Social skills training: Alive and well?
Social skills training: Alive and well?
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社交技能训练：还活着吗？
DOI：
10.1080/09638230701494951
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发表时间：
2007
影响因子：
3.3
通讯作者：
A. Bellack
中科院分区：
文献类型：
--
作者：
K. Mueser;A. Bellack
社交技能训练是最古老的、被广泛研究的精神康复方法之一，其历史可以追溯到40多年前。社交技能训练包括通过将复杂的行为分解为其组成元素，在角色扮演中展示（建模）这些技能，让客户参与角色扮演来练习这些技能，提供积极和纠正性的反馈以提高表现，额外的角色扮演练习，以及在客户生活中自然发生的互动中开发任务来练习这些技能。社会技能训练的基础是条件反射疗法（Salter, 1949）、互惠抑制心理疗法（Wolpe, 1958）和社会学习理论（Bandura, 1969），社会技能训练最初被包装为针对一般人群的“自信训练”，不久之后被广泛应用于临床人群，包括严重精神疾病患者（Mueser, 1998）。尽管关于社交技能培训的研究数量庞大，但研究结果引发的争论多于共识，而且在各国内部和各国之间，获得技能培训项目的机会差别很大。尽管关于社交技能训练对精神分裂症和其他严重精神疾病的影响的性质和程度存在争议（Mueser & Penn, 2004； Pilling等人，2002a），大多数关于技能训练的研究综述都集中在四个一般性结论上（Bellack, 2004; Benton & Schroeder, 1990; Corrigan, 1991; Dilk & Bond, 1996; Heinssen, Liberman, & Kopelowicz, 2000; Kopelowicz, Liberman, & Zarate, 2006; Wallace, 1998； Wallace等人，1980）。首先，有充分的证据表明，患有严重精神疾病的人可以学习新技能，并随着时间的推移保持这些成果。其次，社会技能训练的主要影响是改善社会功能和社会关系的质量，对症状、复发和再住院的影响很小或没有影响。第三，一些社交技能从培训环境转移到客户的日常生活中，使用标准的技能培训方法，如家庭作业和在体内
Social skills training is one of the oldest and widely studied approaches to psychiatric rehabilitation, with a history dating back over 40 years. Social skills training involves the systematic teaching of interpersonal skills through the process of breaking complex behaviors into their constituent elements, demonstrating (modeling) those skills in role plays, engaging clients in role plays to practice those skills, providing positive and corrective feedback to improve performance, additional role play practice, and developing assignments to practice those skills in naturally occurring interactions in clients lives. With the roots of social skills training in conditioned reflex therapy (Salter, 1949), psychotherapy by reciprocal inhibition (Wolpe, 1958), and social learning theory (Bandura, 1969), social skills training was first packaged as ‘‘assertiveness training’’ for the general population, and was soon after applied to a broad range of clinical populations, including persons with severe mental illness (Mueser, 1998). Although research on social skills training is voluminous, the findings have spurred more debate than consensus, and access to skills training programs varies greatly both within and across countries. Despite the debates about the nature and magnitude of the effects of social skills training on schizophrenia and other severe mental illnesses (Mueser & Penn, 2004; Pilling et al., 2002a), most reviews of research on skills training have converged on four general conclusions (Bellack, 2004; Benton & Schroeder, 1990; Corrigan, 1991; Dilk & Bond, 1996; Heinssen, Liberman, & Kopelowicz, 2000; Kopelowicz, Liberman, & Zarate, 2006; Wallace, 1998; Wallace et al., 1980). First, there is ample evidence that people with severe mental illness can learn new skills and maintain these gains over time. Second, the primary impact of social skills training is on improving social functioning and the quality of social relationships, with little or no impact on symptoms, relapse, and rehospitalizations. Third, some transfer of social skills occurs from the training setting to clients’ day-to-day lives using the standard skills training methods of homework assignments and in vivo
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DOI：
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期刊：
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影响因子：
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作者：
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