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This study examines sex differences regarding social skills, behavior problems and bullying engagement, and the association of social skills and behavior problems with bullying engagement, in adolescents. Participants were 447 Portuguese adolescents (252 girls and 195 boys) aged between 12 and 19-years-old. Social skills and behavior problems were assessed using the self-report version of Social Skills Improvement System - Rating Scales. Bullying engagement was assessed using the Scale of Interpersonal Behavior at School. Girls scored higher on social skills and reported more internalizing and fewer externalizing problems than boys, whereas boys reported more aggressive verbal behaviors than girls. Adolescents exhibiting fewer social skills and more internalizing and externalizing problems engage more frequently in bullying aggressive behaviors. In addition, adolescents presenting more internalizing and externalizing problems are more often victimized by bullies. Furthermore, boys more frequently engage in bullying aggressive and victimization behaviors, whereas younger adolescents with more social skills tend to engage less frequently in bullying aggressive behaviors., Author(s): Mariana Lopes de Sousa [sup.1] , Maria Manuela Peixoto [sup.1] , Sara Cruz [sup.1] Author Affiliations: (1) grid.5808.5, 0000 0001 1503 7226, Psychology for Positive Development Research Center, Lusíada [...]

Both in the United States and across the world, intimate partner violence (IPV) is a widespread social problem. It often occurs in households with children, and IPV exposure during childhood is associated with negative sequelae across developmental domains. This systematic review synthesizes the literature on the effects of IPV exposure on social-emotional competence (i.e., social competence, empathy, emotion regulation) from infancy through late adolescence. Seven bibliographic software databases were searched for relevant citations up to August 2020, and a total of 15,354 citations were identified after deduplication. Following a screening process by two research assistants, 381 citations were included in a broader Evidence and Gap Map. Data extraction was completed for included citations, and all were coded into child outcome categories and subcategories. Twenty-six studies examined social-emotional competence. Across studies examining social competence, a majority found that IPV-exposed children demonstrated lower levels of social competence and emotional regulation than a comparison group. Limited evidence was found to indicate that IPV-exposed children also exhibited fewer empathic skills compared with non-exposed peers. Social-emotional competence was additionally identified to significantly mediate and/or moderate the association between IPV exposure and other outcomes (e.g., aggressive behaviors, psychological distress), underscoring that social-emotional competence may be a malleable factor that could promote resilience among children exposed to IPV. These findings highlight the need to further explore the associations between social-emotional competence and other child adjustment outcomes, and develop and implement programming to foster social-emotional competence among IPV-exposed children., Author(s): Anna E. Bender [sup.1] , Sherise J. McKinney [sup.2] , Megan M. Schmidt-Sane [sup.3] , Jamie Cage [sup.4] , Megan R. Holmes [sup.1] , Kristen A. Berg [sup.1] [sup.5] [...]

The present study investigated pitch processing in Mandarin-speaking children with autism using event-related potential measures. Two experiments were designed to test how acoustic, phonetic and semantic properties of the stimuli contributed to the neural responses for pitch change detection and involuntary attentional orienting. In comparison with age-matched (6-12 years) typically developing controls (16 participants in Experiment 1, 18 in Experiment 2), children with autism (18 participants in Experiment 1, 16 in Experiment 2) showed enhanced neural discriminatory sensitivity in the nonspeech conditions but not for speech stimuli. The results indicate domain specificity of enhanced pitch processing in autism, which may interfere with lexical tone acquisition and language development for children who speak a tonal language., Author(s): Luodi Yu[sup.1] [sup.2] , Yuebo Fan[sup.3] , Zhizhou Deng[sup.1] , Dan Huang[sup.3] , Suiping Wang[sup.1] [sup.4] , Yang Zhang[sup.2] [sup.5] Author Affiliations: (1) School of Psychology and Center for [...]

Many researchers have studied various interventions for individuals with autism spectrum disorder (ASD). Occasionally, siblings will be included in intervention studies, participating in programs designed to address a number of challenges faced by individuals with ASD. Although sibling involvement in such interventions is not a new phenomenon, there is no consistent method for including siblings in treatment for individuals with ASD. The purpose of this article is to review the existing literature describing sibling involvement in interventions among families of children with ASD, describing patterns of research and targeted outcomes. The authors also identify gaps and areas for future consideration from researchers, clinicians, and families., Author(s): Carolyn M. Shivers[sup.1] , Joshua B. Plavnick[sup.1] Author Affiliations: (1) Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 518D Erickson Hall, 620 Farm Lane, 48823, East [...]

