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Alcohol use disorder poses a significant global health threat, with profound consequences for individuals, families, and communities, necessitating continued exploration of novel treatment approaches. Acceptance and Commitment Therapy, an evidence-based approach for various mental health disorders, offers promise in addressing alcohol use disorder as well, but controlled trials are lacking, highlighting a crucial gap in research. [ABSTRACT FROM AUTHOR]

Organized out-of-school time (OST) activities are critical assets that help youth develop life and social skills. Latine youth have some of the lowest rates of participation in OST activities out of all racial and ethnic subgroups due to structural and interpersonal barriers that perpetuate and reproduce patterns of inequality. The purpose of the current study was to describe a youth-led, community-driven, sport-based positive youth development program, the Los Angeles Football Club Youth Leadership Program, and examine associations with participation across three levels: (1) alumni's enrollment and employment outcomes; (2) youth leaders' outcomes (e.g. pre- and postprogram surveys); and (3) outputs of the program's community outreach efforts (e.g. demographics and outputs associated with youth-led community-based activities). Drawing on the study's findings, authors argue that this program describes an emergent "ladder to leadership" model that can guide community engagement through the delivery of culturally responsive programming and the use of sport to support social–emotional learning during OST. These findings contribute to an important discussion of how to leverage sport to address issues of access and equity during OST for Latine youth. [ABSTRACT FROM AUTHOR]

Social problem-solving skills (SPS) are essential to child development, especially for kunjing children without sufficient parental care (KCw/oSPC). This study aimed to design and implement a group-based pilot intervention programme to improve KCw/oSPC's SPS and assessed its effectiveness. This pilot intervention was a randomised controlled trial, fifty-seven KCw/oSPC at seventh grade (aged twelve to thirteen years) were recruited and randomly assigned into experimental (n  = 24) and waiting (n  = 33) groups. All participants in the experimental group received SPS training, whilst the waiting group did not receive any services at the research stage. Both pre- and post-test data about participants' SPS from both groups were analysed with Mann–Whitney–Wilcoxon and Wilcoxon signed-rank tests, respectively. Results indicated that KCw/oSPC's SPS in the experimental group improved significantly, with large effect size (Cohen's d  =   1.15). This pilot study, although with limitations, contributed to informing future social work intervention studies and practice to promote KCw/oSPC's SPS in Mainland China and worldwide. [ABSTRACT FROM AUTHOR]

Objective Children and young people with visible differences can experience psychosocial difficulties, such as anxiety and teasing by others. Interventions targeting difficulties have previously been reviewed by Jenkinson et al. This review aimed to identify and critically assess recent studies evaluating the effectiveness of psychosocial interventions for children and young people with visible differences on psychosocial wellbeing, self-esteem, and social experiences and compare the findings with Jenkinson et al. using a replacement review process. Methods Inclusion criteria are as follows: studies with participants aged 0–18 years with visible differences; investigating a psychosocial intervention; including comparison with an alternative intervention, control group, or pre- and post-intervention; and including a quantitative measure assessed pre- and post-intervention. Exclusion criteria are as follows: participants with body dysmorphic disorder or appearance changes due to eating disorders or obesity and studies not written in English. MEDLINE, AMED, and PsycInfo were searched and grey literature was included. Results were reviewed against eligibility criteria, data were extracted, and studies were evaluated using the Cochrane Risk of Bias 2 tool. Results Using Jenkinson et al. as one source of studies, 24 studies were included evaluating a range of interventions such as social interaction skills training, residential social camps, and cognitive behavioral therapy. Risk of bias was high in 20 studies and of some concern in four studies. Conclusion There is some evidence of the effectiveness of hypnotherapy, a relaxation response resiliency program, integrative body-mind-spirit group, and therapeutic patient education, but more rigorous research is needed to confirm their impact on psychosocial outcomes. [ABSTRACT FROM AUTHOR]

The article illustrates the need for an intersectional approach to social and emotional teaching that actively addresses racism and trauma, using The Body's Story, a six-session manualized intervention developed to fill identified gaps in social and emotional learning (SEL) programs. Topics discussed include goal of The Body's Story, and tenets of a trauma-informed approach which includes realize trauma, respond to trauma, and resist retraumatization.

Aim Difficulties in social functioning have been observed in youth at clinical high-risk (CHR) of psychosis even in those who do not go on to develop a psychotic illness. Few treatment studies have attempted to improve social functioning in this population. The aim of this study was to conduct a randomized trial comparing the effects of Cognitive-Behavioral Social Skills Training (CBSST) with a supportive therapy (ST). Methods Both CBSST and ST were weekly group therapies, delivered over 18 weeks. This was a 2-arm trial with single-blinded ratings and intention-to-treat analyses. Assessments occurred at baseline, end-of-treatment, and 12 months after the baseline assessment. The primary outcome was social and role functioning and defeatist performance attitudes were the secondary outcome. Attenuated positive and negative symptoms, anxiety, depression, self-efficacy, and beliefs about self and others were examined as exploratory outcomes. Results There were no significant differences between the 2 groups at baseline or either of the 2 follow-ups. However, at follow-ups, in each group there were significant improvements in clinical symptoms. These could not be attributed to group treatment since there was no control or wait-list group. Conclusions Since poor social functioning is one of the most observed difficulties in CHR individuals, and a decline in social functioning may be a significant predictor of later transition to psychosis, future work will be needed to find effective treatments for this decline in functioning for CHR youth. [ABSTRACT FROM AUTHOR]

Objective Negative symptoms and cognitive impairment in schizophrenia (SZ) remain unmet treatment needs as they are highly prevalent, associated with poor functional outcomes, and resistant to pharmacologic treatment. The current pilot randomized controlled trial examined the efficacy of an integrated Cognitive-Behavioral Social Skills Training and Compensatory Cognitive Training (CBSST-CCT) intervention compared to Goal-focused Supportive Contact (SC) on negative symptoms and cognitive performance. Methods Fifty-five adults with SZ or schizoaffective disorder with moderate-to-severe negative symptoms were randomized to receive 25 twice-weekly, 1-h manualized group sessions (12.5 weeks total duration) of either CBSST-CCT or SC delivered by master's level clinicians in five community settings. Assessments of negative symptom severity (primary outcomes) and neuropsychological performance, functional capacity, social skills performance, and self-reported functional ability/everyday functioning, psychiatric symptom severity, and motivation (secondary outcomes) were administered at baseline, mid-treatment, post-treatment, and 6-month follow-up. Results Mixed-effects models using baseline, mid-treatment, and post-treatment data demonstrated significant CBSST-CCT-associated effects on negative symptom severity, as assessed by the Scale for the Assessment of Negative Symptoms (p =.049, r = 0.22), with improvements in diminished motivation driving this effect (p =.037, r = 0.24). The CBSST-CCT group also demonstrated improved verbal learning compared to SC participants (p =.026, r = 0.36). The effects of CBSST-CCT appeared to be durable at 6-month follow-up. Conclusions CBSST-CCT improved negative symptom severity and verbal learning in high-negative-symptom individuals relative to SC. CBSST-CCT warrants larger investigations to examine its efficacy in treating negative symptoms, along with other symptoms, cognition, and, ultimately, real-world functional outcomes. Clinical Trial registration number NCT02170051. [ABSTRACT FROM AUTHOR]

