Alle Publikationen
2018
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(2018): Validating a Culturally-sensitive Social Competence Training Programme for Adolescents with ASD in a Chinese Context: An Initial Investigation. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 48 (2), S. 450-460
Abstract: Previous studies on social skills training on ASD were done almost exclusively in the West with children as the main subjects. Demonstrations of the applicability of social interventions in different cultures and age groups are warranted. The current study outlined the development and preliminary evaluation of a CBT-context-based social competence training for ASD (CBT-CSCA) developed in Hong Kong for Chinese adolescents with ASD. Twenty-five adolescents (aged 12-17 years, with a FSIQ above 80) were recruited. Significant improvements in social competence, autistic symptoms and general psychopathology at post-training and 3-month follow-up were reported by the parents. The study provided initial evidence support to the applicability of social competence training for adolescents with ASD in a different culture.
2016
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(2016): The making of a diplomat: the case of the French Diplomatic and Consular Institute as an identity workspace. In: EUROPEAN SECURITY 25 (4), S. 502-523
Abstract: This article analyses the creation of the Diplomatic and Consular Institute by the French Ministry of Foreign Affairs and conceptualises this new professional school of diplomacy as an "identity workspace" following the analysis of a cohort's learning experience. This article aims to spark a debate from a practice perspective on diplomatic training as offered by Ministries of Foreign Affairs in Europe.
2015
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(2015): Mangelnde soziale Kompetenz im Jugendalter. In: KINDHEIT UND ENTWICKLUNG 24 (2), S. 123-130. DOI: 10.1026/0942-5403/a000167
Abstract: The JobFit Training, a universal prevention program for adolescents, aims to prevent developmental deviation at the time of transition from school to profession. The present study evaluates the effectiveness of this training, considering adolescents in an educational setting. 78 adolescents, aged between 13.5 and 19.4 years, were the selected from a total sample of 446 adolescents. Inclusion criteria were abnormal prosocial behavior scores assessed with the Strengths and Difficulties Questionnaire (SDQ). The social and learning behavior ratings of the adolescents were assessed with the Student Self-Assessment Scale for Social and Learning Behavior (SSL). The comparison of the pre- and posttraining measurements shows significant differences with small and medium effects in the SSL domain "social behavior" and the related scales "self-control", "self assertion", and "social contact" as well as in the SSL domain "learning behavior" and the related scale "independent learning". These findings confirm that JobFit Training as a tool that encourages social skills within adolescent populations with deficits in personal resources.
2014
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(2014): ’e-Protocol’ AND IC. In: TRANSYLVANIAN REVIEW OF ADMINISTRATIVE SCIENCES, S. 21-33
Abstract: The current research aims at providing the academic world with a new integrated and cross-disciplinary approach to Protocol and IT&ICT consequences for administrative staff training. The need to upgrade and update the training programs for public administrations staff according to IC&T requirements matches the prospective expert / professionals framework of competences. A key observation is that the litera-ture in the feld of staff training for social and institutional protocol within notorious training centers focuses more on the status-quo of the desirable competences and less on technology. By means of a rather refexive set of tools, we have tried to offer some support so as to digitize the social and institutional protocol, thus promoting some software packages designed by experts in both fields. Moreover, this software is likely to sustain both training and professional development pro-grams as well as effcient specialized procedures for promotion and simulation.
2013
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(2013): Designing and implementation a life skills training program for improving social competence and academic achievement of first grade high school girl students in tehran city. In: EUROPEAN PSYCHIATRY 28
Abstract: The aim of present research was to investigate the impact of life skills training program on the advancement of social competence and academic achievement of first grade high school girl students in Tehran city. The sample of this experimental research consists of two groups of thirty students from 14 and 2 education zones of Tehran. Students were randomly assigned to control and experimental groups. The research tools used in this study were social competence questionnaire (r = 0.89) and 1st and 2nd term grade point averages, which were taken twice as the pre and post tests. Experimental group took part in 12 sessions of life skills training program (90 minutes each which consisted of: self awareness, decision making & problem solving, time management, control of aggression, assertiveness, coping with stress & interpersonal relationships). Data was analyzed using covariance statistical test (ANCOVA). Results showed that experimental group benefited from life skills training program and their social competence and its components (cognitive, motivational, behavioral and emotional) improved significantly, but the impact on their academic achievement was not significant.