Dysfunction in prosocial interactions is a core symptom of autism spectrum disorder. However, the neural mechanisms that underlie sociability are poorly understood, limiting the rational development of therapies to treat social deficits. Here we show in mice that bidirectional modulation of the release of serotonin (5-HT) from dorsal raphe neurons in the nucleus accumbens bidirectionally modifies sociability. In a mouse model of a common genetic cause of autism spectrum disorder--a copy number variation on chromosome 16p11.2--genetic deletion of the syntenic region from 5-HT neurons induces deficits in social behaviour and decreases dorsal raphe 5-HT neuronal activity. These sociability deficits can be rescued by optogenetic activation of dorsal raphe 5-HT neurons, an effect requiring and mimicked by activation of 5-HT1b receptors in the nucleus accumbens. These results demonstrate an unexpected role for 5-HT action in the nucleus accumbens in social behaviours, and suggest that targeting this mechanism may prove therapeutically beneficial.Stimulating the release of serotonin (5-HT) in the nucleus accumbens in wild-type mice promotes sociability, and rescues deficits in social behaviours in a mouse model of autism., Author(s): Jessica J. Walsh [sup.1] , Daniel J. Christoffel [sup.1] , Boris D. Heifets [sup.2] , Gabriel A. Ben-Dor [sup.1] , Aslihan Selimbeyoglu [sup.1] [sup.3] [sup.4] , Lin W. Hung [...]

This study investigated different forms of pretend and physical play as predictors of preschool children's affective social competence (ASC). Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a 2-year period. Children participated in emotion knowledge interviews, mothers rated children's emotion regulation skill, and observations were conducted of children's emotional expressiveness with peers in both Years 1 and 2. Naturalistic observations of children's peer play behavior were conducted to assess the proportion of time children spend in pretend and physical play in Year 1. Analyses revealed that sociodramatic play predicted children's emotional expressiveness, emotion knowledge, and emotion regulation 1 year later, after controlling for Year 1 ASC skills. Rough-and-tumble play predicted children's emotional expressiveness and emotion regulation 1 year later, whereas exercise play predicted only emotion regulation. Some associations between sociodramatic play and rough-and-tumble play and children's ASC were moderated by gender., Affective social competence (ASC) has been identified as a useful construct for understanding the emotional processes that contribute to children's social adjustment (Arsenio, Cooperman, & Lover, 2000; Denham et al., [...]

This meta-analysis used hierarchical linear modeling to examine 115 single-case studies with 343 participants that examined the effectiveness of social skills interventions for individuals with autism spectrum disorder (ASD). The average effect size of the included studies was 1.40 (SD = 0.43, 95 % CL = 1.32-1.48, N = 115). In the further, several common predictors including intervention length, age and gender of the participants, and study quality indicators (provision of sufficient, in-depth, and replicable information of participants, settings/materials, independent variables, and dependent variables) were not found to mediate the intervention effectiveness. Only research design that the study employed was found to impact the intervention effectiveness; the studies using multiple baseline or reversal design had larger effect sizes than studies using other designs. Implications of the results and limitations of this study are discussed. Keywords Social skills interventions * Autism spectrum disorders * Meta-analysis * Hierarchical linear modeling, Introduction The synthesis of social skills interventions (SSIs) has become a critical issue for individuals with autism spectrum disorders (ASD) as there are increasing demands for effective SSIs in this [...]

Individuals with Asperger's Syndrome (AS) often have difficulties with social interactions and conversations. We investigated if these difficulties could be attributable to a deficit in the ability to linguistically converge with an interlocutor, which is posited to be important for successful communication. To that end, participants completed two cooperative tasks with a confederate, which allowed us to measure linguistic alignment with the confederate in terms of lexical choice, syntactic structure and spatial frame of reference. There was no difference in the performance of individuals with AS and matched controls and both groups showed significant alignment with the confederate at all three levels. We conclude that linguistic alignment is intact in adults with AS engaged in structured, goal-directed social interactions. Keywords Linguistic alignment * Asperger's Syndrome * Autism spectrum disorder * Social communication * Conversation * Dialogue, Introduction Autism spectrum disorder (ASD) is a pervasive developmental disorder, characterised by impairments in communication, social interaction and imagination, and by restricted interests and rigid, repetitive behaviours (Rutter 1978; Klin [...]

Self-representations of 1st-, 3rd-, and 5th-graders' social and academic competence were examined in relation to children's personal (grade/age); family (attachment to parents, marital conflict, anxiety related to conflict); and school [...]