Children who experience multiple stressors may benefit from music therapy programming that addresses the development of social skills, self-expression, and coping mechanisms. Emerging evidence supports the use of improvisation techniques, group songwriting, and drumming activities to support self-regulation and increase social competence. In this article, we aimed to describe the inception and evaluate the implementation of a music therapy program for children at a residential treatment facility for women with substance use disorders (SUDs) at Dove's Nest, a residential facility for women with SUDs. In this facility, children can reside with their mothers during the length of treatment. We collected pre/post data from children ages 5–11 (N = 20) who attended 8 nonconsecutive music therapy sessions by asking the mothers to complete the Home and Community Social Behavior Scale (HCSBS; Merrell, K. W. & Caldarella, P. (2008). Home & Community Social Behavior Scales user's guide. Paul H. Brookes Publishing Company). Statistical analyses showed no significant changes on individual HCSBS subscale pre–post comparisons. The total number of scale items on HCSBS flagged as areas of concern was reduced both in social competence (31 pre to 6 post or a decrease of 80.65%) and antisocial behavior (34 pre to 17 post or a decrease of 50%) scales. Evaluation results indicated that even though the children assessed may score within average ranges for social competence and antisocial behaviors, they still exhibit a high number of areas of concern at baseline, particularly in the defiant/disruptive category, which warrants preventive interventions. Clinicians may need to focus on interventions that promote social integration, self-regulation, and assertiveness while addressing behaviors such as blaming and attention seeking. [ABSTRACT FROM AUTHOR]

Background: Despite growing research on the association between discrimination and disparities in cognitive aging, an evidence gap remains on how the association varies by racial/ethnic group. This study evaluates the associations of experiences of discrimination with cognitive function and whether these associations varied by race/ethnicity and nativity.Method: Using the Kaiser Healthy Aging and Diverse Life Experiences (KHANDLE) cohort (N = 1 712) with approximately equal groups of Black, White, Latino, and Asian community-dwelling older adults aged 65 years and older, we evaluated the associations between self-reported experiences of everyday and major lifetime discrimination with overall cognitive performance and domain-specific cognition (verbal episodic memory, semantic memory, and executive functioning) across race/ethnicity and nativity. Linear regression models examined the cross-sectional association between self-reported experiences of everyday and major lifetime discrimination with z-standardized coefficients for cognition. We tested for effect modification by race and nativity. All models controlled for age, sex, and education.Results: Among KHANDLE participants (mean age: 76 years; SD: 6.8), everyday discrimination was not associated with cognitive scores. Major lifetime discrimination was associated with better average cognitive scores among Black participants but not among other racial/ethnic groups. Major lifetime discrimination was associated with better average cognitive scores among U.S.-born but not among non-U.S.-born individuals.Conclusion: Our findings do not imply that discrimination improves cognition, but rather suggest that future research should include more detailed measures on discrimination and unfair treatment that could help disentangle the extent to which relationships are causal or reflect some other underlying factor. [ABSTRACT FROM AUTHOR]

This study investigated the affective experiences of 30 educators of students with learning differences (sLD) and their use of social–emotional learning (SEL) early in the COVID-19 pandemic. Authors utilized a convergent parallel mixed-methods research design to collect and analyze data from educators through focus groups, interviews, and surveys. Through integrated analysis of qualitative and quantitative responses, authors found that educators of sLD experienced a range of emotions, both negative and positive, as they shifted to a virtual learning environment. Experiences of negative emotions were rooted in anxiety and stemmed from evolving demands and the increased challenges of adapting to distance learning, particularly for their sLD. Experiences of positive emotions stemmed from transformed relationships and new routes of communication with educators' colleagues, students, and families. Importantly, SEL strategy use for themselves and with their students served as a useful tool in navigating the challenges that the educators were facing. Findings are discussed in the context of how best to support educators who work with sLD and utilize SEL to manage the challenges of distance learning. [ABSTRACT FROM AUTHOR]

The article discusses a case study on the use of discipline toward the establishment of a response to behavior at Branksome Hall K-12 International Baccalaureate school in Toronto, Ontario. Highlights include how to role model self-management and emotion management skills, the extension of the response to behavior method to the middle and senior divisions of the school using an age-and-stage approach, and the need to collect data to assess the effectiveness of the response to behavior approach.

The coronavirus disease 2019 (COVID-19) pandemic has had a huge effect on adolescents' health and learning. Health promotion strategies should be valued, and life skill education is a potential approach in this direction. This study aimed to investigate the implementation of an evidence-based life skill education programme during the COVID-19 pandemic in the Lombardy Region (Italy) by collecting opinions about the programme's usefulness and feasibility and identifying the strategies for implementing it through distance teaching. The study involved 63 middle school expert teachers, principals or coordinators in life skill education. An online questionnaire with closed- and open-ended questions was used. A qualitative content analysis was carried out using N-Vivo Answers software. The participants recognized the high value of life skill education at the time of COVID-19, but they showed reticence regarding its feasibility. Positive effects of the programme on both health and learning outcomes were reported. The obstacles were related to interpersonal aspects, student involvement, methods, organization and planning. Many strategies were suggested related to the teaching method, the curriculum organization and the adaptation needs. These strategies can be used to implement active and cooperative learning at a distance to reinforce students' life skills to cope with the crisis and promote their health. [ABSTRACT FROM AUTHOR]

Successful social engagement is one of many important outcomes for deaf youth as they transition from high school to adult life. This study examined the effect of self-advocacy and social/life skill trainings in secondary school settings on social engagement after high school using propensity score modeling and data from the large-scale and nationally representative National Longitudinal Transition Study-2. Analyses focused on three types of post-high school social engagement: frequency of seeing friends, involvement in group activities, and participation in community service. A fourth outcome variable was created to indicate whether the individual was at least minimally engaged. Results found that deaf youth who received self-advocacy training in secondary school were significantly more likely to be at least minimally engaged than those who had not. These findings suggest that self-advocacy training in high school can help protect deaf youth against social isolation in young adulthood. [ABSTRACT FROM AUTHOR]

