The Effects of Social Skills Training and Peer Involvement on the Social Adjustment of Preadolescents.
TL;DR: This article examined the effects of social skills training and peer involvement on the peer acceptance of disliked preadolescents and found that conversational skills training promoted skill acquisition and increased skillful social interaction.
Abstract: This study examined the effects of social skills training and peer involvement on the peer acceptance of disliked preadolescents. 56 fifth- and sixth-grade children were identified as unaccepted by their peers and deficient in conversational skills. These children were then randomly assigned to 1 of 4 treatment conditions: (1) conversational skills training (individual coaching), (2) peer involvement under superordinate goals (group experience), (3) conversational skills training combined with peer involvement (group experience with coaching), and (4) a no-treatment control. Differential treatment effects were observed at both a posttreatment and follow-up assessment. As predicted, conversational skills training promoted skill acquisition and increased skillful social interaction. Peer involvement increased peer acceptance and children's self-perceptions of their social efficacy. The results were interpreted in terms of a developmentally based multidimensional model of social competence.
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TL;DR: The authors suggest that the most promising route to effective strategies for the prevention of adolescent alcohol and other drug problems is through a risk-focused approach.
Abstract: The authors suggest that the most promising route to effective strategies for the prevention of adolescent alcohol and other drug problems is through a risk-focused approach. This approach requires the identification of risk factors for drug abuse, identification of methods by which risk factors have been effectively addressed, and application of these methods to appropriate high-risk and general population samples in controlled studies. The authors review risk and protective factors for drug abuse, assess a number of approaches for drug abuse prevention potential with high-risk groups, and make recommendations for research and practice.
5,348 citations
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...Some investigators have reported positive effects on interpersonal behavior (Battistich et al., n.d.; Bierman & Furman, 1984; Bierman, Miller, & Stabb, 1987;Gesten etal, 1982; Ladd, 1981; Ladd & Asher, 1985; Rotheram, 1982b; Rotheram, Armstrong, & Booraem, 1986; Shure & Spivack, 1982; Weiss- 94 D.…...
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TL;DR: In this article, the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange, which proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field.
Abstract: Research on the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange. This reformulation proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field. The review suggests that overwhelming evidence supports the empirical relation between characteristic processing styles and children's social adjustment, with some aspects of processing (e.g., hostile attributional biases, intention cue detection accuracy, response access patterns, and evaluation of response outcomes) likely to be causal of behaviors that lead to social status and other aspects (e.g., perceived self-competence) likely to be responsive to peer status
4,950 citations
TL;DR: A life-span perspective on social support and health that takes into account distinct antecedent processes and mechanisms that are related to measures of support over time is argued, highlighting the need to distinguish measures of perceived and received support and its links to more specific diseases.
Abstract: Social support has been reliably related to physical health outcomes. However, the conceptual basis of such links needs greater development. In this article, I argue for a life-span perspective on social support and health that takes into account distinct antecedent processes and mechanisms that are related to measures of support over time. Such a view highlights the need to distinguish measures of perceived and received support and its links to more specific diseases (e.g., chronic, acute) and stages of disease development (e.g., incidence). I discuss both the novel implications of these theoretical arguments for research on social support and physical health, as well as the potential intervention approaches that are apparent from this perspective.
1,171 citations
Book•
04 Apr 2013
TL;DR: The Chicago Center for Research and Evaluation (CCSR) as discussed by the authors encourages the use of research in policy action and improvement of practice, but does not argue for particular policies or programs, rather, it helps to build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working.
Abstract: Research (CCSR) conducts research of high technical quality that can inform and assess policy and practice in the Chicago Public Schools. We seek to expand communication among researchers, policymakers, and practitioners as we support the search for solutions to the problems of school reform. CCSR encourages the use of research in policy action and improvement of practice, but does not argue for particular policies or programs. Rather, we help to build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working.
757 citations
TL;DR: This bulletin describes state-of-the-art universal and selective prevention programs designed to promote parent and teacher competencies and to prevent conduct problems and indicated interventions designed for children who already have been diagnosed with oppositional defiant disorder and/or conduct disorder.