The rapid increase in the number of older adults in the United States, coupled with new accreditation standards based on competencies, requires social workers to show competence in working with older clients. This teaching note reports on the development and use of a standardized patient (SP) role-play to teach and evaluate the ability of graduate social work students to conduct an appropriate and sensitive mental status exam. A rubric used in the evaluation of student performance and evaluation data from student competencies is included., THE SOCIAL WORK PROFESSION'S lack of preparedness for the growing number of older adults has been well documented in the professional literature (Council on Social Work Education [CSWE]/SAGE-SW, 2001; Rosen [...]

Variability in the social and behavioral characteristics of students with emotional disturbance (ED) in the public schools may impact special education effectiveness; yet very little evidence exists on how such variability may express itself from school to school. One place to begin such investigation involves school context as expressed by income level and academic performance. In this study, we selected 140 children (grades kindergarten through 6) receiving special education services for ED in schools in a large east-coast urban area. We gathered school-wide test results from state achievement testing and school poverty levels from eligibility for free or reduced lunch on each school. For each child, we collected teacher ratings of problem behavior and social skills. Findings from regression analyses revealed significant relationships between school context and children's externalizing and internalizing behavior. We discuss the implications of these findings for the concept of ED as a unitary disability category in special education research and practice. Keywords School context * Internalizing behavior * Externalizing behavior * Social skills * Problem behavior DOI 10.1007/s10826-009-9316-4

The authors distinguish between minimum and confirmatory standards of incompetence and hypothesize that for groups stereotyped as relatively competent (or deficient in incompetence), minimum standards of incompetence are lower (suspicion of incompetence is triggered sooner) but confirmatory standards are higher, relative to groups stereotyped as relatively incompetent. An initial study demonstrated this evidentiary pattern for male versus female targets. In Studies 2 and 3, participants were exposed to a poor-performing male or female (Study 2) or Black or White male (Study 3) trainee and were asked to record 'notable' behaviors in either their 'informal notes' (instantiating a minimum standard) or a 'formal performance log' (instantiating a confirmatory standard). Consistent with predictions, fewer incompetent behaviors were recorded in the formal log than in informal notes for White male trainees. Firing decisions generally mimicked these patterns and in Study 3 were partially mediated by the accessibility of incompetent behaviors.

People vary in the importance they ascribe to, and efforts they invest in, maintaining positive relationships with others. Research has linked such variation in interpersonal control strivings to the quality of social exchanges experienced, but little work has examined the predictors of interpersonal control strivings. Given the importance of close relationships in later life, this study examined conditions that might precipitate increases or declines in interpersonal control strivings over a 2-year period. Specifically, change in interpersonal control strivings was hypothesized to be particularly influenced by the interplay of two co-occurring conditions: 1) experiences in the social environment that bolster or undermine older adults' motivation to foster satisfying social ties and 2) the availability of personal resources to respond to these experiences. The findings suggest that a change in older adults' interpersonal control strivings over a 2-year period was affected jointly by the frequency with which they experienced positive social exchanges and their health status. Features of the social environment, therefore, may interact with personal resources to influence interpersonal control strivings in later life. doi: 10.2190/AG.69.3.a

This prospective longitudinal study addressed 3 key questions regarding the processes of parenting in a large community sample of mothers (n = 589) and fathers (n = 518). First, the collective impact of parental Big Five personality dimensions on overreactive and warm parenting, assessed 6 years later by adolescents, was examined. Second, mediation of these associations by sense of competence in the parenting role was addressed. Third, it was explored to what extent associations were similar for mothers and fathers. Agreeableness and Extraversion were related to lower levels of overreactivity and higher levels of warmth. Sense of competence completely mediated relations between personality and overreactivity and partially mediated relations between personality and warmth. The associations were found to be similar for mothers and fathers. Overall, sense of competence was shown to be an important mechanism that can explain the link between personality and parenting. Keywords: Big Five, parenting, sense of competence, fathers and mothers, adolescence DOI: 10.1037/a0016121

Five studies investigated social influence processes in confrontations between competent peers and showed a default absence of influence of a competent source on an equally competent target. This default lack of influence is attributed to the representation that competent targets give to the influence encounter, in which different answers from competent peers are incompatible, the error of the source thus being the sine qua non condition of targets' correctness. However, an influence appeared when the representation of the task was modified via a decentering procedure (Study 1), even when controlling for alternative explanations (Study 2). Study 3 demonstrated that this liberating effect of decentering did not appear when the source was incompetent. Study 4 also examined social comparison processes and showed that independence of judgments produced the same liberating effect as decentring. Finally, Study 5 showed that the default lack of influence in confrontations between competent peers is due to the presence of a threat to the self. Indeed, the reduction of threat through a procedure of self-affirmation modified the representation of the task and allowed influence to appear. Keywords: competence, conflict, social comparison, social influence, decentering