Objective: Hydroxyurea (HU) is used in children with sickle cell disease (SCD) to increase fetal hemoglobin (HF), contributing to a decrease in physical symptoms and potential protection against cerebral microvasculopathy. There has been minimal investigation into the association between HU use and cognition in this population. This study examined the relationship between HU status and cognition in children with SCD.Methods: Thirty-seven children with SCD HbSS or HbS/β0 thalassaemia (sickle cell anemia; SCA) ages 4:0-11 years with no history of overt stroke or chronic transfusion completed a neuropsychological test battery. Other medical, laboratory, and demographic data were obtained. Neuropsychological function across 3 domains (verbal, nonverbal, and attention/executive) was compared for children on HU (n = 9) to those not taking HU (n = 28).Results: Children on HU performed significantly better than children not taking HU on standardized measures of attention/executive functioning and nonverbal skills. Performance on verbal measures was similar between groups.Conclusions: These results suggest that treatment with HU may not only reduce physical symptoms, but may also provide potential benefit to cognition in children with SCA, particularly in regard to attention/executive functioning and nonverbal skills. Replication with larger samples and longitudinal studies are warranted. [ABSTRACT FROM AUTHOR]

The article presents the experiences, challenges and issues faced by staff and volunteers of a U.S. midwestern community-based youth agency in engaging African American K-12 students in social and emotional learning (SEL) group activities during the COVID-19 pandemic and agency reopening. Among the challenges are the disinterest and distractions of the students and the lessons taught like how to reframe bad situations in a positive manner.

Objective: To examine the predictive role of social skills in youth with spina bifida (SB) on growth in medical responsibility across development.Methods: As part of a larger, longitudinal study, 140 youth with SB were assessed across four time points (ages 8-22 across time points). Mixed-effects models were investigated for change with: (a) no predictors (i.e., change in medical responsibility across age; time was examined using the participant's age, centered at 11.5 years); (b) social variables (i.e., observed social behaviors, parent- and teacher-reported social skills) as predictors; and (c) social variables as predictors with intelligence quotient, lesion level, and sex as covariates.Results: Significant growth with age was identified for medical responsibility (p < .0001). Observed, parent-reported, and teacher-reported social skills did not significantly predict this growth; however, all three predicted the intercept for medical responsibility at 11.5 years of age (ps ≤ .047). Parent-reported social skills remained a significant predictor of the intercept at 11.5 years of age when including the covariates (p = .008).Conclusions: Children with SB who exhibited more positive social skills were more likely to a have higher level of medical responsibility in late childhood, but higher levels of social skills were not associated with a more rapid increase in responsibility over time. Identifying existing social strengths and promoting the practice of prosocial skills may have additional benefits to children with SB, including their acquisition of medical responsibility. [ABSTRACT FROM AUTHOR]

Social cognition (SC), the mental operations underlying social functioning, are impaired in schizophrenia. Their direct link to functional outcome and illness status have made them an important therapeutic target. However, no effective treatment for these deficits is currently applied as a standard of care. To address this need, we have developed SocialVille—an online, plasticity-based training program that targets SC deficits in schizophrenia. Here we report the outcomes of a double-blind, controlled, randomized, multi-site clinical trial of SocialVille. Outpatients with schizophrenia were randomized to complete 40 sessions of either SocialVille (N = 55 completers) or active control (computer games; N = 53 completers) from home. The a priori co-primary outcome measures were a social cognitive composite and a functional capacity outcome (UCSD Performance-based Skills Assessment [UPSA-2]). Secondary outcomes included a virtual functional capacity measure (VRFCAT), social functioning, quality of life, and motivation. Linear mixed models revealed a group × time interaction favoring the treatment group for the social cognitive composite (b = 2.81; P <.001) but not for the UPSA-2 measure. Analysis of secondary outcome measures showed significant group × time effects favoring the treatment group on SC and social functioning, on the virtual functional capacity measure and a motivation subscale, although these latter findings were nonsignificant with FDR correction. These results provide support for the efficacy of a remote, plasticity-based social cognitive training program in improving SC and social functioning in schizophrenia. Such treatments may serve as a cost-effective adjunct to existing psychosocial treatments. Trial Registration: NCT02246426. [ABSTRACT FROM AUTHOR]

The authors discuss the social-emotional learning (SEL) and contemporary challenges faced by schools. Topics mentioned include the existence of systemic racism, whether the Black Lives Matter movement and race relations are appropriate topics for discussion in public school classrooms, and the practice of transformative SEL.

Deficits in social cognition are common in people with psychotic disorders and negatively impact functioning. Social Cognition Training (SCT) has been found to improve social cognition and functioning, but it is unknown which interventions are most effective, how characteristics of treatments and participants moderate efficacy, and whether improvements are durable. This meta-analysis included 46 randomized studies. SCTs were categorized according to their focus (targeted/broad-based) and inclusion of cognitive remediation therapy (CRT). Network meta-analysis was conducted, using both direct (original) and indirect (inferred from the network of comparisons) evidence. All SCT types were compared to treatment as usual (TAU; the chosen reference group). Moderators of outcome were investigated with meta-regression and long-term efficacy with multivariate meta-analysis. Compared to TAU, emotion perception was improved by targeted SCT without CRT (d = 0.68) and broad-based SCT without CRT (d = 0.46). Individual treatments worked better for emotion perception. All treatments significantly improved social perception (active control, d = 0.98, targeted SCT with and without CRT, d = 1.38 and d = 1.36, broad-based SCT with and without CRT, d = 1.45 and d = 1.35). Only broad-based SCT (d = 0.42) improved ToM. Broad-based SCT (d = 0.82 without and d = 0.41 with CRT) improved functioning; group treatments worked significantly better. Male gender was negatively related to effects on social functioning and psychiatric symptoms. At follow-up, a moderate effect on social functioning (d = 0.66) was found. No effect was found on attribution, social cognition (miscellaneous), and psychiatric symptoms. While targeted SCT is the most effective for emotion perception and social perception, broad-based SCT produces the best overall outcomes. CRT did not enhance SCT effects. [ABSTRACT FROM AUTHOR]

Art and music create a powerful presence in the lives of youths. Skills gained from participating in the arts can better facilitate social and emotional learning (SEL) such as improving goal setting, increasing empathy, building relationships, and improving decision making. Connect with Kids, an SEL program that focuses on social and emotional skill building through the use of visual arts and music, was implemented in an urban high school in the Northeast. A total of 304 high school students participated in the study. Students from eight classrooms received the intervention (n = 143); students from another 10 classrooms (n = 161) comprised the comparison group and did not receive the intervention. The average youth was 14 years old, white, and female. Results indicated that the Connect with Kids program increased positive social and emotional behaviors among students compared with the comparison group. Examining the implications of the intervention advances gaps in the literature on SEL programs, supports integrating SEL programming on music and art in schools, and promotes continued program evaluation of unique SEL programming specifically for high school students. [ABSTRACT FROM AUTHOR]

Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students' experiences of participation in such programs have not received as much attention. This focus group study describes elementary students' (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school's implementation of the program was due to their problematic behavior. Although students experienced the program content as predictable, consistent, and structured, there was great variation in their attitudes toward the program: Both strong negative and positive attitudes were revealed. The students also expressed discomfort with the personal nature of the discussions promoted by the program and uncertainty about its place in the school setting. These findings can inform SEL program implementation. [ABSTRACT FROM AUTHOR]

Social–emotional learning (SEL) programs can be considered upstream, or primary prevention, because they focus on providing students with the life skills necessary to navigate situations and relationships from which problem behaviors may arise to prevent a crisis situation. Strategies & Tools to Embrace Prevention with Upstream Programs (SEL@MS, formerly known as STEP UP) is a comprehensive SEL curriculum for middle school students aimed at promoting universal prevention strategies for healthy populations. SEL@MS enhances protective factors against negative behaviors by reinforcing multilevel approaches to strengthening community, interpersonal, and individual attributes with lesson plans that can be integrated into school curricula. This quasi-experimental pilot study was conducted over the course of two years with 59 middle school students assigned to either the intervention (n = 27) or control (n = 32) group. Analyses demonstrated significant improvements among students in the intervention group in self-regulation, responsibility, social competence, and empathy. Results of this study suggest that SEL@MS is a promising approach to enhance social and emotional protective factors that, when fostered over time, have the potential to improve overall mental health. [ABSTRACT FROM AUTHOR]

Introduction: Group Skills Training in Affective and Interpersonal Regulation (STAIR) is an evidence-based, manualized treatment for individuals with post-traumatic stress symptoms, that focuses on improving functioning through mood management (e.g., emotion regulation) and relationship skills development. To date, no study has evaluated the potential benefit of group STAIR among Veterans. Feasibility of delivering STAIR in a mixed-gender group format and the potential impact of gender on outcome were examined.Materials and Methods: Participants (n = 39) were Veterans enrolled in a post-traumatic stress disorder (PTSD) Clinic at a large VA Medical Center. Veterans participated in one of four mixed-gender STAIR groups and completed self-report questionnaires of PTSD symptoms and general psychological distress at pre-treatment and post-treatment. Institutional review board approval was obtained for this study.Results: There was significant pre-treatment to post-treatment improvements in PTSD symptoms as measured by the Post-traumatic Stress Checklist (PCL) (Cohen's d = 0.91), as well as in general psychological distress as measured by the Brief Symptom Inventory (BSI) (Cohen's d = 0.90). Change in PTSD symptoms from pre-treatment to post-treatment did not differ across gender. However, the interaction between gender and time on change in (BSI) was significant, where change in general psychological distress significantly decreased from pre-treatment to post-treatment for male Veterans but not for female Veterans.Conclusion: The results from this study demonstrate the feasibility and initial effectiveness of STAIR delivered in a mixed-gender group format for Veterans with PTSD. It should be noted, however, that male Veterans benefited more from this approach than female Veterans. The findings suggest the value of investigating Veterans' attitudes and beliefs about the benefits and drawbacks of mixed-gender group therapy for trauma-related difficulties. [ABSTRACT FROM AUTHOR]

Impairments in social cognition are key determinants of poor functioning in psychosis and an important new target for treatment development. Initial studies support the feasibility and efficacy of training interventions for social cognition, but have been small and have had substantial methodological limitations. This report describes the largest rigorously controlled study of a social cognitive treatment to date. We evaluated the efficacy of a refined version of the 24-session Social Cognitive Skills Training (SCST) program, and whether adding in vivo training sessions in community settings would enhance generalization to functional improvements. One hundred thirty-nine outpatients with psychotic disorders were randomly assigned to one of 3 time- and format-matched conditions: (1) SCST plus in vivo community-based training, (2) SCST plus clinic-based training, or (3) Illness management control condition. SCST targeted the domains of emotion processing, social perception, attributional bias, empathy, and mentalizing. Assessments of social cognition, nonsocial cognition, symptoms, and functioning were completed at baseline, mid-treatment, posttreatment, and 3-month follow-up. On the primary social cognitive outcome measures, there was significant, durable SCST-related improvement in facial emotion identification. There was also a significant SCST benefit for emotional intelligence and an in vivo training effect for empathy, though these improvements were not durable. Further, there were no overall or in vivo-related changes in functioning. This study bolsters and extends support for the efficacy of SCST in a relatively large and rigorously controlled trial, although our effort to enhance generalization to functional improvements through in vivo community-based training was not successful. [ABSTRACT FROM AUTHOR]

A pilot study of the effects of metacognition-oriented social skills training (MOSST) on social functioning in patients with schizophrenia spectrum disorders (SSDs) reported promising results. The main purpose of the current trial was to compare the effectiveness and potential benefits of MOSST vs conventional social skills training (SST). Single-blind randomized controlled trial with 2 groups of patients aged 18–65 with SSDs on partial hospitalization. Participants were randomly assigned (1:1) to receive 16 group sessions with MOSST or conventional SST, both in addition to standard care, over 4 months, with a 6-month follow-up. Psychosocial functioning, metacognition, and symptom outcomes were measured by blind assessors. Statistical analyses used mixed models to estimate treatment effects in each postrandomization time point. Thirty-six patients were randomly assigned to the MOSST group and 33 patients to the conventional SST group. Between-group differences were significant in favor of MOSST on Social and Occupational Functioning Assessment Scale (SOFAS) and Personal and Social Performance Scale (PSP) total scores at post-treatment and follow-up. Concerning PSP subscales, there were significant between-group differences in favor of MOSST at follow-up on socially useful activities, personal and social relationships, and disturbing and aggressive behaviors. Metacognition only improved following MOSST group. For people with SDDs, MOSST appears to have short- and long-term beneficial effects on social functioning and symptoms. Further studies are required to replicate the current results in other samples. [ABSTRACT FROM AUTHOR]

