Improving the Social-Behavioral Adjustment of Adolescents: The Effectiveness of a Social Skills Group Intervention

Harrell, Amanda W.; Mercer, Sterett H.; DeRosier, Melissa E.

doi:10.1007/s10826-008-9241-y

Cited by 43 publications

(44 citation statements)

References 47 publications

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“…We describe the categories below, illustrating them with some units of context. These results are in line with those of authors who emphasize the positive development of interpersonal relationships as one of the consequences of social skills training (Coplan, Schneider, Matheson & Graham, 2010;Harrell, Mercer & DeRosier, 2009;Jones & Lavallee, 2009 As a self-concept component, self-esteem is a dimension that is positively associated with assertive communication. The greater the self-respect, self-appreciation and self-affection, the easier is the relationship with the others, i.e.…”

Section: Resultssupporting

confidence: 91%

The +Contigo Project in the Voice of Eight-Grade Students

Loureiro¹,

Quaresma²,

Façanha³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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The +Contigo Project is a longitudinal research project based on a multilevel network intervention aimed at promoting mental health and well-being and preventing suicidal behaviors. Students participate in social skills training sessions on the stigma of mental disorders, adolescence, self-esteem, problem-solving skills, and wellbeing. To identify the qualitative impact of the +Contigo Project. We tried to identify the importance of the project for students, the problem situations which it helped to solve, and its impact on an individual level. Content analysis (Bardin, 2009) with a posteriori categorical identification. Semi-structured interview guide with 5 questions. A convenience sample of 16 students, from three schools of one school cluster in the Center Region of Portugal, was used. The ethical aspects of parental consent, voluntary participation and data confidentiality were addressed. Fourteen categories emerged from the data analysis. The answers to Question 4 'How was this project important to you?' were particularly relevant. Students mentioned that it improved their self-esteem by increasing self-confidence and interpersonal skills, and that it increased their reflection and awareness on problems with which they learned how to cope during the sessions. All interviewees considered that the +Contigo project helped them to solve problems, improve their interpersonal skills and cope with the adolescence period. Students improved their self-esteem and self-knowledge, and were able to apply what they had learned in the sessions in their daily lives. We concluded that the project had a positive impact on the students' mental health.

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Section: Resultssupporting

confidence: 91%

The +Contigo Project in the Voice of Eight-Grade Students

Loureiro¹,

Quaresma²,

Façanha³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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“…The research is also limited on interventions aimed at increasing self-esteem in other adolescent populations. Existing endeavors include universal prevention approaches with entire school staff and students [60], or social skills training intervention designed to improve adolescents' social, emotional, and behavioral adjustment [61]. However, in these studies, the focus was on enhancing global and not domain-specific self-esteem.…”

Section: Implications Of the Studymentioning

confidence: 99%

Quality of life among adolescents living in residential youth care: do domain-specific self-esteem and psychopathology contribute?

et al. 2017

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Purpose Many adolescents living in residential youth care (RYC) institutions perceive their quality of life (QoL) to be low. Enhancing QoL is thus important, but little is known about the potential contributors to their QoL. Early interpersonal trauma and subsequent removal from home and repeated relocations to new placements are expected to affect mental health and self-esteem. We therefore investigated if domain-specific self-esteem contributed to QoL among adolescents living in RYC institutions over and beyond their levels of psychopathology. Methods All youth in Norwegian RYC institutions between the ages 12-23 years were invited to participate. Of a total of 98 RYC institutions, 86 participated, and 400 of 601 eligible youths were examined. The participants' primary contact completed the Child Behavior Checklist to assess psychopathology. The adolescents completed a revised version of the Self-Perception Profile for Adolescents and the questionnaire for measuring health-related quality of life in children and adolescents (KINDL-R). Results After adjusting for psychopathology, age, and gender, self-esteem domains uniquely explained 42% of the variance in Qol, where social acceptance (b = 0.57) and physical appearance (b = 0.25) domains significantly predicted concurrent QoL. Conclusions The self-esteem domains, social acceptance and physical appearance, add substantially to the explained variance in QoL among adolescents living in RYC institutions, over and beyond the levels of psychopathology. These self-esteem domains may be targets of intervention to improve QoL, in addition to treating their psychopathology.

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“…However, only the intervention of Harrell et al (2009) with American teenagers and the Olaz, Medrano and Cabanillas (2011) with university students in Argentina, noticed the impact of PHS in self-efficacy beliefs of the participants. In the specific case of teenagers, the study Harrel et al (2009) indicated the positive impact of teaching social skills on the self-efficacy of the participants. Nevertheless, teenagers recruited for intervention had interpersonal difficulties, which characterized the intervention focused on the reducing of problems.…”

Section: Social Skills Self-efficacy Beliefs and The Perception Of Smentioning

confidence: 91%

“…These studies showed and proved the effectiveness of HS programs in reducing externalizing behavior problems (Harrell et al, 2009;Kilian & Kilian, 2011;Harrel et al, 2009), strengthen conceptions of self-concept and self-efficacy, (Harrel et al, 2009), decrease symptoms of depression and anxiety (Young et al, 2012) and improve relationships with peers and the academic performance (Kilian & Kilian, 2011),…”

Section: Social Skills Self-efficacy Beliefs and The Perception Of Smentioning

confidence: 94%

“…In these situations, HS programs with adolescents are recommended. Although the focus is not on health promotion and on positive development, the HS programs with adolescents were implemented within international context (Harrel, Mercer, & DeRosier, 2009;Kilian & Kilian, 2011;Young et al, 2012).…”

Section: Social Skills Self-efficacy Beliefs and The Perception Of Smentioning

confidence: 99%

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Social Skills Program for Adolescents in Vulnerable Social Contexts

et al. 2016

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The study aims at examining the process indicators and evaluating the effects of a Social Skills program in social skills, selfefficacy and social support appraisals of 10 adolescents (age 13-17 years), of communities (slums) of Rio de Janeiro. An exploratory and promotion program in health was conducted with 10 sessions and process evaluation measures and results. The evaluation process included the record of behaviors in a protocol. The participants answered, before and after the intervention, the Social Skills Inventory for Adolescents, the Self-Efficacy Scale and the Social Support Appraisals Scale. The evaluation process revealed confidence indicators between adolescents and researchers. The results showed increased levels of social skills, social support of teachers and self-efficacy. Experimental and follow-up studies should be conducted to confirm the effectiveness of the program.

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Improving the Social-Behavioral Adjustment of Adolescents: The Effectiveness of a Social Skills Group Intervention

Cited by 43 publications

References 47 publications

The +Contigo Project in the Voice of Eight-Grade Students

The +Contigo Project in the Voice of Eight-Grade Students

Quality of life among adolescents living in residential youth care: do domain-specific self-esteem and psychopathology contribute?

Social Skills Program for Adolescents in Vulnerable Social Contexts

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