Social Skills Training with Children and Young People: Theory, Evidence and Practice

Spence, Susan H.

doi:10.1111/1475-3588.00051

Cited by 368 publications

(330 citation statements)

References 81 publications

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“…However, until now, no study has examined the association between QoL and these factors in children with psychiatric problems. Further, this study examined whether other child factors -intelligence, and poor social skills -were correlated with QoL, because previous studies found an association between these factors and level of psychopathology [9,10]. It is likely that these factors also affect QoL, although this has not been studied previously.…”

Section: Introductionmentioning

confidence: 99%

Determinants of quality of life in children with psychiatric disorders

2005

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Objective: To assess factors that, in addition to childhood psychopathology, are associated with Quality of Life (QoL) in children with psychiatric problems. Methods: In a referred sample of 252 8 to 18-year-olds, information concerning QoL, psychopathology and a broad range of child, parent, and family/ social network factors was obtained from children, parents, teachers and clinicians. Results: Poor child, parent, and clinician reported QoL was associated with child psychopathology, but given the presence of psychopathology, also with child factors, such as low self-esteem, and poor social skills, and family/social network factors, such as poor family functioning, and poor social support. In multiple linear regression analyses the importance of parent factors, such as parenting stress, was almost negligible. Conclusion: To increase QoL of children with psychiatric problems, treatment of symptoms is important, but outcome might improve if treatment is also focussed on other factors that may affect QoL. Results are discussed in relation to current treatment programs.

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Section: Introductionmentioning

confidence: 99%

Determinants of quality of life in children with psychiatric disorders

2005

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“…This makes them feel important, and facilitates the reflection on feelings and the increase of self-esteem (Castanyer, 2004). All these studies show the importance of the assertive (Evans, Langberg & Williams, 2003;Spence, 2003). The major challenge of this type of interventions is the opportunity to change social behaviors, in such a way that they can extend from the setting into the daily social interactions (Barrett, Lock & Farrel, 2005;Coplan et al, 2010;Evans et al, 2003).…”

Section: Resultsmentioning

confidence: 99%

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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“…One of the main components of SIT is self-instructional training (Meichenbaum, 1975), which guides peoples' behavior through self-talk, which gradually becomes self-generated and habitual. Self-instructional training has shown to be effective in the control of impulsive behavior (Durlak, Fuhrman, & Lampman, 1991) related to attention deficit (Spence, 2003). Asnaani, Vonk, Sawyer, & Fang, 2012).…”

Section: Social Running Head: a Pilot Stress-management Program To mentioning

confidence: 99%

Effectiveness of a stress management pilot program aimed at reducing the incidence of sports injuries in young football (soccer) players

Zafra

Rubio

Ortega

et al. 2017

Physical Therapy in Sport

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Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in:Physical Therapy in Sport 24 (2017) Effectiveness of a stress management pilot program aimed at reducing the incidence of sports injuries in young football (soccer) players ABSTRACT Objectives: Several attempts to reduce the incidence of sport injuries using psychosocial interventions produced fruitful, although inconclusive results. This paper presents the effectiveness and implementation issues of a pilot 3-month stress-management and muscle relaxation program aimed at reducing sport injury incidence.Design: Pre-post treatment-non treatment group comparison.Program administration: The program was administered by a trained psychologist on a once-a-week, one-hour session basis.Participants: Seventy-four male soccer players from four National Youth league teams voluntarily participated. Teams were randomly assigned to either treatment/ non-treatment group.Measures: Injury protocol, Self-monitoring cards, Athletes' satisfaction and commitment survey, Coaches' interview.Results: Group main effect and Time-Group interaction effect were both statistically significant, F(1,60) = 8.30, p = .005,  2 p = .121, with the average number of injuries larger in the post-treatment phase of Non-treatment group (p = .005,  2 p = .077).There was a significant decrease in the average number of injuries for the RUNNING HEAD: A PILOT STRESS-MANAGEMENT PROGRAM TO REDUCE SPORT INJURIES 2 intervention group before and after implementing the program (p < .001,  2 p = .309).Conclusions: A controlled implementation of a psychosocial program was effective in reducing youth soccer sport injuries, with a high level of satisfaction and commitment from the athletes, as well as high acceptance from the coaches.

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Social Skills Training with Children and Young People: Theory, Evidence and Practice

Cited by 368 publications

References 81 publications

Determinants of quality of life in children with psychiatric disorders

Determinants of quality of life in children with psychiatric disorders

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

Effectiveness of a stress management pilot program aimed at reducing the incidence of sports injuries in young football (soccer) players

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