Objective: Evidence suggests that social skills training (SST) is an efficacious intervention for negative symptoms in psychosis, whereas evidence of efficacy in other psychosis symptom domains is limited. The current article reports a comprehensive meta-analytic review of the evidence for SST across relevant outcome measures, control comparisons, and follow-up assessments. The secondary aim of this study was to identify and investigate the efficacy of SST subtypes. Methods: A systematic literature search identified 27 randomized controlled trials including N = 1 437 participants. Trials assessing SST against active controls, treatment-as-usual (TAU), and waiting list control were included. Risk of bias was assessed using the Cochrane risk of bias assessment tool. A series of 70 meta-analytic comparisons provided effect sizes in Hedges' g. Heterogeneity and publication bias were assessed. Results: SST demonstrated superiority over TAU (g = 0.3), active controls (g = 0.2-0.3), and comparators pooled (g = 0.2-0.3) for negative symptoms, and over TAU (g = 0.4) and comparators pooled (g = 0.3) for general psychopathology. Superiority was indicated in a proportion of comparisons for all symptoms pooled and social outcome measures. SST subtype comparisons were underpowered, although social-cognitive approaches demonstrated superiority vs comparators pooled. SST treatment effects were maintained at proportion of follow-up comparisons. Conclusions: SST demonstrates a magnitude of effect for negative symptoms similar to those commonly reported for cognitive-behavioral therapy (CBT) for positive symptoms, although unlike CBT, SST is not routinely recommended in treatment guidelines for psychological intervention. SST may have potential for wider implementation. Further stringent effectiveness research alongside wider pilot implementation of SST in community mental health teams is warranted. [ABSTRACT FROM AUTHOR]

Psychosocial interventions have significant but modest impact on negative symptoms and functioning in schizophrenia. Identifying mechanisms of change in these interventions can inform treatment targets to strengthen these interventions. A number of studies have found associations between dysfunctional attitudes negative symptoms and functioning in schizophrenia. We previously found improvement in experiential negative symptoms and functioning in cognitive-behavioral social skills training (CBSST) in participants with schizophrenia (N = 149), and the present study examined whether improvements in CBSST in that trial were mediated by the group effect on defeatist performance attitudes and asocial beliefs. In multilevel mediation analyses, the effect of treatment group on experiential negative symptoms and functioning was mediated prospectively through defeatist attitudes but asocial beliefs only mediated effects on experiential negative symptoms. The findings suggest that cognitive-behavioral therapy interventions that target dysfunctional attitudes can lead to improvement in negative symptoms and functioning in schizophrenia. [ABSTRACT FROM AUTHOR]

Schools today are faced with the challenge of equipping students with the skills they need to succeed in life outside the classroom while also teaching the academic material required. More often, teachers are called on to establish environments in which students learn social and emotional skills alongside academics. With increased recognition that punitive models of school discipline have a negative impact on school culture and on students' individual growth, schools are tasked with designing positive alternatives to improving school engagement and culture. Social Harmony teaches K-8 school communities the skills necessary to promote social--emotional learning and address conflict through restorative methods, a model that is gaining traction. After three years of implementation in a small private school, authors conducted a study that involved 32 students, faculty, and parents in a community-based, concept mapping procedure to articulate perceived impact. Participants reported an observable impact on faculty productivity, student well-being, peer relationships, and school climate. Lessons learned include the need for strong, consistent, and sustainable leadership and stronger parental inclusion, which may best be guaranteed by school social work professionals. The article concludes with a discussion of implications of the findings and recommendations. [ABSTRACT FROM AUTHOR]

This article describes a study aimed at solving the problem of school refusal by implementing a preventive program and raising the awareness of parents, social workers, and school personnel. The school children involved in this study were reported by their parents and school social workers to refuse to go to school, and according to the children's and parents' scores on a refusal scale. A random sample of size N = 48 was chosen according to the simple random sample method from the population of 77 students who were determined to refuse to go to school. The sample was divided randomly into experimental and control groups, 24 each. The experimental group went through a preventive intervention program, whereas the control group did not. The quantitative results showed a significant difference between the experimental and the control groups. The qualitative results showed an increase in school attendance and participation in school activities, and improvements in school performance. Accordingly, the prevention program can be deemed effective in decreasing school refusal. [ABSTRACT FROM AUTHOR]

Life skills development is a core area for action in the Ottawa Charter for Health Promotion. The role of life skills in influencing health behaviours among children has received little attention in research. The purpose of this cross-sectional study was to investigate the relationship between self-leadership, as a model of life skills, and diet quality, physical activity, sleep duration and body weight. A provincially representative sample of 2328 grade 5 students (aged 10–11 years) was surveyed in Alberta, Canada. Self-leadership skills were assessed based on student responses indicating frequency of performing various leadership traits. Diet quality was based on responses to the Harvard Youth/Adolescent Food Frequency Questionnaire and physical activity on responses to the Physical Activity Questionnaire for Children. Sleep duration was assessed based on parent survey responses, and body mass index determined based on measured height and weight. Random effects regression models with children nested within schools were used to determine the associations. Higher self-leadership was associated with better diet quality (P < 0.01) and more physical activity (P < 0.01). Although not statistically significant, higher self-leadership was suggestive of healthier body weight status (OR = 0.91, 95% CI = 0.66, 1.27). No association of self-leadership with sleep duration was found. The incorporation of leadership skill development may enhance the effectiveness of school-based health promotion programs. This study reinforces the importance of leadership skill promotion in the promotion of healthy eating and active living, which may help curb the obesity epidemic in the short term, and prevention of chronic diseases and mounting healthcare costs in the long term. [ABSTRACT FROM PUBLISHER]

Although increasing numbers of children with additional disabilities are receiving cochlear implants (CIs), little is known about family perspectives of the benefits and the challenges of cochlear implantation in this pediatric population. This study examines perceptions among parents of deaf children with additional disabilities regarding satisfaction with service provision, benefits, and challenges of the CI process. This was a mixed-methods study, which included a survey and interviews. Twenty-three families of deaf children with additional disabilities participated in this study, and 17 of these parents participated in in-depth interviews regarding their child’s experience with the CI, including benefits and challenges. Interviews were analyzed through inductive thematic analysis. Parent-perceived benefits of cochlear implantation included children’s improved sound awareness, communication skills, and greater well-being compared to preimplantation status. However, the majority of families felt that they and their children were not receiving enough services. Major challenges included managing funding; coping with limited availability of specialized services, particularly in rural areas; and continuing concerns about the child’s communication, social skills, and academic performance. Results suggest that children with additional disabilities benefit from CIs, but they and their families also face unique challenges that professionals should consider when working with these families. [ABSTRACT FROM PUBLISHER]

This review is conducted to describe how children who are deaf or hard of hearing (D/HH) interact with hearing peers in inclusive settings, illustrate the difficulties and challenges faced by them in interacting with peers, and identify effective interventions that promote their social interaction in inclusive education. A systematic search of databases and journals identified 21 papers that met the inclusion criteria. Two broad themes emerged from an analysis of the literatures, which included processes and outcomes of interactions with peers and intervention programs. The research indicates that children who are D/HH face great difficulties in communicating, initiating/entering, and maintaining interactions with hearing peers in inclusive settings. The co-enrollment and social skills training programs are considered to be effective interventions for their social interaction. Communication abilities and social skills of children who are D/HH, responses of children with normal hearing, and the effect of environ-ment are highlighted as crucial aspects of social interactions. In addition, future research is needed to study the interaction between children who are D/HH and hearing peers in natural settings, at different stages of school life, as well as improving social interaction and establishing an inclusive classroom climate for children who are D/HH. [ABSTRACT FROM AUTHOR]

The article discusses the Great Britain Supreme Court case of Edwards v. Chesterfield Royal Hospital NHS Foundation Trust and Botham v. Ministry of Defense regarding the impact of judges' life experiences on their decision-making. It also presents information on the history of judicial decisions regarding common law of employment contract termination. It discusses Mark Freedland's analysis in the book "The Personal Employment Contract."