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(2013): 432 – Designing and implementation a life skills training program for improving social competence and academic achievement of first grade high school girl students in tehran city. In: EUROPEAN PSYCHIATRY 28. DOI: 10.1016/S0924-9338(13)75774-2
Abstract: The aim of present research was to investigate the impact of life skills training program on the advancement of social competence and academic achievement of first grade high school girl students in Tehran city. The sample of this experimental research consists of two groups of thirty students from 14 and 2 education zones of Tehran. Students were randomly assigned to control and experimental groups. The research tools used in this study were social competence questionnaire (r = 0.89) and 1st and 2nd term grade point averages, which were taken twice as the pre and post tests. Experimental group took part in 12 sessions of life skills training program (90 minutes each which consisted of: self awareness, decision making & problem solving, time management, control of aggression, assertiveness, coping with stress & interpersonal relationships). Data was analyzed using covariance statistical test (ANCOVA). Results showed that experimental group benefited from life skills training program and their social competence and its components (cognitive, motivational, behavioral and emotional) improved significantly, but the impact on their academic achievement was not significant.
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(2013): The effect of social skills training on perceived competence of female adolescents with deafness. In: Iranian Red Crescent medical journal 15 (12). DOI: 10.5812/ircmj.5426
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24693408 Abstract: BACKGROUND Although there are considerable researches on effectiveness of social skills training, little information is available on the effects of such training on perceived competence of adolescents with deafness. OBJECTIVES This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. PATIENTS AND METHODS A prepost quasi-experimental design was used to perform the study. Sixty nine female students with deafness who were enrolled in all of the four different special secondary schools in Tehran, Iran, between 2010 and 2011 participated in this research. Two of four secondary schools were randomly allocated to the intervention group (33 students), and the other two to the control group (36 students). The participants were between 11 and 21 years (Mean = 15.43; SD = 1.89), and more than three fourth of each groups ( i.e. 28 students in each groups) were affected by profound hearing impairment . The intervention group participated in twelve bi-weekly sessions. Pretest and posttest data were collected using the 'Hearing Impaired Children Self-Image Test'. The questionnaire was filled by an interviewer. This questionnaire asks students about their feeling toward their own competence in domains of cognitive, physical, socio-emotional and communication competence and school adjustment. The data was analyzed by using SPSS software, version 16. RESULTS The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P < 0.001) as well as in three domains of socio-emotional competence (P = 0.003), communication competence (P < 0.001), and school adjustment (P = 0.018). CONCLUSIONS It is likely that learning social skills in adolescents with deafness would improve their sense of competence, and emotional well being.
2012
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(2012): Send it. Study of e-mail etiquette and notions from doctors in training. In: Journal of surgical education 69 (3), S. 393-403. DOI: 10.1016/j.jsurg.2011.12.002
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22483143 Abstract: OBJECTIVES Worldwide, more than 247 billion e-mails are sent each day. Little empiric evidence is available to guide how e-mail presentation style, tone, and content affect e-mail recipients and whether these factors impact opinions about the sender and the rapidity of response. In a study of physicians in training assessing a series of 100 e-mail examples, we examined the following: (1) formatting characteristics most and least endorsed, (2) impression of the sender based on the e-mail itself, and (3) factors associated with the decision to respond. We reasoned that our study would provide empiric data to support recommendations for e-mail etiquette, focusing specifically on doctors in training. DESIGN Cross-sectional survey study. SETTING Division of Orthopaedic Surgery at McMaster University, Hamilton, Ontario, Canada. PARTICIPANTS After each e-mail, the participating surgical residents completed a series of questions focusing on their impression of the e-mail appearance, their perception of the sender, and their motivation to respond to the e-mail. RESULTS Thirty-two residents participated in this study. The responses indicate that the key negatively endorsed features of the e-mails included the use of colored backgrounds (84%), difficult-to-read font (83%), lack of a subject header (55%), opening salutations without recipient names (50%), or no salutation at all (42%). The senders of negatively endorsed e-mails were perceived by participants as inefficient (p = 0.03), unprofessional (p < 0.001), and irritating (p = 0.007). E-mails with overall positive endorsements were significantly more likely to have the participants perceive the e-mail senders as professional (p < 0.001), pleasant (p = 0.048), and kind (p = 0.059). The participants were 2.6-fold more likely to respond immediately when they perceived e-mails as favorable compared with disliking them (42% vs 16% of responses, respectively, p < 0.001). CONCLUSION The e-mails perceived as being disliked overall are likely to result in a negative perception of the sender and delays in response time.