Using a grounded theory approach, this investigation addresses how an interdisciplinary research (IDR) team negotiates meaning and struggles to establish and sustain a sense of collective communication competence (CCC). Certain communication processes were foundational to building CCC, such as spending time together, practicing trust, discussing language differences, and engaging in team tasks. Demonstrating presence, engaging in reflexive and backstage communication, and shared laughter facilitated and often expedited CCC development, whereas sarcastic humor, unproductive debates of expertise, expressions of boredom, and jockeying for power challenged and deteriorated the team's CCC. Keywords: Collective Communication Competence; Interdisciplinary Communication; Interdisciplinary Research Team; Ethnography; Grounded Theory

This study examined sources of therapist effects in a sample of 25 therapists who saw 1,141 clients at a university counseling center. Clients completed the Outcome Questionnaire-45 (0Q-45) at each session. Therapists' facilitative interpersonal skills (FIS) were assessed with a performance task that measures therapists' interpersonal skills by rating therapist responses to video simulations of challenging client-therapist interactions. Therapists completed the Social Skills Inventory (SSI) and therapist demographic data (e.g., age, theoretical orientation) were available. To test for the presence of therapist effects and to examine the source(s) of these effects, data were analyzed with multilevel modeling. Of demographic predictor variables, only age accounted for therapist effects. The analysis with age, FIS, and SSI as predictors indicated that only FIS accounted for variance in outcomes suggesting that a portion of the variance in outcome between therapists is due to their ability to handle interpersonally challenging encounters with clients. Keywords: therapist effects; therapy outcome; interpersonal skills; effectiveness

Objectives: This investigation examined developmental pathways between childhood emotional maltreatment and adaptational outcomes in early adolescence. This study utilized a developmental psychopathology perspective in adopting a multidimensional approach to the assessment of different forms of emotional maltreatment and later adjustment outcomes. Specifically, emotional abuse (i.e., verbal criticism, hostility) and emotional neglect (i.e., psychological unavailability) were compared using a process-level analytic approach to examine if and how different forms of emotional maltreatment would contribute to adolescent adjustment via aggression and social withdrawal in middle childhood. Methods: The current study sample is drawn from a longitudinal, prospective study of a high-risk community sample (N = 196), incorporating a multi-method and multi-informant design. Multiple mediator models were tested via bootstrapping regression techniques. Results: Bivariate correlations revealed that both emotional neglect and emotional abuse were associated with increased aggression and social withdrawal in middle childhood, and lower ratings of socioemotional competence in early adolescence. However, the mediational model, which controlled for child gender and concurrent physical and sexual maltreatment, was only significant for the contribution of emotional abuse to lower adolescent competence via social withdrawal in middle childhood. Post hoc analyses revealed that this association was only significant for boys. Conclusions: While social withdrawal in middle childhood significantly explained the observed relation between emotional abuse and decreased competence in adolescence, this process did not emerge as salient in understanding the relation between emotional neglect and adolescent adaptation. Furthermore, these developmental processes appeared to vary by gender. The results are in need of replication and extension to other outcome domains, but represent an important contribution to the empirical study of specific forms of emotional maltreatment. Practice implications: Emotional maltreatment is generally overlooked and unrecognized as compared to physical or sexual forms of maltreatment. This study adds to the accumulating empirical evidence that the effects of emotional maltreatment are disabling, enduring, and should be carefully assessed by clinicians. Furthermore, this assessment should specify the particular form of emotional maltreatment that has occurred, as the results of the study indicate that developmental processes and adjustment outcomes may vary according the type of emotional maltreatment (i.e., emotional abuse, emotional neglect) that is experienced. Finally, clinicians must recognize that a single maltreatment type may vary in its impact on subsequent adjustment, as significant gender differences emerged in the current study that point to the role of individual differences that warrant further investigation. Keywords: Emotional maltreatment Early adolescent competence Social withdrawal

