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.
2017
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(2017): Efficacy of an individualized social competence training for children with Oppositional Defiant Disorders/Conduct Disorders. In: Psychotherapy research : journal of the Society for Psychotherapy Research 27 (3), S. 326-337. DOI: 10.1080/10503307.2015.1094587
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26522864 Abstract: OBJECTIVES Group-based Cognitive-Behavioral Therapy of children with aggressive behavior has resulted in significant reductions of behavior problems with small to medium effect sizes. We report the efficacy of an individualized Treatment Program for Children with Aggressive Behavior. METHOD A within-subject design with two phases (waiting, treatment) was chosen. Sixty boys aged 6-12 years with peer-related aggressive behavior were included. The course of the outcome measures (growth rates) during a 6-week waiting phase was compared with those in the subsequent treatment phase (24 weekly child sessions together with an average of 8 parent contacts) by multilevel modeling. Primary outcome was peer-related aggressive behavior rated by parents. Further outcome measures included parent ratings and patient self-reports of aggressive and prosocial behavior. RESULTS During the treatment, growth rates for all parent-rated outcome measures were significant (p < .001) and comparison with the waiting phase indicated a stronger decrease in aggressive behavior and a stronger increase in prosocial behavior. For all self-rated outcome measures, growth rates during the treatment were significant (p < .01), but comparison with the waiting phase indicated a stronger decrease only for disturbance of social interaction. CONCLUSIONS The treatment program is an effective intervention for children with peer-related aggressive behavior.
Keywords: Aggression, Attention Deficit and Disruptive Behaviour, Child, Cognitive Therapy, Conduct Disorder, Disziplin, Group, Humans, Kinder, Male, Mensch mit Behinderung, Methods, Nonverbale Kommunikation, Outcome Assessment (Health Care), Peer Group, physiology, Postkasten, Psychologie, Psychotherapy, social competence training, social competences, Social Skills, Soziale Angemessenheit, Sozialkompetenz, SvA, Therapy, Wartezeit vor einem Akt körperlicher Aggression -
(2017): A Pilot Study of a Self-Administered Parent Training Intervention for Building Preschoolers’ Social-Emotional Competence. In: EARLY CHILDHOOD EDUCATION JOURNAL 45 (3), S. 419-426
Abstract: Social-emotional skills are equally as crucial for school success as cognitive and academic skills (WebsterStratton and Reid in Infants Young Child 17: 96-113, 2004), yet many young children lack these skills (Lavigne et al. in J Am Acad Child Adolesc Psychiatry 35:204-214, 1996). Therefore, it is essential to invest in the development of social-emotional competence at an early age-a task that necessitates active parent involvement (WebsterStratton and Reid 2004). This pilot study explored the effectiveness, integrity, and acceptability of a self-administered parent training intervention [Devereux Early Childhood Assessment-Second Edition (DECA-P2) family guide (Mackrain and Cairone in Promoting resilience for now and forever: a family guide for supporting the social and emotional development of preschool children, 2nd edn. Kaplan Early Learning Company, Lewisville, 2013)] targeting the promotion of social-emotional competence in young children (N = 12). Pre-and post-test parent reports revealed that children's social-emotional competence increased and behavior problems decreased following program completion. Parent ratings indicated the intervention was carried out as intended (i.e., integrity) and that it was helpful (i.e., acceptability). These exploratory findings suggest that this self-administered parent intervention shows promise as an alternative to face-to-face early childhood prevention services.
2016
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(2016): Training Social Competences for Workers Councils. In: Economic and Industrial Democracy 2 (3), S. 395-398. DOI: 10.1177/0143831X8123006
Abstract: In 1974 at the Institute od Psychology of the "Freie Universität" (West Berlin), a group was founded which is engaged in different areas of trade-union-oriented research and the application of scientific approaches. In 1978 we formed the association "Arbeit, Bildung und Forschung (ABF) e.V." together with leading members of the large unions of the Federal Republic of Germany. Besides reasearch on stress at work, and the enlargement and use of scientific knowledge by shift workers, the main field of this group is the development and application of programmes for the training of social competence of union members.
