Evaluation of a school-based educational program to prevent adolescents′ problem behaviors

Abstract

Background:Many researchers believe that adolescents’ problem behaviors are indicators of a deficiency in social skills. This study was aimed to evaluate the effectiveness of a prevention program on reducing problem behaviors in male adolescents.Materials and Methods:In a preposttest design with randomized control group, 49 students received social skills training (SST). Follow-up assessment of outcomes took place 5 months post baseline. The SST program was administered over the course of 10 weeks (10 sessions of 1 h). The main tools were multiple problem behaviors index (MPBI) and Social Skills Rating System – student form (SSRS-S). The control group (57 students) did not receive any intervention. Intervention effects were evaluated with t-test, univariate ANCOVA, and repeated measures ANOVA.Results:Significant difference between groups founded on SSRS at posttest (t = 2.5, P = 0.014) by univariate ANCOVA. In addition, the findings indicated that variation trend of mean scores of SSRS in the intervention group was significant (F = 225.3, P < 0.0001). The intervention group reported Lower levels of MPBI at posttest and follow-up compared to the control group. Significant difference between the two groups did not achieved on MPBI scores in the posttest after adjusting for the pretest scores; however, this difference was significant at the follow up (F = 5.3, P = 0.020).Conclusion:The results suggest that SST was effective in improving social competence and preventing problem behaviors among male adolescent. Future researches must be examined the role of peer and family.

Distorsiones Cognitivas y Estrategias de Afrontamiento en Jóvenes con Dependencia Emocional

“…También se recomienda añadir a este tipo de investigaciones otros métodos de evaluación, como entrevistas, para así disponer de mayor información siendo de interés para conocer con mayor profundidad la problemática, y crear así intervenciones ajustadas. Abogamos por la necesidad de potenciar la realización de estudios mediante los que se consolide la entidad gnoseológica de la dependencia emocional y se promueva su abordaje integral, dada la multicausalidad de esta problemática (Moral y Sirvent, 2014), así como por la relevancia de la implementación de programas de optimización de recursos socioemocionales en jóvenes (véase Eslami et al, 2015;Gilar-Corbi, Pozo y Castejón, 2019;Rodríguez, Orejudo, Celma y Cardoso, 2018;Rubiales, Russo, Panieva y González, 2018).…”

Determining Positive Behavioral Skills in Different Age Groups of Young Basketball Players during the Pandemic

“…In the sample of 172 students (aged 15 years ( SD = 0.72)) the test–retest reliability for the overall scale was 0.81 [ 79 ]. The internal consistency of the Lithuanian version of the questionnaire was tested with the U16 and U18 age groups [ 80 ].…”

Peer influence and its impact on behavior among South Indian adolescents: A descriptive cross-sectional study

“…The closest peer attachments have a better developmental significance and encourage adolescent social skill development. [ 4 5 6 ] They might become assertive, try to explore new areas of interest or activities and become more productive at the same time; peer attachment might influence the adolescent to get into improper sleep, and unhealthy habits like drinking, and smoking[ 7 8 9 10 11 ] or take part in antisocial behavior[ 12 13 ] These behavioral, emotional and social problems, are categorized further as internalising and externalising symptoms. Internalising symptoms involve problems mainly within the self, like depression and anxiety.…”

“…[ 19 ] Higher levels of hyperactivity, conduct problems, peer problems and negative emotional symptoms are seen in the age group of 12-14 years. [ 8 20 21 ] Peer influence has an impact on adolescent behaviors. Hence, a cross-sectional study was conducted to find the association between peer influence and adolescent behavior.…”