Durability of effects of group counseling with institutionalized delinquent females.

Redfering, David L.

doi:10.1037/h0034973

Cited by 18 publications

(11 citation statements)

References 1 publication

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“…Although authors of some dated studies have demonstrated improvement using RT (Persons, 1966;Redfering, 1972), many other researchers have found that relationshipbased therapy has little or no effect on problematic behaviors -even when assessed immediately posttreatment (Alexander & Parsons, 1973;Feldman, Caplinger, & Wodarski, 1983). Some suggest, when it comes to oppositional behaviors, the therapeutic relationship may be necessary but is insufficient by itself in effecting change (Alexander , Barton , & Schiaro, 1976).…”

mentioning

confidence: 99%

Does Teaching Problem-Solving Skills Matter? An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children

Bushman

2010

Child & Family Behavior Therapy

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Parent training combined with problem solving skills training has been proposed as a comprehensive treatment for childhood oppositional behaviors, poor child social skills, and parental stress . The current study compared Parent Training + Problem Solving Skills Training with a Parent Training + nondirective condition. Parents of 32 children first attended Parent Training . After the parents completed Parent Training, children were randomly assigned to individual therapy in either a Problem Solving Skills Training condition or a nondirective condition. Data comparisons between the groups were made at postindividual therapy and at 6-week follow-up. Results indicated that children in the Problem Solving Skills Training condition improved more than their counterparts regarding parent-reported, parent-observed, and child-reported social skills. Children in the Problem Solving Skills Training condition also improved more lV than children in the nondirective condition on parent-observed oppositional behaviors ; however , children in the non-d irective condition demonstrated more improvement than their Problem Solving Skills Training counterparts on parent-reported measures of oppositional behaviors . There were no differences between the groups regarding parental stress . The clinical implications and limitations of these findings are discussed. (269 pages) ACKNOWLEDGMENTS Most of the time, this project seemed far too ambitious for its own good. It was only after I defended my proposal that I fully realized how much I would depend on collaboration from others. As such, several acknowledgments should be made to recognize those who spent their time and talents helping me bring this project to fruition. V First, I would like to thank my committee chair, Gretchen Gimpel Peacock, forall her help and support. I am indebted to her willingness to help me revise numerous drafts and make something coherent from the data. The clarity and direction of the fi:nal document are due in no small part to her efforts. Similarly, I would also like to thank the members of my defense committee who helped me weed out the relevant from the less-than-relevant. I am also indebted to Dr. Gimpel Peacock for giving me the funding so that I could successfully recruit participant families to the study. The majority of those recruited came via newspaper advertisements, wruch would not have been run had she not been willing to part with grant funding . Many graduate students also volunteered their time to act as student therapists. Although I attempted to lure them with "a great clinical experience" and the promise of brief progress notes, it was always clear that they were the ones doing me the favor. After all, time is a great conunodity in graduate school. Therefore, a special thank you to those who acted as student therapists:

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confidence: 99%

Does Teaching Problem-Solving Skills Matter? An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children

Bushman

2010

Child & Family Behavior Therapy

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“…Treatment is designed to provide a corrective emotional experience and to permit self-exploration and the expression of feelings (C. H. Patterson, 1979;Reisman, 1973). Although some studies of client-centered therapy, provided individually or in groups, have improved in adjustment among antisocial delinquent youths (e.g., Persons, 1966;Redfering, 1973), other studies have shown little or no change (Alexander & Parsons, 1973;Feldman, Caplingen & Wodarski, 1983). In a prior study of antisocial children, relationship therapy did not led to significant gains across a range of measures for antisocial children (Kazdin, Esveldt-Dawson, French, & Unis, 1987a).…”

mentioning

confidence: 99%

Cognitive-behavioral therapy and relationship therapy in the treatment of children referred for antisocial behavior.

Kazdin¹,

Bass²,

Siegel³

et al. 1989

Journal of Consulting and Clinical Psychology

239

105

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The present study evaluated alternative treatments for children (N = 112, ages 7-13) referred for severe antisocial behavior. Children were randomly assigned to one of three treatments: problem-solving skills training (PSST), problem-solving skills training with in vivo practice (PSST-P), which included therapeutically planned activities to extend training to settings outside of treatment, or client-centered relationship therapy (RT). PSST and PSST-P children showed significantly greater reductions in antisocial behavior and overall behavior problems, and greater increases in prosocial behavior than RT children. These effects were evident on measures obtained immediately after treatment and at a 1-year follow-up, and on measures of child performance at home and at school. PSST-P children showed greater changes than PSST children on measures of functioning at school at posttreatment, but these differences were no longer evident at follow-up. Children in both PSST conditions showed significant reductions in deviant behavior and improvements in prosocial behavior from pretreatment to follow-up, whereas RT children tended to remain at their pretreatment level of functioning. Notwithstanding the significant improvements, comparisons with nonclinic (normative) samples revealed that the majority of youth remained outside of the normal range of deviant behavior. Possible directions for improving treatment for antisocial youth are highlighted.

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“…The compliance process was inherent in the situation chosen by Redfering (1971) to measure the effects of group counseling. His sub jects were a group of female delinquents who were confined in a correc tional institution.…”

Section: The Compliance Processmentioning

confidence: 99%

Temporal Persistence of Attitudes Induced Through Required Training

Tansik¹,

Driskill²

1977

Group & Organization Studies

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A posttest-only control group design procedure was used with a semantic differential questionnaire to examine the persistence of changes in racial attitudes induced via a required training course for supervisors at a large military installation. Overall, a general, but small, positive change in attitude was observed immediately following the course. This attitude change subsequently decayed over a twelve- to thirteen-week period. Surprisingly, a "sleeper effect" seemed to emerge four to five weeks after the training session, resulting in significant, but short-term, positive attitude changes. The sleeper effect emerged in the absence of previously postulated conditions for its occurrence, such as close interaction of participants and reward systems to encourage behavior consistent with the changed attitudes.

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Durability of effects of group counseling with institutionalized delinquent females.

Cited by 18 publications

References 1 publication

Does Teaching Problem-Solving Skills Matter? An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children

Does Teaching Problem-Solving Skills Matter? An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children

Cognitive-behavioral therapy and relationship therapy in the treatment of children referred for antisocial behavior.

Temporal Persistence of Attitudes Induced Through Required Training

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