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(2016): Sozial-Emotionale Kompetenz. In: KINDHEIT UND ENTWICKLUNG 25 (2), S. 114-121. DOI: 10.1026/0942-5403/a000194
Abstract: Recent research has pointed to the importance of the interaction of emotions, perception of emotional expressions in social contexts, and emotion regulation for nonaggressive behavior in children. Evaluations underline the positive impact of prevention programs rather than interventional therapy for children. Long-term curricular training aiming at nonviolent behavior was shown to be successful; however, comprehensive programs cannot always be administered in every-day school contexts. Thus, a short-term prevention program for elementary school fourth-graders was developed for training in the classroom. The program Peaceful Cooperation in Conflict Situations aims at improving the sensitivity and understanding of emotions in self and others, perspective taking in conflict situations, and knowledge of how to communicate nonviolently. In a longitudinal control group study including block randomization, 184 elementary school children in fourth grade participated in the study; 177 complete data records entered the final analysis. The pretest instruments were (a) a paper-and-pencil test measuring the children's social-emotional competencies (i.e., identifying emotional expressions in pictures; describing emotions of aggressors and victims in conflict situations involving children; writing down options of positive behavior to solve the situation peacefully) and (b) teachers' ratings of their pupils' altruistic behavior and emotional and social problems. Two weeks later, the training was administered during three 90-min lessons within a period of 4 weeks. The controls received no special treatment. At posttest 16 weeks after the training, the same tests were administered. Data analyses (MANOVA, ANOVA) revealed that the intervention group improved considerably and with great effects in their social-emotional proficiency as a result of the training. At posttest, they had far advanced in all tested abilities in comparison with their pretest results. They acquired a significantly better understanding of emotions and perspective taking in conflict situations than the controls did. The trained children were rated more favorably by their teachers with respect to their prosocial behavior than at pretest 5 months earlier. The study supports findings from two previous studies with third graders. It shows that a short-term program aiming at enhancing social-emotional knowledge in children can lead to positive results with effects lasting at least several months later. The program can help to prevent the escalation of conflicts and to further peaceful communication. For implementation in schools on a larger scale, measures will have to be taken to ensure the transfer of the reported results.
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.
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(2015): Attachment Competences in Children With ADHD During the Social-Skills Training and Attachment (SOSTRA) Randomized Clinical Trial. In: JOURNAL OF ATTENTION DISORDERS 19 (10), S. 865-871
Abstract: Objective: To investigate the effects of social-skills training and a parental training program on children with ADHD as measured by the children's attachment competences. Method: The SOSTRA trial is a randomized, parallel-group, outcome-assessor-blinded, superiority trial evaluating 8 weeks social-skills training and parental training plus standard treatment versus standard treatment alone for 8- to 12-year old children with ADHD. Results: There were no significant differences in attachment competences at 6 months between the experimental (n = 25) and the control (n = 22) groups (odds ratio = 1.06, 95% confidence interval = [0.31, 3.58], p = .91). In total, 17 children (36%) changed their entry status, 1 (2%) from secure to insecure attachment, while 16 (34%) changed from insecure to secure attachment. Conclusion: The experimental treatment does not seem to affect attachment competences compared with standard treatment alone. Children in the SOSTRA trial improved their attachment competences significantly at 6-month follow-up.
2014
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(2014): Social skills training and cognitive training. Are the efficacy to reach social competence and cognitive abilities?. In: EUROPEAN PSYCHIATRY 29
Abstract: The majority of data on long term interventions on social disabilities are shown in international experiences for systematized models which are mainly cognitive-behavioural informed. Few dates are related to the experiences carried out in Italy after the changes in the psychiatric services. Emerging evidences demonstrated a relationship between cognitive deficits and social disability in patients with schizophrenia; currently they are considered an important target of both pharmacological and psychological (in particular, Cognitive Trainings, CT) treatments of these patients. The aim is to demonstrate the efficacy of Social Skills Training and Cognitive Training to achieve social competence, cognitive abilities and reduce vulnerability of patients with schizophrenia. Patients with schizophrenia can clearly improve their social competence with social skills training and cognitive remediation, which may translate into a more adaptive functioning in the community. Thirty adult inpatients (from 18 to 55 years of age) with ICD-10-based diagnoses of schizophrenia were randomly assigned to three different groups: active intervention from 30 months (IPT-a group); active intervention from 18 months (IPT-b group); and treatment as usual (control group). Outcome measures were cognition (ENB-2) and social skills assessment (Valutazione Abilità Sociali) of five sub unit. Cognitive behavior therapy may benefit the large number of patients who continue to experience disabling psychotic symptoms despite optimal pharmacological treatment. The results of studies investigating the efficacy of TC and SST are not univocal, probably due to differences in the implementation of the programs and the heterogeneity of participants.
