School -based social skills training to reduce children's depressive symptomatology.
Item
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Title
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School -based social skills training to reduce children's depressive symptomatology.
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Identifier
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AAI3074683
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identifier
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3074683
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Creator
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Soffer, Alison G.
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Contributor
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Adviser: Georgiana Shick Tryon
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Date
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2003
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Psychology, Clinical
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Abstract
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This study investigated the efficacy of using social skills training to increase the social skills and decrease the depressive symptomatology of fifth grade children in a New York City public school. Participants ( N = 72) were randomly assigned to one of three groups: (A) social skills training with peer interaction, (B) peer interaction alone, or (C) no treatment control. Participants' depressive symptomatology and social skills were assessed at pre-test, posttest, and 1-month follow-up. Depressive symptomatology was measured with self- and teacher-reports on the Reynolds Child Depression Scale (RCDS; Reynolds, 1989). Social skills were assessed with self- and teacher-reports on the Social Skills Rating System (SSRS; Gresham & Elliot, 1990) and a behavioral role-play measure of social skill effectiveness. Results showed no significant differences between the groups on the standardized measures of depression and social skills. Participants who received social skills training with peer interaction scored significantly higher on observed ratings of starting conversations, using free time, and compromising than those participants who received peer interaction alone. Ratings of clinically significant change were also measured using the reliable change index (RC; Christensen & Mendoza, 1986). At posttest, 4 participants (all of whom were in the treatment groups) had clinically significant lower self-rated depressive symptomatology. At follow-up assessment, 10 participants (8 of whom were in the treatment groups) had clinically significant lower self-rated depressive symptomatology. In addition, 2 participants (both in the social skills training with peer interaction group) had clinically significant improvements in teacher-rated social skills at 1-month follow-up assessment. Participants and their teachers rated the social skills programs as favorable and worthwhile.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