Keywords: Adult, Art des Kommunikationsmediums, Attitude of Health Personnel, Competency-Based Education/trends, Cross-Sectional Studies, Disziplin, Education, Medical, Graduate/standards/trends, Electronic Mail/ethics/standards, Email, Erziehungswissenschaften, Etikette, etiquette guide, Female, Gestaltung von E-Mails/Informationsmedien etc., Humans, Informations- & Kommunikationstechnik, Interprofessional Relations/ethics, Male, Medienwissenschaft, Mensch-Technik-Relationen (MTR), Ontario, Orthopedics/education, Quality Control, Realtechnik, Rolle (Beruf), Situationsbedingter Kontext, Soziale Angemessenheit, Surveys and Questionnaires, Technik -
(2012): Chinese Education in Diplomacy. In: CHINA-AN INTERNATIONAL JOURNAL 10 (1), S. 77-92
Abstract: This article reflects upon contemporary education in Chinese diplomacy covering three aspects: curriculum contents, teaching methods and teaching goals. It argues that the curriculum contents have the following shortcomings: poor awareness of the real problems in China's diplomatic practices, lack of global awareness that is consistent with China's image as a great country, blurring of the boundaries between academic and policy systems, oversight of practices and lack of good understanding of ancient, early modern and contemporary Chinese diplomacy and lack of adequate training in research methodologies. Teaching methods are problematic as the continued dependence on traditional historical research methods has failed to recognise the usefulness of theoretical analytic tools. Also, the value of case studies has not been fully recognised and utilised. With regard to teaching goals, Chinese diplomatic teaching desperately needs some vitality. This article makes recommendations for improving Chinese education in diplomacy, such as applying psychology in diplomatic education, offering a course on comparative diplomacy, developing a course on diplomacy theory, emphasising diplomatic history and improving the training in social sciences research methodologies.
2011
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(2011): The Effect of a Music Therapy Social Skills Training Program on Improving Social Competence in Children and Adolescents with Social Skills Deficits. In: JOURNAL OF MUSIC THERAPY 48 (4), S. 440-462
Abstract: Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and seff-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during; and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning.
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(2011): Young Diplomats’ Socialization to the Networked Professional Cultures of Their Workplace Communities. In: VOCATIONS AND LEARNING 4 (3), S. 253-273
Abstract: The purpose of the present investigation was to examine young diplomats' socialization to the professional expert culture of the Ministry for Foreign Affairs of Finland over a six-month on-job training period, as part of their preparation for service in the diplomatic corps. Using social network analysis, we analyzed departments' internal social structures, prevailing social relations, and the young diplomats' role and position in the networks of knowledge acquisition, practical know-how, and professional collaboration. Data collected by contextual event sampling and theme interviews and analyzed by qualitative content analysis were used to characterize the young diplomats' personal social support networks, resources obtained, as well as associated reflections regarding their functioning in and socialization to the departmental workplace community. The results indicated that across the six-month training period, the young diplomats became involved to the workplace communities' networked expertise and were socialized to its expert culture, even if their achieved networking positions differed. The results revealed differences between levels of collective operational practices in the workplace communities as well as the nature of assignments in which the young diplomats participated and for which they were responsible. It was proposed that these differences mirrored distinction between expansive natures of young diplomats' workplace communities as learning environments.
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(2011): Promoting social-emotional competence in preschool: Evaluation of a preventive behavioral training program. In: KINDHEIT UND ENTWICKLUNG 20 (4), S. 219-228
Abstract: This paper reports results of an evaluation study on effectiveness of a social-emotional competence training. Preschool children (n = 127) took part in a training program and are compared to an untreated control group (n = 129) by means of teachers evaluation questionnaires before and after the training. Afterwards, the training effects of a risk group with problematic social behavior are evaluated. General analyses show positive effects on social-emotional competence, but only marginal effects on problem behavior. However, differential analyses of the risk group show positive effects on both aspects. Due to the practicability and the results for the promotion of social-emotional skills, the evaluated training can also be recommended as a universal prevention program.
