A comparison of the effects of self-control versus social skills training with socially anxious children /
| Main Author: | |
|---|---|
| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1994.
|
| Subjects: | |
| Online Access: | Link to OAKTrust copy http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=740810911&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Abstract: | This study was designed to assess the effects of social skill versus self-control training modalities with socially anxious children. Research participants included 14 male and 22 female fourth-grade regular education students. Eight children were assigned to the self-control group, 9 to the social skills group. An assessment only comparison group of nineteen children was included to serve as a non-experimental contrast. The identified subjects participated after school in 10, one-hour sessions over a ten week period. The social skills training group utilized a procedure modeled after Ladd's (1981) treatment approach. A procedure modeled after Meichenbaum's (1977) was used in the self-control training group. Pretreatment, posttreatment, and the follow-up assessment administered twelve weeks after the treatment program included: The Social Anxiety Scale for Children (SASC; La Greca et al., 1988), Children's Self Efficacy for peer interaction scale (CPSIS: Wheeler & Ladd, 1982), and the Burks' Behavior Rating Scale (BBRS; Burks, 1983) for teachers and parents. A video taped dyadic interview and an observation at lunch were included in the pretreatment and posttreatment assessments for the Self-control and Social Skills groups only. Summary. Intervention results suggest both treatments successfully increased self-efficacy for social interaction immediately following treatment, relative to an assessment only control. However, these gains were not maintained one month following treatment by the self-control group. Both treatments were effective at reducing children's anxiety, relative to the assessment only control group, and these gains were maintained. Children receiving social skills training improved, relative to children in the other two conditions, on teacher ratings of anxiety and withdrawal at posttreatment. Both treatments resulted in improvements on parent ratings of withdrawal and anxiety, but self-control training was more effective than social skills training on measures of withdrawal. The gains made by both treatment groups were maintained over time. Observation data suggested that children in both treatment modalities showed increases in rates of peer interaction relative to the assessment only comparison group. On the video-taped interview, no significant differences were found between the two treatment groups. |
|---|---|
| Item Description: | Vita. "Major subject: School Psychology." |
| Physical Description: | viii, 124 leaves ; 28 cm |
| Bibliography: | Includes bibliographical references. |