Building relationships and combating bullying: Effectiveness of a school-based social skills group intervention
Building relationships and combating bullying: Effectiveness of a school-based social skills group intervention
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DOI：
10.1207/s15374424jccp3301_18
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发表时间：
2004-03-01
影响因子：
4.2
通讯作者：
DeRosier, ME
中科院分区：
文献类型：
--
作者：
DeRosier, ME
这项研究测试了一种通用的社交技能干预，社交技能小组干预(S.S.GRIN)对经历同伴厌恶、欺凌或社交焦虑的儿童的有效性。三年级儿童被随机分为治疗组(n=187)和未治疗对照组(n=194)。对功能变化的方向和大小的检查表明，与对照组相比，S.S.咧嘴笑增加了同龄人的喜好，增强了自尊和自我效能感，降低了社交焦虑。S.S.GRIN对目标同伴问题的所有子类型都同样有效。与攻击性控制组参与者相比，攻击性儿童在攻击性和欺凌行为方面表现出更大的下降，反社会从属关系更少，这对他们有特别的好处。讨论的重点是不同的参与者群体与同类参与者群体的好处，以及利用通用社交技能培训协议的潜在价值。
This study tested the efficacy of a generic social skills intervention, Social Skills GRoup INtervention (S.S.GRIN), for children experiencing peer dislike, bullying, or social anxiety. Third-grade children were randomly assigned to treatment (n = 187) or no-treatment control (CO; n = 194) groups. Examination of the direction and magnitude of change in functioning revealed that S. S. GRIN increased peer liking, enhanced self-esteem and self-efficacy, and decreased social anxiety compared to controls. S.S.GRIN was equally efficacious for all subtypes of peer problems targeted. Particular benefits were found for aggressive children who showed greater declines in aggression and bullying behavior and fewer antisocial affiliations than aggressive control participants. Discussion focuses on the benefits of heterogeneous versus homogeneous groups of participants and the potential value of utilizing generic social skills training protocols.