Schizophrenia is a mental health condition characterized by broad impairments in cognition that place profound limitations on functional recovery. Social work has an enduring legacy in pioneering the development of novel psychosocial interventions for people with schizophrenia, and in this article the author introduces cognitive remediation, the latest advance in psychosocial treatments for the disorder designed to improve cognition. First, the author presents an overview of the nature of cognitive impairments and their functional consequences in schizophrenia, followed by a description of the theoretical basis and key practice principles of cognitive remediation. Next, the author reviews the latest biopsychosocial evidence for the efficacy of cognitive remediation in schizophrenia. Finally, the author presents a model cognitive remediation program, cognitive enhancement therapy, which was developed and evaluated by a social work-led multidisciplinary team. Cognitive enhancement therapy is a significant advance in cognitive remediation for schizophrenia and uses a unique holistic approach that extends beyond traditional neuro-cognitive training to facilitate the achievement of adult social-cognitive milestones and broader functional recovery. Cognitive remediation is an effective next-generation psycho-social intervention that social workers can use to help improve the lives of many people who live with schizophrenia. [ABSTRACT FROM AUTHOR]

With the creation of the European Higher Education Area, universities are undergoing a significant transformation that is leading towards a new teaching and learning paradigm. The competencies approach has a key role in this process. But we believe that the competence approach has a number of limitations and weaknesses that can be overcome and supplanted by the capabilities approach. In this article our objective is twofold: first, make a critical analysis of the concept of competence as it is being used in higher education, identifying its limitations and weaknesses; and second, present the potential of the capabilities approach for higher education and review its complementarity to the competence approach. We begin with a brief characterisation of the capabilities approach and its implications for education. Then we examine some implications of the competencies approach in higher education and the reasons that led us to choose the DeSeCo proposal for comparison with the capability approach. We then go on to compare the two approaches, addressing 1) the aims of education and 2) the concept of competence and capability. Finally, we address the implications of incorporating the capabilities approach in learning and teaching in higher education. [ABSTRACT FROM AUTHOR]

The article discusses the use of Bayesian analysis as a statistical paradigm conducive to addressing the challenges of evidence-based practice (EBP) in social work research and practice. The author suggests that, unlike classical statistical analysis, Bayesian analysis allows researchers to translate practice wisdom into evidence and incorporate data from past and present studies. A comparison of classical statistical analysis and Bayesian statistical analysis in social work is presented.

In spite of improvements in global health over the 20th century, health inequities are increasing. Mounting evidence suggests that reducing health inequities requires taking action on the social determinants of health (SDOH), which include income, education, employment, political empowerment and other factors. This paper introduces an alternative health education curriculum, developed by the US-based non-profit organization Just Health Action, which teaches critical health literacy as a step towards empowering people to achieve health equity. Critical health literacy is defined as an individual's understanding of the SDOH combined with the skills to take action at both the individual and the community level. Prior to describing our curricular framework, we connect the recommendations of the World Health Organization Commission on the SDOH with the objectives of the Ottawa Charter for Health Promotion by arguing that achieving them is reliant on critical health literacy. Then we describe our four-part curricular framework for teaching critical health literacy. Part 1, Knowledge, focuses on teaching the SDOH and the paradigm of health as a human right. Part 2, Compass, refers to activities that help students find their own direction as a social change agent. Part 3, Skills, refers to teaching specific advocacy tools and strategies. Part 4, Action, refers to the development and implementation of an action intended to increase health equity by addressing the SDOH. We describe activities that we use to motivate, engage and empower students to take action on the SDOH and provide examples of advocacy skills students have learned and actions they have implemented. [ABSTRACT FROM AUTHOR]

This paper treats the case of social pedagogy, which is an important but widely misunderstood member of the social professions, as an example of how only by exploring the historical roots and trajectories of methods paradigms can we hope to understand their contemporary cross-national and cross-cultural relevance. It locates the rise of social pedagogy as both a method and as a set of social policy institutions in the historical context of the development of the German nation state with its particular relationship to a corporatist, conservative model of the welfare state. This illustrates not so much a singular development under particular historical circumstances, but the intricate interrelationship between social policies and social work methods which are a feature of this profession in all societies. By analysing the dynamics of this close relationship with social policy, which gave rise to the ambiguous reputation of social work as a semi-profession, the conditions of a theoretical engagement with contemporary social policy developments can be determined with much greater clarity. This is necessary, for instance, in relation of the rising importance of social care in the UK—a development which appears as yet under-theorized. Parallels and differences to the social pedagogy paradigm can only be discerned against the background of the analysis of the respective relationship to social policy. This, in turn, underlines the necessity for professional social work, under whatever title it is practised, to critically observe and contribute to the shaping of social policies in order to regain the professional initiative. [ABSTRACT FROM AUTHOR]

Presents a classroom meeting model that aims to provide a climate in which to learn specific social skills and establish a nurturing environment that supports and rewards children for using the skills in the classroom settings. Theoretical foundation for program model; Important aspect of guiding the children to solve problems effectively; Strategies that should be posted and discussed before children are asked to solve real problems.