2010
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(2010): Evaluation eines Trainings zur Förderung sozialer Kompetenzen von Auszubildenden. In: Zeitschrift für Arbeits- und Organisationspsychologie A&O 54 (4), S. 182-191. DOI: 10.1026/0932-4089/a000032
Abstract: This paper discusses approaches to promote social competence in the context of vocational training and presents a training program for apprentices. The proposed training intervention addresses issues concerning communication and cooperation and encompasses several teamwork exercises as well as role-playing exercises in order to foster the apprentices' skills. Furthermore, an integrated workshop with apprenticeship supervisors aims to improve role clarity of the trainees. The training intervention was evaluated within a longitudinal design with one pretest and two posttest assessments (N = 45). The results reveal that the training contributes to improvements of knowledge and role clarity. We also found specific effects on the improvement of social competence. In particular, a higher improvement of knowledge and role clarity is associated with higher levels of social competence. Overall, the study shows that improving the conditions of social competence, i.e., knowledge and role clarity, are critical factors for the promotion of social competence.
Keywords: Ausbildung, Disziplin, Erziehung, Erziehungswissenschaften, Lehrling/Young professional, Postkasten, Psychologie, Rollen, Situationsbedingter Kontext, social competence training, social competences, Soziale Angemessenheit, Sozialkompetenz, Status / biologische Marker, SV, Verhalten am Arbeitsplatz, Verhalten in der Gruppe 2009
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(2009): Social competence and social skills training and intervention for children with Autism Spectrum Disorders. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 39 (9), S. 1268-1277. DOI: 10.1007/s10803-009-0741-4
DOI: http://www.ncbi.nlm.nih.gov/pubmed/19365716 Abstract: This study examined the effectiveness of a 30 week social competence and social skills group intervention program with children, ages 7-11, diagnosed with Autism Spectrum Disorders (ASD). Eighteen children with ASD were assessed with pretreatment and posttreatment measures on the Walker-McConnell Scale (WMS) and the MGH YouthCare Social Competence Development Scale. Each received the 30-week intervention program. For comparison, a matched sample of ten non-ASD children was also assessed, but received no treatment. The findings indicated that each ASD intervention group demonstrated significant gains on the WMS and significant improvement in the areas of anxiety management, joint attention, and flexibility/transitions. Results suggest that this approach can be effective in improving core social deficits in individuals with ASD.
Keywords: Anxiety, Attention, Autistic Disorder, Awareness, Behavior Therapy, Character development, Child, Communication, Diagnosis, Disziplin, Erziehung, Erziehungswissenschaften, Female, Follow-Up Studies, (Freiheit von) Ängsten, Group, Group Processes, Humans, Interpersonal Relations, Kinder, Kognitive Skills, Male, Mensch mit Behinderung, Methods, Negotiating, Personal Construct Theory, Personality Assessment, Postkasten, Problem Solving, PSYCHOLOGY, Psychotherapie, Social Adjustment, Social Behavior, Social Cognition, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapy 2008
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(2008): The Effects of Theory-of-Mind and Social Skill Training on the Social Competence of a Sixth-Grade Student With Autism. In: Journal of Positive Behavior Interventions 10 (4), S. 228-242. DOI: 10.1177/1098300708319906
Abstract: The authors investigated the effects of a theory-of-mind (ToM) and social skill training program on the ToM assessments and social interactions of a sixth-grade high-functioning student with autism. A multiple probe design across behaviors and settings was conducted to evaluate the training program on the participant's learning outcomes. The results showed a functional relationship between the intervention and the participant's skill mastery. Specifically, the participant's appropriate social interactions increased substantially across time and settings with similar improvements in the ToM test scores. The participant's teachers, mother, and peers responded positively to the intervention, indicating their acceptance of the training procedures and outcomes.
