Learning patterns in social skills training programs : an exploratory study

Preece, Sasha and Mellor, David 2009, Learning patterns in social skills training programs : an exploratory study, Child and adolescent social work journal, vol. 26, no. 2, pp. 87-101.

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Title Learning patterns in social skills training programs : an exploratory study
Author(s) Preece, Sasha
Mellor, David
Journal name Child and adolescent social work journal
Volume number 26
Issue number 2
Start page 87
End page 101
Publisher Springer Netherlands
Place of publication Amsterdam, The Netherlands
Publication date 2009-04
ISSN 0738-0151
1573-2797
Keyword(s) externalizing disorders
sessions
social skills training programs
Summary While Social Skills Training programs have been shown to improve the social skills of children with Disruptive Behaviour Disorders, the pattern of change in the participants’ learning during the training period remains unknown. Identifying this pattern could assist in determining whether more or less training hours are required to maximize the benefits of such programs within available resources. The current study aimed to replicate the social skills improvements found in previous research, and to explore the pattern of improvements in social knowledge and social performance that occurs during a Social Skills Training program. Two groups of eight males with behavioural problems attended 14 one-hour sessions of Social Skills Training. Multisources, multisettings and multimethods were used to measure social knowledge and social performance across five test phases. Multivariate analyses did not support previous findings showing overall improvements in social knowledge and social performance. Patterns of learning were not found to be consistent across different measures.
Language eng
Field of Research 170106 Health, Clinical and Counselling Psychology
Socio Economic Objective 920410 Mental Health
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
HERDC collection year 2009
Copyright notice ©2008, Springer Science+Business Media, LLC
Persistent URL http://hdl.handle.net/10536/DRO/DU:30019810

Document type: Journal Article
Collection: School of Psychology
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