Abstract: This bulletin describes state-of-the-art universal and selective prevention programs designed to promote parent and teacher competencies and to prevent conduct problems. In addition, it describes indicated interventions designed for children who already have been diagnosed with oppositional defiant disorder and/or conduct disorder. Emphasis is placed on empirically supported programs that have identified key malleable risk factors in children, families, and schools, which have been shown in longitudinal research to be related to later development of substance abuse, delinquency, and violence. We have targeted preschool and primary grade children, ages 0–8 years, in this review because research suggests that the most effective interventions can nip in the bud risk behaviors in the early years, before antisocial behaviors become crystallized. Guidelines for selecting effective interventions are provided.
606 citations
References
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TL;DR: The Perceived Competence Scale for Children as mentioned in this paper is a self-report instrument for assessing a child's sense of competence across different domains, instead of viewing perceived competence as a unitary construct.
Abstract: HARTER, SUSAN. The Perceived Competence Scale for Children. CmILD DEVELOPMENT, 1982, 53, 87-97. A new self-report instrument, the Perceived Competence Scale for Children, is described. Emphasis is placed on the assessment of a child's sense of competence across different domains, instead of viewing perceived competence as a unitary construct. 3 domains of competence, each constituting a separate subscale, were identified: (a) cognitive, (b) social, and (c) physical. A fourth subscale, general self-worth, independent of any particular skill domain, was included. A new question format was devised which provides a broader range of responses and reduces the tendency to give socially desirable responses. The psychometric properties of the scale are presented for third through ninth grades. Emphasis is placed on its factorial validity. Each subscale defines a separate factor, indicating that children make clear differentiations among these domains. The factor structure is extremely stable across this grade range. The scale is viewed as an alternative to those existing self-concept measures of questionable validity and reliability.
3,796 citations
"The Effects of Social Skills Traini..." refers methods in this paper
...Additionally, the social subscale of Harter's (1982) Perceived Competence Scale for Children was administered....
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Book•
01 Jan 1989
TL;DR: The state-of-the-art in child psychotherapy with children and adolescents is described in this paper, where the authors present a review of the state of the art in the field.
Abstract: Continuities and Discontinuities in Antisocial Behavior from Childhood to Adult Life B. Maughan, M. Rutter. Psychotherapy Outcome Research with Children and Adolescents: The State of the Art J.R. Weisz, et al. Child Psychotherapy Process Research R.L. Russell, S.R. Shirk. Parent-Child Interaction Approaches to the Treatment of Child Behavior Problems R. Foote, et al. Children's Perception of Physical Symptoms: The Example of Asthma S. Rietveld, J.M. Prins. Common Feeding Problems in Young Children K.S. Budd, C.S. Chugh. New Developments in Assessing Pediatric Anxiety Disorders J.S. March, A.M. Albano. Conceptualization and Measurement of Coping in Children and Adolescents T.S. Ayers, et al. New Developments in Services Delivery Research for Children, Adolescents, and Their Families A.J. Pumariega, S. Glover. Index.
1,930 citations
Book•
21 Sep 2013
TL;DR: This chapter discusses the integration of field work and laboratory in Small Group Research and the role of staff, subject selection, and experimental site selection in the design and implementation of the study.
Abstract: Preface (1954) Preface (1961) Chapter 1. Integrating Field Work and Laboratory in Small Group Research Chapter 2. Approach, Hypotheses and General Design of the Study Chapter 3. Role of Staff, Subject Selection, Experimental Site Chapter 4. Experimental Formation of In-Groups Chapter 5. Intergroup Relations: Production of Negative Attitudes Toward the Out-Group Chapter 6. Intergroup Relations: Assessment of In-Group Functioning and Negative Attitudes Toward the Out-Group Chapter 7. Intergroup Relations: Reducing Friction (Stage 3) Chapter 8. Summary and Conclusions
1,667 citations
812 citations