Based on a multidimensional model of sexual identity development, the current study examined self-labeling, romantic, and sexual experiences among middle and late adolescent sexual minorities. Eighty-two youths between the ages of 14 and 21 were recruited from gay, lesbian, bisexual, and transgender (GLBT) community centers and associated Internet groups. Differences between males and females and between middle and late adolescents were first examined. Males reported markedly different patterns of self-labeling and romantic experiences, relative to females, but few age differences emerged. Additionally, patterns of association between self-labeling and sexual or romantic experiences provided support for the multidimensional model of identity development and exploration. Finally, significant associations emerged between relationship experiences and relational competency, such that adolescents who described themselves as isolated from intimate interpersonal relationships reported less relational esteem and more relational depression than those who reported predominantly engaging in same-sex romantic relationships. In addition, alternative styles of engaging in interpersonal relationships (e.g., same-sex intimate friendships, heterosexual dating) also were also associated with increased relational competency. KEYWORDS adolescent, sexual minority, romantic relationships, identity development, sexual orientation, multidimensional model, social constructionist

Purpose: This study examined whether young children with typical language development (TL) and children with language impairment (LI) make emotion inferences online during the process of discourse comprehension, identified variables [...]

A study was undertaken to assess the competence of children and youth across certain predetermined parameters. Results showed that the Perceived Social Competence Scale had suitable parameters and could be used for assessment purposes.

We examined coping with risky behaviors (cigarettes, alcohol/drugs, yelling/ hitting, and anger), familism (family proximity and parental closeness) and parental monitoring (knowledge and discipline) in a sample of 56 adolescents (11-15 years old) predominantly of Mexican descent at two time points. Multiple linear regression analysis indicated that more time spent with family (proximity) at Time I significantly predicts higher parental monitoring at Time two. Coping with more risky behaviors at Time 1 was significantly associated with less parental monitoring at Time 2. More parental closeness Time 1, more parental monitoring Time 1, and more parental monitoring Time 2 were associated with less coping with risky behaviors at Time 2. The cultural value of familism, particularly spending time with family in positive activities, appears to increase parental monitoring which may lead to less coping with risky behaviors among Mexican descent adolescents. Future studies may investigate gendered mechanisms for how extended family may increase not only parental knowledge of youth activities, but also youth perception of supervision. Keywords Adolescent * Coping with risky behaviors * Familism * Parental monitoring

The mechanism by which humans perceive others differs greatly from how humans perceive inanimate objects. Unlike inanimate objects, humans have the distinct property of being 'like me' in the eyes of the observer. This allows us to use the same systems that process knowledge about self-performed actions, self-conceived thoughts, and self-experienced emotions to understand actions, thoughts, and emotions in others. The authors propose that internal simulation mechanisms, such as the mirror neuron system, are necessary for normal development of recognition, imitation, theory of mind, empathy, and language. Additionally, the authors suggest that dysfunctional simulation mechanisms may underlie the social and communicative deficits seen in individuals with autism spectrum disorders. Keywords: mirror neuron system, autism spectrum disorders, simulation, social impairments, communication impairments

A rating scale is developed for preschool classrooms to assess the physical environment's role in children's development of cognitive and social competency. The scale is tested in 98 classrooms, and children are assessed on two measures of competency in a subsample of these classrooms. Findings indicate that the physical environment is related to measures of competency, one of which is a self-perception measure. Younger children's competency, those in the 3-year-olds' classrooms as opposed to the 4-year-olds' classrooms, is most affected by the physical environment. Assessment of quality child care must include thorough assessment of the physical environment. Keywords: preschool children; competency; classroom rating

Background: Current and past history of domestic violence (DV), including physical, sexual, and emotional abuse is common among women patients seen in health care settings and is associated with a higher frequency of many health problems. However, the association of DV with self-assessed social functioning is less well known. Methods: We administered a telephone survey to a random sample of 391 women HMO members seen for a routine annual check-up. The survey included questions about current and past physical, sexual, and emotional violence and self-assessed social functioning and health status from the SF-36. We included questions about attitudes toward routine DV screening, likelihood of disclosure, and the health care setting as a resource. Results: Seven percent of the women reported recent DV and 34% reported lifetime abuse. Abuse was related to limitations in social functioning (adjusted OR = 2.26). Among women with no recent history of abuse, those with a history of past physical (adjusted OR = 1.90), sexual (adjusted OR = 2.04), or emotional (adjusted OR = 2.20) abuse reported significantly poorer social functioning. Emotional abuse, even in the absence of a history of physical or sexual abuse, was strongly associated with limitations in social functioning (adjusted OR = 4.95). Most women believed it appropriate for clinicians to inquire routinely about DV (87%) and 83% believed that the health care setting was a source of help. Conclusions: Current and past DV, including emotional abuse, adversely affect social functioning. Therefore, clinicians in the health care setting have a unique and important opportunity to assist women victims of DV and abuse. doi: 10.1300/J013v45n02_01 KEYWORDS. Intimate partner violence, domestic violence, emotional abuse, health perceptions, functional status, social functioning, physical and sexual abuse, trauma, health maintenance organizations, women's health, preventive health services

