment-control comparisons fulfilled the eligibility criteria. Results showed a small but significant overall positive effect of d=.39 at post-intervention and d=.28 at follow-up (3 months and later). Effect sizes were somewhat greater for outcome measures of social competence than for measures of antisocial behavior, particularly when delinquency was assessed. Cognitive-behavioral programs revealed the best results in terms of generalization over time and on outcome criteria. In addition, prevention measures indicated for children and adolescents who already manifested some behavioral problems had higher effect sizes than universal approaches. Because most studies dealt with small sample sizes, non-official outcome data, and measurements after less than one year, the results should be interpreted with caution. Further high-quality studies with long-term empirical outcome criteria are needed, particularly outside the United States.
2005
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(2005): Social information-processing skills training to promote social competence and prevent aggressive behavior in the third grade. In: JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY 73 (6), S. 1045-1055
Abstract: This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening children's skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in 2001-2002, students received the Making Choices: Social Problem Solving Skills for Children (MC) program; and in 2002-2003, children received MC supplemented with teacher and parent activities. Compared with children in the routine condition, children in both MC conditions were rated lower on posttest social and overt aggression and higher on social competence. Moreover, they scored significantly higher on an information-processing skills posttest. The findings suggest that prevention programs can strengthen social-emotional skills and produce changes in aggressive behavior.
2004
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(2004): Promoting social competence in preschool children: Evaluation of a social problem-solving training program as a universal measure for preventing antisocial behavior. In: KINDHEIT UND ENTWICKLUNG 13 (2), S. 113-121
Abstract: This paper reports results of a controlled evaluation study on the effectiveness of a social problem-solving training program. Thirtysix 4- to 6-year-old preschool children who took part in a 15-session training program were compared with 33 untreated controls. Social behavior was rated by parents (mother and father) and preschool teachers before and 3 months after training. Ratings by trainers on the on/off-task behavior of children during sessions indicated that the program implementation was sound. Furthermore, analyses confirmed small but consistently positive effects on the prosocial behavior of the children. Smaller effects were observed on behavior problem ratings, although trained children showed decreasing scores on antisocial behavior in maternal ratings. In sum, results replicated those from recent reviews and meta-analyses in the field, indicating that social skills training is more effective within risk groups. However, because the evaluated program was relatively unintensive, scored high in implementation, and had some positive effects on the prosocial behavior of preschool children, it can also be recommended as a promising universal prevention measure.
2003
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(2003): Training in coping and pro-social competence abilities in homeless youngsters. In: REVISTA MEXICANA DE PSICOLOGIA 20 (2), S. 201-209
Abstract: The purpose of this study was to adapt, instrument and evaluate a training program of coping skills and prosocial communication, whose goals were to decrease achievement, personal, and home problems. Participants were seven teenagers between the ages of 16 and 21, two men and five women with a homeless history, low achievement and family disfunction. The intervention program considered four programmatic components in the form of exercises discovery, meeting, established rules, and plan (PAPs). The results obtained from a multiple baseline design through scenarios show a decrease in the behaviors reported by subjects in all three scenarios; however, it is necessary to have collateral measures to confirm those data obtained from teenagers' self-reports.
2002
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(2002): Evaluation of a social competence training for children in a single-subject design. In: PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT 49 (2), S. 121-132
Abstract: In this study a cognitive-behavioral training of social competence with children is presented and empirically evaluated. Involved were three 12-year-old children with externalizing and internalizing problem behavior. Basis of evaluation was a controlled single-subject design, including different criteria of effectiveness which refer both to observed behavior (parents, teacher) and children's personal appraisal. According to parental, teacher and self-ratings, children's social skills improved significantly in individually varying areas of social competence. Appropriate methodological standards of evaluation based on single-subject designs a-re discussed.
2001
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(2001): Preventing conduct problems, promoting social competence: A parent and teacher training partnership in head start. In: JOURNAL OF CLINICAL CHILD PSYCHOLOGY 30 (3), S. 283-302
Abstract: Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a control condition consisting of the regular Head Start program. Assessments included teacher and parent reports of child behavior and independent observations at home and at school. Construct scores combining observational and report data were calculated for negative and positive parenting style, parent-teacher bonding, child conduct problems at home and at school, and teacher classroom management style. Following the 12-session weekly program, experimental mothers had significantly lower negative parenting and significantly higher positive parenting scores than control mothers. Parent-teacher bonding was significantly higher for experimental than for control mothers. Experimental children showed significantly fewer conduct problems at school than control children. Children of mothers who attended 6 or more intervention sessions showed significantly fewer conduct problems at home than control children. Children who were the "highest risk" at baseline (high rates of noncompliant and aggressive behavior) showed more clinically significant reductions in these behaviors than highrisk control children. After training, experimental teachers showed significantly better classroom management skills than control teachers. One year later the experimental effects were maintained for parents who attended more than 6 groups. The clinically significant reductions in behavior problems for the highest risk experimental children were also maintained. Implications of this prevention program as a strategy for reducing risk factors leading to delinquency by promoting social competence, school readiness, and reducing conduct problems are discussed.
1994
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(1994): Effects of training social competence in children – A metaanalysis of recent evaluation studies. In: JOURNAL OF CLINICAL CHILD PSYCHOLOGY 23 (3), S. 260-271
Abstract: Presents a meta-analytical review of 49 studies, from 1981 to 1990, on the effect of social competence training (SCT) on 3- to 15-year-olds. Main issues were (a) effectiveness in relation to program type and client characteristics as well as outcome criteria, (b) differential effects, (c) types of long-term effect, and (d) a comparison to other meta-analyses in the field. Results showed that SCT was moderately effective. However, effect sizes were lower than in previous studies. There were specific, characteristic effects for various types of program and on various client groups. Two main problems were identified: First, significant effect sizes were found only when direct goal criteria (e.g., social-cognitive skills) were evaluated, whereas there were few effects on broader constructs (e.g., social adjustment). Second, long-term effects were weak. We concluded that further primary studies are needed on the generalization and maintenance of change.
1982
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(1982): Evaluation of social competence training in the schools. In: JOURNAL OF SCHOOL PSYCHOLOGY 20 (1), S. 11-19
Abstract: A social competence program for high risk children is described and evaluated in this paper. Advanced undergraduates majoring in psychology used interpersonal problem-solving techniques to work with 32 maladapting first through third graders who were seen on a small group basis. The intervention program was conducted for 14 weeks. Compared to a control group of 32 children, results indicated that children in the program made siginficantly greater gains in classroom adjustment as rated by teachers. Additionally, socimetric status served as a criterion for evaluating program effectiveness. Results demonstrated that children who participated in the social competence training made significantly greater gains in peer acceptance as measured by a brief sociometric questionnaire than the controls. The implications of these findings and the methodological limitations of the study are discussed.
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