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.
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): A pilot study of social competence group training for adolescents with borderline intellectual functioning and emotional and behavioural problems (SCT-ABI). In: Journal of intellectual disability research : JIDR 55 (2), S. 231-241. DOI: 10.1111/j.1365-2788.2010.01369.x
DOI: http://www.ncbi.nlm.nih.gov/pubmed/21199047 Abstract: BACKGROUND Emotional and behavioural problems as well as a lack of social competence are common in adolescents with borderline intellectual functioning and impair their social and vocational integration. Group interventions specifically developed for this target group are scarce and controlled evaluation studies are absent. METHODS A cognitive-behavioural group training (Social Competence Training for Adolescents with Borderline Intelligence) was developed and its effectiveness was examined in students attending special vocational schools. A total of 77 adolescents with borderline intelligence were randomised either to the intervention (n=40) or to the control group (n=37). Outcome measures at post-treatment and at a 6-month follow-up comprised self-reports, caregiver reports and behavioural observations. RESULTS The adolescents in the intervention group showed temporally stable improvement in their social competence, especially in social problem solving (F=17.6, P<0.001) and attainment of individual behavioural goals in everyday life (self-reports: F=15.9, P<0.001; caregiver reports: F=87.9, P<0.001). Effects of the intervention on other outcomes such as problem-solving competence and skills performed in standardised role plays were weak or absent. CONCLUSIONS Social Competence Training for Adolescents with Borderline Intelligence is a promising treatment for adolescents with borderline intellectual functioning and associated emotional/behavioural symptoms. Further studies examining long-term effects on the participants' social and vocational integration are needed.
Keywords: Adolescent, Adolescent Psychiatry/methods, Affective Symptoms/complications/therapy, Behavioral Symptoms/complications/therapy, Cognitive Therapy/methods, Disziplin, Gruppentraining, Humans, Intellectual Disability/complications/psychology/therapy, Interpersonal Relations, Kognitive Skills/Social Cognition, Mensch mit Behinderung, Mentally Disabled Persons/psychology/rehabilitation, Pilot Projects, Postkasten, Psychologie, Psychology, Adolescent, Psychotherapy, Group/methods, Social Adjustment, Social Behavior, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapie, Treatment Outcome, Ziele sozial angemessenen Verhaltens -
(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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Auernheimer, Georg (2010): Interkulturelle Kompetenz und pädagogische Professionalität. 3. Aufl.. Wiesbaden: VS Verlag für Sozialwissenschaften
Abstract: Interkulturelle Kompetenz bleibt ein zentrales Thema der pädagogischen Fachdiskussion, obwohl das Konzept umstritten ist, wie der Band zeigt. Da es aber ungeachtet dessen in der pädagogischen Programmatik und Praxis nach wie vor Konjunktur hat, sind die Autor/inn/en um ein kritisches Verständnis bemüht, das kulturalistischen Tendenzen vorbeugt. Die kritische Bilanz des Diskurses über interkulturelle Kompetenz ist mit dem Versuch verbunden, das Konzept für die pädagogische und psychosoziale Praxis produktiv zu machen. Dazu werden der Leserin und dem Leser in mehreren Beiträgen Denkanstöße und Heuristiken zur Interpretation von Interaktionen geliefert. Sie sollen eine reflexive, forschende Haltung fördern. Diese nunmehr vierte Auflage ist bis auf den aktualisierten Beitrag des Herausgebers unverändert. Der Inhalt · Interkulturelle Kompetenz - Anfragen an das Konzept · Interkulturelle Kompetenz in der Sozialarbeit und in der Schule · Schussfolgerungen für die Ausbildung Die Zielgruppen · Studierende und Dozierende der Erziehungswissenschaft · StudienreferendarInnen · LehrerInnen · SozialarbeiterInnen · Fachkräfte für interkulturelle Trainings Der Herausgeber Dr. Georg Auernheimer war Professor am Seminar für Pädagogik und Mitbegründer der Forschungsstelle für Interkulturelle Studien an der Universität zu Köln
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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): Systematic observation of social competences. Video analysis of an animal-assisted training with children and adolescents. In: PSYCHOLOGY 24
Abstract: Poster presentation at the 23rd Conference of the European Health Psychology Society, Pisa, Italy, September 23-26, 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 -
(2009): Effects of fitness training and yoga on well-being stress, social competence and body image. In: NEUROPSYCHIATRIE 23 (4), S. 244-248