We examined maternal and paternal perceptions of social competence in children and adolescents. One hundred forty-seven parents rated scenarios depicting children who varied in age, gender, and social competence. Parents also completed questionnaires assessing the amount of time they spend with their own children, their gender identity, their psychological symptoms, and their affectivity. Results indicated that the amount of time parents spend with their own children was related to maternal and paternal ratings, whereas affectivity was related to paternal ratings. In contrast, parents' gender identity and psychological symptoms were unrelated to their ratings of social competence. Finally, there was an interaction between parent gender and the level of social competence depicted in the scenarios they rated, suggesting that there were differences in maternal and paternal ratings. These findings emphasize the importance of examining the perceptions of both mothers and fathers when assessing social competence in children and adolescents. Keywords Mothers * Fathers * Ratings * Social competence

Dyadic interactions were analyzed using constructs from social-cognitive theory (self-efficacy and subjective values) and interpersonal theory (interpersonal circumplex [IPC] and complementarity). In Study 1, the authors developed a measure of efficacy for interpersonal actions associated with each IPC region--the Circumplex Scales of Interpersonal Efficacy (CSIE). In Study 2, the authors used the CSIE and the Circumplex Scales of Interpersonal Values (which assesses the subjective value of interpersonal events associated with each IPC region) to predict the dominance expressed and satisfaction experienced by members of 101 same-sex dyads trying to solve a murder mystery. Structural equation modeling analyses supported both social-cognitive and interpersonal theory. A social-cognitive person-variable (dominance efficacy) and an interpersonal dyadic-variable (reciprocity) together predicted dominant behaviors. Likewise, both a social-cognitive variable (friendliness values) and an interpersonal variable (correspondence of friendliness efficacy) predicted satisfaction. Finally, both shared performance outcomes and dynamic interpersonal processes predicted convergence of collective efficacy beliefs within dyads. Keywords: self-efficacy; values; complementarity; interpersonal circumplex

Social Effectiveness Therapy for Children (SET-C) is a comprehensive behavioral treatment combining social skills training, peer generalization experiences, and individualized in vivo exposure for the treatment of social phobia in youth. SET-C results in positive treatment outcome and its effects are maintained at least 3 years later. In this investigation, maintenance of treatment gains 3, 4, and 5 years later was examined using a multidimensional assessment strategy consisting of self-report, parental report, clinician ratings, and direct behavioral assessment. Furthermore, the overall functioning of adolescents treated with SET-C 5 years earlier was compared with that of a group of adolescents who never suffered from psychological disorders. All posttreatment gains were maintained 5 years later, and the general functioning of SET-C treatment responders was not significantly different from those who never had a disorder. The data indicate that SET-C results in long-term positive effects for youth suffering from social phobia.

There is an extensive literature documenting that people with schizophrenia have marked impairments in social role functioning and social skill. One of the most widely employed strategies for assessing social skill has been role-play tests: simulated social interactions that are videotaped for subsequent behavioral coding. There has been considerable discussion of the validity of the approach in the literature, but there has not been adequate consideration of other psychometric characteristics of role-play tests. This paper examines the psychometric characteristics of a representative role-play measure: the Maryland Assessment of Social Competence (MASC). Data from 5 large schizophrenia studies that included the MASC were examined: a study of victimization in women who abuse drugs, a study of health care among people with diabetes, a study of vocational outcomes, a study of social skill among drug abusers, and a clinical trial comparing two antipsychotic medications. Data were examined in terms of five questions: (1) Can role-play scenes be rated reliably? (2) How are role-play ratings distributed across populations? (3) How many and which behaviors should be rated? (4) How many role-play scenes are required? (5) Is role-play behavior temporally stable? Overall, the data suggest that the MASC, and by implication other similar role-play procedures, does have good psychometric properties. However, several things often taken for granted in the literature warrant careful consideration in the design of research using role-play. Implications of the results for design of research are discussed.