Like their fellow Europeans, many Dutch citizens worry about the moral decay of their youth. Often the family is blamed; (other) parents have failed in their moral education. Recently the Dutch Government asked the present authors to advise them on family policy, taking young people's opinions into account. We asked a group of 24 pupils from vocational schools, aged 14 and 15 and from different ethnic origins, to interview ten classmates each on the subject and to discuss the results with us. Their findings were astonishing. The teenagers, mostly from underprivileged neighbourhoods, said that the problem was not so much the family, but the whole of their 'educational' environment. Occasional family problems can easily get out of hand because of what we term a 'social education gap'. Neither within their neighbourhoods, nor within their large, anonymous schools do they find enough adults who really care, see to their safety or provide help and attractive activities. To them, the family and the outside world are interdependent educational entities. The absence of caring adults in their social world puts all the pressure on their families, an unfair burden that some parents cannot bear. Their advice to the Government was therefore: invest in educating adults and facilities, and involve young people in policy-making. [ABSTRACT FROM AUTHOR]

The promises of deinstitutionalization have not been kept for unemployed chronically mentally ill people. This article describes an innovative community support program — a nonprofit therapeutic member-run business. Rainbow Services provides opportunities for adults with chronic mental health problems to learn marketable job skills and necessary social skills through participation in various work settings. On-site job training, vocational education, socialization, and job counseling are offered. Thirteen years of business success demonstrate that chronically mentally ill people can function productively in the community. The features of the business are related to beliefs and values familiar to early settlement house workers and social activists and support social work's claim to leadership in working with this population. [ABSTRACT FROM AUTHOR]

The main purpose of the study was to determine preferences for food, clothing, or music when given a choice in order to determine potential rein forcers for further music therapy intervention. Subjects were six homeless children, ages 5-10 years, living in apartment shelters. Twenty-four additional subjects participated initially but were not counted for the data for a number of different reasons. A secondary purpose of this study was to determine the effectiveness of music therapy activities in teaching important social skills: empathy and cooperation. The hierarchy of skill areas chosen was predetermined by the experimenters based on a previous experimental study. An A-B-C-D design was used for this study. Three rotations of the study occurred to accommodate changes in shelter residency. In the first rotation of the design, there were six sessions under each condition, for a total of 24 sessions. In the second and third rotations, there were three sessions for each condition, for a total of 12 sessions. Condition A was baseline in which subjects' entry level for each of the social skill objectives was measured. Condition B consisted of preparing and taping a music video at the end of each session. During condition C, a choice of food or clothing was presented. During this phase of the design, the experimenter brought a full dinner or newly purchased items of clothing. After the music therapy session, the children stayed and had dinner with their families and the experimenter on the food days, and on the clothes days, left the session with a new item of clothing. In Condition D, the children chose if they wanted to work toward the production of another music video, receive a full dinner, or an item of clothing. These rewards were not contingent on anything except the children's presence at the end of each session. All music sessions were tape recorded and the tapes were transcribed for later analysis and reliability purposes. For the final choices during the D Condition, two children chose clothing, one chose food, and three chose to make a music video. Children's responses to the social skills were inconsistent, and even with music activities specifically designed to address these skills, none of the groups achieved the first hierarchical levels for empathy or cooperation. Attendance was highly variable even with strong positive contingencies for attending. Implications for clinical practice and client consistency over time with this population are discussed. [ABSTRACT FROM AUTHOR]

The article evaluates a life skills approach to drug education developed specifically for use in the schools of Great Britain. Data used in the article is drawn from a school near Exeter, England, which consists of 870 students, aged between 11 and 18 years. Students present a range of socio-economic background. Drug education is taught as part of the Social Education course in the school. 'Double Take,' the drugs prevention program, is consists of two videos, teachers' notes and suggested pupil exercises. This covered following topics: current smoking and drinking habits, self-ratings, perceptions of parental behavior, social competence, attitudes to drug-taking, perceptions of the addictive nature of substances, and beliefs about how to stop people taking drugs. It has been found that students who had experienced the life-skills program evaluated some substances more negatively than those who had not experienced the teaching.

Background Few studies have sought to test the impact of psychosocial interventions on functional impairments in adolescents and young adults at clinical high risk (CHR) for psychosis. Moreover, reliable implementation of psychosocial interventions is costly, requiring years of advanced education and specialized training to adequately implement. Cognitive-Behavioral Social Skills Training (CBSST) combines elements of Cognitive Behavior Therapy with Social Skills Training, two evidence-based treatments for schizophrenia. In the current study, an existing CBSST manual was adapted to make content more appropriate for CHR age range and illness severity. The adapted manual was disseminated and implemented across 3 sites. Key changes to the published manual included a focus on normalization and destigmatization of attenuated psychotic symptoms, as well as examples and role plays that are appropriate for a young CHR sample. The aim of the current paper is to describe the manual modifications and present preliminary data demonstrating the success of training and supervision methods in this multi-site randomized controlled trial of CBSST in CHR youth. Case vignettes will demonstrate how CBSST techniques uniquely target functional impairments characteristic of emerging psychosis. Methods Subjects were eligible if they met criteria for a prodromal syndrome measured by the Scale of Prodromal Syndromes, demonstrated a mild impairment in social or role functioning, and were between the ages of 12–30. Facilitators included bachelor's level or above clinicians and trainees. Facilitator training on CBSST techniques was completed through a combination of in-person trainings and standardized training tapes. All sessions were audio recorded by facilitators. A random selection of recordings were systematically assessed by 2 raters, blinded to all participant data and tape selection procedure. Recordings were rated for CBT fidelity using the Cognitive Therapy Rating Scale for Psychosis (CTS-Psy) and the SST fidelity using the Social Skills Training Fidelity Scale. Recordings and ratings were used in weekly videoconference supervision to iteratively introduce technical modifications between sessions, address procedural errors, and provide facilitators with written feedback to improve fidelity. Weekly supervision served as a platform to discuss treatment manual revisions and effective strategies to engage youth in CBSST techniques. Results Fourteen audio recordings were evaluated per site. CTS-Psy and SST overall fidelity ratings were consistent across sites ([meanSD] Site 1=43.6 5.2, Site 2=42.63.0, and Site 3=41.92.8). There were no site differences on total general skill (Site 1=22.6 2.3, Site 2=20.71.8, and Site 3=21.32.1) nor CBSST technical skill (Site 1=20.93.4, Site 2=21.92.5, and Site 3=20.62.1) ratings. Discussion Overall fidelity ratings were above the "adequate" range (>30). Thus, quantitatively, a high level of fidelity was achieved through this model of training and supervision. Qualitatively, case vignettes yield anecdotal evidence that CBSST provides a unique set of techniques, easily administered by bachelor's level or above providers, that target functional impairments specific to CHR youth. Taken together, these results provide preliminary evidence that CBSST can be reliably implemented with high fidelity and low cost with target engagement of functional impairment in CHR youth. [ABSTRACT FROM AUTHOR]