Abstract: Objectives: Aims of our study were to describe and compare influences from a physical activity program and a yoga program on well-being, mood, stress-coping, body-image and social competence in healthy people. Methods: 18 persons attending a gym and 21 taking part in a yoga program answered following questionnaires before entering the program and after taking part for 20 units: Body-Image-Questionnaire (25), Symptom-Checklist- 90R (8), Complaint-List (31), Adjective Mood-Scale (32) and a Visual Analogue Scale for assessing stress-level (10). Results: Statistical analyses show significant improvement in social competence in both training groups; the gym-group report reduced sexual discomfort, whereas people taking part in yoga-group show a reduction in somatization and body-related anxiety as well as an improvement in physical and emotional well-being. Conclusion: Our findings support the evidence that physical activity in general improves psychological well-being, however, gym and yoga seem to have different psychological impacts. Future research should focus on comparing the psychological effects of different physical activity interventions in prevention programmes as well as exercise prescriptions in patients with mental illness.
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(2009): Multicultural Competence and Social Justice Training in Counseling Psychology and Counselor Education A Review and Analysis of a Sample of Multicultural Course Syllabi. In: COUNSELING PSYCHOLOGIST 37 (1), S. 93-115
Abstract: This article presents the findings of a descriptive content analysis of 54 multicultural and diversity-related course syllabi drawn from counseling and counseling psychology programs accredited by the American Psychological Association and the Accreditation of Counseling and Related Programs. Results suggest that most courses adhere to the knowledge, awareness, and skills paradigm of multicultural competence. However, actual course content varies considerably. Whereas the findings identify social justice content as a growing presence in multicultural courses, there is a need to more clearly outline the fundamental points of distinction and overlap between multicultural competence and social justice advocacy in counselor and counseling psychology training.
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
Abstract: [-]
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(2008): Changes in social-emotional competences of adolescents during an animal-assisted-training (MTI). In: INTERNATIONAL JOURNAL OF PSYCHOLOGY 43 (3-4)
Abstract: [es handelt sich vermutlich um einen Kurzabstract in einer Zeitschrift und nicht um einen Artikel]
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(2008): Social skills in their proper place. In: Philosophical Psychology 1 (3), S. 351-357. DOI: 10.1080/09515088808572950
Abstract: This paper considers the notion of ‘social skills’ from the viewpoint of analytic philosophy. The authors note first prejudices for and against an approach to human problems in terms of identificable ‘skills’. They then stipulate a definition of ‘social skills’ in terms of techniques ('knowing how'), and point to other essential aspects of change and treatment which fall outside this definition (in particular, the aspects of attitude or desire and judgement). Some generalisations are attempted relevant to the question of what problems are likely to yield to a ‘social skills’ approach, and what problems are likely to go deeper than such an approach can cure. Attention is drawn to the necessity of defining what is to count as success in such training, and the logical limits of ‘social skills’ training are clarified.
Keywords: Philosophical Psychology, Sozialkompetenz 2007
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(2007): Effectiveness of the Vienna Social Competence Training on Explicit and Implicit Aggression. In: European Journal of Psychological Assessment 23 (3), S. 150-156. DOI: 10.1027/1015-5759.23.3.150
Abstract: A three-wave longitudinal study investigated the effects of the Vienna Social Competence Training (ViSC), a 13-week school class-based social competence training for adolescents, on explicit and implicit aggressiveness. Explicit aggressiveness was assessed via self-reported behavior in conflict situations; implicit aggressiveness was assessed via an Implicit Association Test (IAT). Furthermore, observer ratings regarding aggressive behavior were obtained from teachers and classmates. The ViSC was implemented in seven school classes; four classes served as controls. Data were taken prior to the training, directly after the training, and 4 months after the training was finished. Between pre- and posttest, no differences between training and control classes were found, whereas between posttest and follow-up an increase in aggressiveness was observed among control, but not among training classes. The psychometric properties of the Aggressiveness-IAT for evaluating training effects are discussed.