This study examined the role of parenting, family routines, family conflict, and maternal depression in predicting the social skills and behavior problems of low-income African American preschoolers. A sample of 184 African American mothers of Head Start children completed participant and child measures in a structured interview. Results of regression analyses revealed that mothers who utilized more positive parenting practices and engaged in more family routines had children who displayed higher levels of total prosocial skills. Positive parenting and lower levels of maternal depressive symptoms were predictive of fewer externalizing and internalizing child behavior problems. Lower family conflict was linked with fewer externalizing problems. Implications of the study for future research and intervention are discussed. Keywords: African-American, parenting, depression, child behavior problems, social skills

In Dodge's model of 'social information processing' depression is the result of a linear sequence of five stages of information processing (Annu Rev Psychol 44: 559-584, 1993). These stages follow a person's reaction to situational stimuli, such that each stage of information processing mediates the relationship between earlier and later stages. Because support for the social information processing model of depression has mainly come from retrospective examination of the literature (Annu Rev Psychol 44: 559-584, 1993), we conducted a three wave prospective study including 92 adolescents without lifetime or current depression. Depressive symptoms and information processing were assessed by using well established measures employed in previous studies. The social information processing model was supported by cross-sectional results of our study. Based on prospective data we could only partially support the mediation hypotheses of the model. We discuss our unexpected results in light of limitation, including applied measures and sample characteristics. Keywords Social information processing * Depression * Adolescents * Longitudinal design

This study identified the factor structure of essential social skills necessary and developed a corresponding Job-Specific Social Skills Training program (JSST) for mental health consumers who have a vocational preference to work as security guard. A sample of 102 employed security guards was surveyed through a 44-item questionnaire survey. Exploratory factor analysis suggested a six-factor solution: knowledge and attitudes, communication in professional manners, social skills when interacting with customers, arrangement of duties, problem solving skills, and skills for conflict prevention, accounted for 59.9% of the total variance. Based on these results, we developed the JSST program to help consumers with a preference to be security guards to gain competitive employment. We discussed how the JSST program is to be used and integrated into existing vocational programs to produce better vocational outcomes for individuals with severe mental illness., Aplethora of literature has documented that people with severe mental illness (SMI) lack the social skills and social competence necessary in the workplace which was a hindrance for them to [...]

The proposition that achievement goals are applicable to the social domain was examined in four studies. Study 1 established that different orientations toward developing or demonstrating social competence can be seen in individuals' responses to open-ended questions about their social goals and social competence. Studies 2 through 4 evaluated a new survey measure of social achievement goals. Exploratory and confirmatory factor analyses confirmed the hypothesized model of social achievement goals. Convergent and discriminant validity for the new measure of social achievement goals was established. In line with hypotheses, a social development goal was associated with adjustment and a social demonstration-avoid goal was associated with maladjustment both concurrently and longitudinally. A social development goal also was positively related to instructor ratings of students' social adjustment in small classroom settings. A social demonstration-approach goal was most often unrelated to adjustment. The importance of social achievement goals for a comprehensive understanding of social motivation and adjustment is discussed. Keywords: social competence; achievement goals; motivation; adjustment

Insufficient attention has been paid to whether disclosure rates of sensitive or stigmatizing information vary as a function of method of inquiry. Methods vary both in terms of the anonymity afforded the participant and the opportunity to make a connection with the researcher, both of which might affect participants' willingness to disclose such information. In this investigation, 215 undergraduate students were randomly assigned to complete identical questionnaires using one of the three most common methods of data collection (in-person interview, telephone interview, and paper-and-pencil questionnaire) or an automated telephonic data collection (ATDC) system. Questions on six topic areas of increasing social sensitivity (study habits, substance use, physical and sexual aggression, victimization and perpetration) were included. The results indicated that there were no differences in disclosure rates due to methods and no method by topic interaction, but the two telephonic methods both produced significantly higher participation rates than the two other methods. The results suggest that, at least for a college student sample, an automated telephonic system produces data comparable to that of more traditional methods, while offering greater convenience, economy, and participation. Keywords: IVR; disclosure; data technology; sensitive information

Children with fetal alcohol spectrum disorders (FASD) have significant social skills deficits. The efficacy of a child friendship training (CFT) versus a delayed treatment control (DTC) was assessed for 100 children ages 6 to 12 years with FASD. Children in the CFT showed clear evidence of improvement in their knowledge of appropriate social behavior, and according to parent report, CFT resulted in improved social skills and fewer problem behaviors compared with DTC. Gains were maintained at 3-month follow-up. After receiving treatment, the DTC group exhibited similar improvement. Teachers did not report improvement as a function of social skills treatment. The findings suggest that children with FASD benefit from CFT but that these social skills gains may not be observed in the classroom. Keywords: fetal alcohol spectrum disorders, social skills training, prenatal alcohol exposure