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(2008): Behaviour training in kindergarten. A programme for the promotion of social-emotional competence. In: PRAXIS DER KINDERPSYCHOLOGIE UND KINDERPSYCHIATRIE 57 (8-9), S. 720-722
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2006
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(2006): Child social skills training in developmental crime prevention: Effects on antisocial behavior and social competence. In: PSICOTHEMA 18 (3), S. 603-610
Abstract: Social skills training for children is becoming increasingly popular as a measure for developmental crime prevention. Although previous reviews of such programs have shown positive effects, they have also revealed problems of research design, outcome measures, and long-term follow up. Accordingly, this article reports on a recent meta-analysis of randomized evaluations of the effect of social skills training in preventing antisocial behavior and promoting social competence. Of 841 retrievable references, 84 research reports with a total of 136 treatment-control comparisons fulfilled the eligibility criteria. Results showed a small but significant overall positive effect of d=.39 at post-intervention and d=.28 at follow-up (3 months and later). Effect sizes were somewhat greater for outcome measures of social competence than for measures of antisocial behavior, particularly when delinquency was assessed. Cognitive-behavioral programs revealed the best results in terms of generalization over time and on outcome criteria. In addition, prevention measures indicated for children and adolescents who already manifested some behavioral problems had higher effect sizes than universal approaches. Because most studies dealt with small sample sizes, non-official outcome data, and measurements after less than one year, the results should be interpreted with caution. Further high-quality studies with long-term empirical outcome criteria are needed, particularly outside the United States.
2005
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(2005): Social information-processing skills training to promote social competence and prevent aggressive behavior in the third grade. In: JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY 73 (6), S. 1045-1055
Abstract: This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening children's skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in 2001-2002, students received the Making Choices: Social Problem Solving Skills for Children (MC) program; and in 2002-2003, children received MC supplemented with teacher and parent activities. Compared with children in the routine condition, children in both MC conditions were rated lower on posttest social and overt aggression and higher on social competence. Moreover, they scored significantly higher on an information-processing skills posttest. The findings suggest that prevention programs can strengthen social-emotional skills and produce changes in aggressive behavior.
2004
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(2004): Promoting social competence in preschool children: Evaluation of a social problem-solving training program as a universal measure for preventing antisocial behavior. In: KINDHEIT UND ENTWICKLUNG 13 (2), S. 113-121
Abstract: This paper reports results of a controlled evaluation study on the effectiveness of a social problem-solving training program. Thirtysix 4- to 6-year-old preschool children who took part in a 15-session training program were compared with 33 untreated controls. Social behavior was rated by parents (mother and father) and preschool teachers before and 3 months after training. Ratings by trainers on the on/off-task behavior of children during sessions indicated that the program implementation was sound. Furthermore, analyses confirmed small but consistently positive effects on the prosocial behavior of the children. Smaller effects were observed on behavior problem ratings, although trained children showed decreasing scores on antisocial behavior in maternal ratings. In sum, results replicated those from recent reviews and meta-analyses in the field, indicating that social skills training is more effective within risk groups. However, because the evaluated program was relatively unintensive, scored high in implementation, and had some positive effects on the prosocial behavior of preschool children, it can also be recommended as a promising universal prevention measure.
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(2004): Etiquette and the design of educational technology. In: Communications of the ACM 47 (4), S. 45-49. DOI: 10.1145/975817.975843
Abstract: There has been a slow but growing realization on the part of the educational technology research community that designers of educational tools must go beyond the purely cognitive aspects of working with computers and factor in the social and psychological aspects as well. The design of appropriate etiquette in educational systems requires adding an additional layer to the issues of traditional interest to HCI researchers and developers. Etiquette is closely connected to contexts of activity and practice—to the goal/contexts/role patterns that structure interactions in a domain. A better understanding of these patterns [7] is essential to building tact and courtesy into our computer programs. We also need to learn from existing research, particularly that of teacher behavior and its effect on student learning and motivation. For instance, a review of the literature on nonverbal behavior indicates that eye contact, gestures, vocal inflections, body movement, and combinations of nonverbal behaviors conveying enthusiasm, animation, and variation of stimuli can positively affect student motivation, attention, teacher ratings, immediate recall, and achievement [4]. This research can be of great utility in the design of appropriate behaviors for pedagogical agents. However, as the three studies described here suggest, we must be careful not to apply these findings to the HCI context indiscriminately. This strategy, though easy to follow, may not always be the most appropriate. Instead, pedagogical etiquette in educational software must be carefully crafted based on sound empirical research sensitive to the complexities of learning and human psychology.