Objective: The present study examined the relationship between the Social Skills Deficit (SSD) subscales obtained on the Personality Inventory for Children, second edition (PIC-2), and diagnoses of three major Learning Disorders (LD) of Math, Reading, and Writing. Method: Participants in the present study consisted of 523 children from a mixed clinical sample who were between the ages of 3 to 17 years (M = 9.897, SD = 3.130). Participants were referred to a south Florida neuropsychology community assessment center and completed a full neuropsychological battery. Males composed 64% of the sample. Measures included SSD subscales, limited peer status and conflict with peers, within the PIC-2. Results: To evaluate the relationship between scores on SSD subscales from the PIC-2 on three LD diagnoses, a Pearson Correlation with 2-tailed significance was used. Limited peer status was significantly correlated with a LD of Reading (r = −.160, p = .001) and Writing (r = −.160, p = .001). Additionally, conflict with peers was significant correlated with a LD of Reading (r = −.139, p = .001) and Writing (r = −.125, p = .004). There were no SSD subscales that were significantly correlated with a diagnosis of LD of Math. Conclusion: From these results, the SSD subscale had the strongest correlation with diagnosis of a LD of Reading followed by LD of Writing. This study explicates the issue of reduced language-based skills and its impact on social skills. Due to the association between reading and writing and social skills, academic intervention should also include social skills training to increased peer interactions and reduce peer conflict. [ABSTRACT FROM AUTHOR]

Background: The combined use of pharmacological and non-pharmacological psychosocial interventions is seen as the most effective treatment approaches to improve the long term outcomes in schizophrenia. The psychosocial interventions aim to improve social skills, self-efficacy, being independent in activities of daily living and interpersonal communication in people diagnosed with schizophrenia. They include various approaches, such as cognitive behavioral therapy, cognitive remediation, individual, group or family therapies and life skills trainings. Life skills training approaches aim to assist individuals gain skills necessary for fulfilling their roles in the environment they live in, and consist of parts including assessment, teaching, behavioral practice, feedback, and homework, covering areas such as self-care, money management, communication and social skills, home management and community life. In this study, we planned to investigate the effects of individualized life skills training on the functionality of individuals diagnosed with schizophrenia. Methods: A total of 32 individuals diagnosed with schizophrenia were assigned randomly to the life skills training (n=15) and the control groups (n=17). The participants were assessed with the Positive and Negative Syndrome Scale (PANSS) for symptom severity, the Clinical Global Impression Scale for illness severity, improvement and response to treatment, the Katz Index of Independence in Activities of Daily Living and the Lawton – Brody Instrumental Activities of Daily Living Scale for adequacy of performance of basic activities and tasks of daily living, the Functioning Assessment Short Test and Social Functioning Scale for level of functionality before and after the scheduled interventions in both groups. The control group received a single-session awareness training to increase independence in daily living activities, and the life skills training group received individualized life skills training in 2 sessions per week for 8 weeks (i.e. 16 sessions). Results: The life skills training and control groups did not differ significantly on the bases of age, gender, working status, marital status, education (years), age at onset and duration of illness. The groups were similar in terms of pharmacological treatment choices. At the end of the research program, improvements were observed in the negative symptoms, general psychopathology, severity of illness and independence in basic and instrumental activities of daily living and functioning in the life skills training group as compared to the control group. Discussion: Our study showed that the training planned to improve life skills in individuals with chronic schizophrenia during the transition period from the hospital to the community environment, decreased negative symptoms and had a positive effect on general psychopathology and illness severity. Individual based life skills training, which focused less on social learning principles and aimed to increase independence in daily life, demonstrated positive effects on patient functionality. On the basis of the obtained results, it can be suggested that individualized life skills training may be an effective therapeutic method for the rehabilitation of individuals diagnosed with schizophrenia. The effect of individualized life skills training should be investigated and supported by long-term follow-up studies. [ABSTRACT FROM AUTHOR]

Background: Poor social skills are a core characteristic of schizophrenia and are highly associated with the progression of negative symptoms. While positive symptoms have a good response to antipsychotics, the treatment of negative symptoms remains an unmet need. Methods: A randomized controlled trial to assess the efficacy of a 20-week social skills training (SST) program for the improvement of negative symptoms in patients with treatment-resistant schizophrenia (TRS) with predominantly negative persistent symptoms, with a score > 4 (moderate) in at least 3 items of the Negative Symptom Factor Score (NSFS) (blunted affect, emotional withdrawal, poor rapport, passive social withdrawal, lack of spontaneity, motor retardation and active social avoidance). Each session lasted 60 minutes and included 6 to 9 participants. The SST sessions were conducted by trained psychologists, following topics previously outlined in a manual, and role-playing activities. The non-directive control group was conducted by nurses specialists in mental health, with the same duration but without role-playing activities. Control groups’ therapists were instructed not to give directions to the patients but to listen and redirect questions to the group. TRS was defined as the persistence of psychotic symptoms after at least two adequate trials with two different antipsychotics, All patients were taking clozapine. Blinded raters evaluated the patients at baseline, 20 weeks and after 6 months follow-up by the Positive and Negative Syndrome Scale (PANSS), Clinical Global Impression (CGI) and the Social Skills Inventory (SSI). Longitudinal comparisons between groups were carried out using a linear mixed-effects model at pre, post and follow-up to assess differences between groups. Cohen’s d effect size was computed at each time point. Primary outcome measure was the PANSS negative subscale score.Social skill were assessed with the Social Skills Inventory. Results: 62 patients were randomized to SST (N=29) and control group (N=33). Subjects were predominantly male (70.96%) and single (88.70%). At baseline, groups showed no differences in terms of demographic variables and illness duration. Patients were moderately ill, with mean CGI = 4.10 (SD 0.78) in SST group and 4.34 (0.90) in the control group, and had a high baseline PANSS score, with a mean total PANSS 71.90 (10.83) in the SST group and 70.4 (13.8) in the control group. The mean PANSS negative subscale score was 25.48 (4.56) in SST group and 25.13 (6.34) in control group; in the SST group 28 patients completed the 20-week intervention and 24 were assessed after 6 months; in the control group, 18 completed the treatment and 16 were assessed at the follow-up. After the 20-week intervention period, the PANSS negative scores were 24.57 (4.92) in the SST group and 22.67 (6.59) in the control group. At the follow-up, the negative score was 23.92 (5.85) in the SST group and 22.97 (5.32) in the control. There was no improvement at any timepoint (p= 0.162) or any difference between groups (p= 0.864). Patients remained clinically stable during the study. The only symptom which showed a significant improvement was the control of aggressiveness (Cohen’s d at week 20 = 0.445 [IC 95% -0.140; 1.030]), which was maintained at follow-up (Cohen’s d = 0.682 [IC 95% 0.037; 1.327]). Discussion: The study has limitations: the SSI was not designed to assess social skills in patients with psychosis, and we have not assessed the adherence to pharmacological treatment. Our findings suggest that SST is not effective to improve negative symptoms in patients with TRS with predominantly negative symptoms, but may be potentially useful for the control of aggressiveness in situations such as criticism and mockery, which frequently occur in social interactions. [ABSTRACT FROM AUTHOR]