The aim of this study was to examine the nature of the relationship between attentional dysfunction and social competence deficits in patients with schizophrenia. Attentional functioning, social perception, and social competence were assessed in 56 inpatients. Measures of vigilance and span of apprehension were administered to assess attentional functioning. Social perception was assessed with an audiovisual measure of affect recognition. Social competence was rated from a role-play task. Span of apprehension and auditory vigilance emerged as specific predictors of social competence. Affect recognition was tested as a mediator and a moderator of the relationship between attentional dysfunction and social competence. Affect recognition was found to moderate the relationship between span of apprehension and social competence. Keywords: schizophrenia, social competence, affect recognition, social perception, neurocognition

This paper provides an opportunity to consider the concept of community practice from the vantage point of community psychology. The author argues that community psychology has significant potential to change organizations, communities, and other settings to benefit setting occupants. However, it is the author's contention that the full realization of this potential is contingent upon an organized effort to engage in formal community practice. The author defines community practice in terms of four skill sets related to mobilization, planning, implementation, and evaluation. The author also describes settings that might support community practice and discusses implications for training and the field of community psychology in general. Finally, the author illustrates several community practice skills and roles in the context of a local community-based initiative in Ohio called Partnerships for Success. KEY WORDS: community practice; practice skills; practice settings; Partnerships for Success.

In attempting to support and reassure their clients, helping professionals have used various psychotherapeutic models to interpret their needs and to motivate them toward behavior change. The Montreal Model (MM), originally developed by this author at the McGill Domestic Violence Clinic, uses an integrated therapeutic approach that combines client and group process with cognitive-behavioral, narrative and emotion-focused work. This paper demonstrates the benefits of the MM integrated approach and suggests options for intervention in therapeutic settings that can help clients to feel emotionally safe: to identify and clarify their group work objectives in terms of recognizing unmet needs in relationships; to develop strategies to meet these needs; to participate more authentically; and to 'see the bigger picture' of problem-solving strategies. KEYWORDS. Group work, group therapy, Montreal Model, problem solving, social skills

An attempt to unify studies on social skill and self-presentation and the lately released cognitive-behavioral theory of debatable internet use is made. It is shown that persons who are wanting in self-presentational faculty go for online social interaction rather than direct communication.

This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening children's skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in 2001-2002, students received the Making Choices: Social Problem Solving Skills for Children (MC) program; and in 2002-2003, children received MC supplemented with teacher and parent activities. Compared with children in the routine condition, children in both MC conditions were rated lower on posttest social and overt aggression and higher on social competence. Moreover, they scored significantly higher on an information-processing skills posttest. The findings suggest that prevention programs can strengthen social-emotional skills and produce changes in aggressive behavior. Keywords: aggression, prevention, social aggression, social competence, social information processing

The vertical dimension of interpersonal relations (relating to dominance, power, and status) was examined in association with nonverbal behaviors that included facial behavior, gaze, interpersonal distance, body movement, touch, vocal behaviors, posed encoding skill, and others. Results were separately summarized for people's beliefs (perceptions) about the relation of verticality to nonverbal behavior and for actual relations between verticality and nonverbal behavior. Beliefs/perceptions were stronger and much more prevalent than were actual verticality effects. Perceived and actual relations were positively correlated across behaviors. Heterogeneity was great, suggesting that verticality is not a psychologically uniform construct in regard to nonverbal behavior. Finally, comparison of the verticality effects to those that have been documented for gender in relation to nonverbal behavior revealed only a limited degree of parallelism. Keywords: nonverbal behavior, expression, status, dominance, power

The skill-deficit view of loneliness posits that unskilled social interactions block lonely individuals from social inclusion. The current studies examine loneliness in relation to social attention and perception processes thought to be important for socially skilled behavior. Two studies investigate the association between social monitoring (attention to social information and cues) and self-reported loneliness and number of close social ties. In Study 1, higher levels of loneliness are related to increased rather than decreased incidental social memory. In Study 2, individuals with fewer reported friends show heightened decoding of social cues in faces and voices. Results of these studies suggest that the attentional and perceptual building blocks of socially skilled behavior remain intact, and perhaps enhanced, in lonely individuals. Implications for recent models of belonging regulation and theories of loneliness are discussed. Keywords: social acceptance; loneliness; social skills; nonverbal communication; memory