Keywords: Blickkontakt, Computer Science, Design, Design(theorie), digitale Wissenschafts- und Bildungstools, Disziplin, doppelter Treffer, Erziehung, Erziehungswissenschaften, Etikette, Etiquette, Gestik/Mimik, Intellektualtechnik, Interaktionspartner, Mensch oder Maschine, Mensch-Technik-Relationen (MTR), Mensch-Technische Systeme, Realtechnik, Situationsbedingter Kontext, Soziale Angemessenheit, special issue, Sprachgebrauch, Taktgefühl, Technik, Übermitteln von Gefühlen/Emotionen 2003
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(2003): Training in coping and pro-social competence abilities in homeless youngsters. In: REVISTA MEXICANA DE PSICOLOGIA 20 (2), S. 201-209
Abstract: The purpose of this study was to adapt, instrument and evaluate a training program of coping skills and prosocial communication, whose goals were to decrease achievement, personal, and home problems. Participants were seven teenagers between the ages of 16 and 21, two men and five women with a homeless history, low achievement and family disfunction. The intervention program considered four programmatic components in the form of exercises discovery, meeting, established rules, and plan (PAPs). The results obtained from a multiple baseline design through scenarios show a decrease in the behaviors reported by subjects in all three scenarios; however, it is necessary to have collateral measures to confirm those data obtained from teenagers' self-reports.
2002
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(2002): Preparing for European diplomacy?. In: JOURNAL OF COMMON MARKET STUDIES 40 (5), S. 849-870
Abstract: The literature on European foreign policy has paid scant attention to one critical aspect - European diplomacy. This article considers the nature of European diplomacy, the ways in which it manifests itself and, most importantly, the preparation of EU officials as well as national diplomats for European diplomacy. It is argued that more attention needs to be paid to training so that they may engage more effectively in European diplomacy. In order to facilitate this, support is lent to the idea of establishing a College of European Diplomacy. Effective European foreign policy needs a professional supporting diplomatic service.
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(2002): Evaluation of a social competence training for children in a single-subject design. In: PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT 49 (2), S. 121-132
Abstract: In this study a cognitive-behavioral training of social competence with children is presented and empirically evaluated. Involved were three 12-year-old children with externalizing and internalizing problem behavior. Basis of evaluation was a controlled single-subject design, including different criteria of effectiveness which refer both to observed behavior (parents, teacher) and children's personal appraisal. According to parental, teacher and self-ratings, children's social skills improved significantly in individually varying areas of social competence. Appropriate methodological standards of evaluation based on single-subject designs a-re discussed.
2001
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(2001): Preventing conduct problems, promoting social competence: A parent and teacher training partnership in head start. In: JOURNAL OF CLINICAL CHILD PSYCHOLOGY 30 (3), S. 283-302
Abstract: Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a control condition consisting of the regular Head Start program. Assessments included teacher and parent reports of child behavior and independent observations at home and at school. Construct scores combining observational and report data were calculated for negative and positive parenting style, parent-teacher bonding, child conduct problems at home and at school, and teacher classroom management style. Following the 12-session weekly program, experimental mothers had significantly lower negative parenting and significantly higher positive parenting scores than control mothers. Parent-teacher bonding was significantly higher for experimental than for control mothers. Experimental children showed significantly fewer conduct problems at school than control children. Children of mothers who attended 6 or more intervention sessions showed significantly fewer conduct problems at home than control children. Children who were the "highest risk" at baseline (high rates of noncompliant and aggressive behavior) showed more clinically significant reductions in these behaviors than highrisk control children. After training, experimental teachers showed significantly better classroom management skills than control teachers. One year later the experimental effects were maintained for parents who attended more than 6 groups. The clinically significant reductions in behavior problems for the highest risk experimental children were also maintained. Implications of this prevention program as a strategy for reducing risk factors leading to delinquency by promoting social competence, school readiness, and reducing conduct problems are discussed.
1994
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(1994): Effects of training social competence in children – A metaanalysis of recent evaluation studies. In: JOURNAL OF CLINICAL CHILD PSYCHOLOGY 23 (3), S. 260-271
Abstract: Presents a meta-analytical review of 49 studies, from 1981 to 1990, on the effect of social competence training (SCT) on 3- to 15-year-olds. Main issues were (a) effectiveness in relation to program type and client characteristics as well as outcome criteria, (b) differential effects, (c) types of long-term effect, and (d) a comparison to other meta-analyses in the field. Results showed that SCT was moderately effective. However, effect sizes were lower than in previous studies. There were specific, characteristic effects for various types of program and on various client groups. Two main problems were identified: First, significant effect sizes were found only when direct goal criteria (e.g., social-cognitive skills) were evaluated, whereas there were few effects on broader constructs (e.g., social adjustment). Second, long-term effects were weak. We concluded that further primary studies are needed on the generalization and maintenance of change.