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This contribution looks at measurement procedures that deal with diagnosing competency gains through extra-curricular activities. The two main questions will be dealt with: Which development and competency areas are investigated, using which measurement instruments? The conclusion is, inter alia, that social competency is measured particularly regu...
Difficulty with social competence is a core deficit of autism spectrum disorder. Research on typically developing children and children with disabilities, in general, suggests the adult talk received in the classroom is related to their social development. The aims of this study were to examine (1) the types and amounts of adult talk children with...
Background:
Adolescent females with an autism spectrum disorder (ASD) are an understudied population, yet are also quite vulnerable, due to the increased complexities of social interaction and increased risk for internalizing symptoms in adolescence. Most research literature currently focuses on males with ASD, limiting our understanding of social...
Electroencephalography (EEG) coherence analysis, based on measurement of synchronous oscillations of neuronal clusters, has been used extensively to evaluate functional connectivity in brain networks. EEG coherence studies have used a variety of analysis variables (e.g., time and frequency resolutions corresponding to the analysis time period and f...
Introduction
Autism Spectrum Disorder (ASD) presents significant challenges in social communication and interaction, critically impacting the lives of children with ASD. Traditional interventions, such as Applied Behavior Analysis (ABA) and Social Skills Training (SST), have been widely used to address social skill deficits in these children. While...
Citations
... 36 The inclusion and consideration of creative, dramatic and theatrical approaches to facilitate and promote the generalisation of learnt skills to everyday environments have also featured. [37][38][39] In recent years, more positive outcomes (eg, formation of appropriate peer networks and translation of learnt skills) have been associated with programmes that include caregiver involvement. 40 41 Specifically, GSSIs that included caregiver groups were deemed more effective, with an associated large effect size (Standardised Mean Difference, SMD −0.91, 95% CI −1.20 to -0.61; Z=6.08), compared with the moderate effect size (SMD −0.63, 95% CI −1.23 to -0.02; Z=2.03) associated with GSSIs without caregiver components. ...
Introduction
Reaching social milestones is an important goal of childhood. Children with acquired brain injury (ABI) and cerebral palsy (CP) frequently experience challenges with social functioning and participation. The Programme for the Education and Enrichment of Relational Skills (PEERS) is a group-based social skills programme for adolescents. This study will compare an adapted PEERS programme with usual care in a pilot randomised waitlist-controlled trial for primary and early high school-aged children with brain injuries.
Methods and analysis
This single-centre study will be conducted at the Queensland Cerebral Palsy and Rehabilitation Research Centre at the Centre for Children’s Health Research in Brisbane, Australia. Thirty-two school-aged children (grades 3+; 8–13 years) with an ABI or CP and their caregiver(s) will be recruited and randomly assigned to either 12 week PEERS Plus or waitlist usual care. The waitlist group will then participate in PEERS Plus after the 3 month retention time point. The primary outcome will measure individualised social participation goals on the Canadian Occupational Performance Measure immediately postintervention at the primary endpoint (12 weeks). Secondary outcomes include the Social Skills Improvement System Social-Emotional Learning Edition Rating Forms and Quality of Play Questionnaire immediately postintervention, 12 weeks postintervention (26 weeks postbaseline), 36 weeks postintervention (52 weeks postbaseline) for retention. Following completion of the PEERS Plus programme, semistructured focus group interviews will be conducted separately with caregivers and children to explore the lived experience of PEERS. Interpretive description will be used to identify patterns and themes related to participants’ experiences. Analyses will follow standard principles for randomised controlled trials using two-group comparisons on all participants on an intention-to-treat basis. Comparisons between groups for primary and secondary outcomes will be conducted using regression models. This study will estimate the unit costs of providing PEERS Plus at different levels of public health facilities in Australia.
Ethics and dissemination
This study has been approved by the Medical Research Ethics Committee of The University of Queensland (2022/HE002031) and the Children’s Health Queensland Hospital and Health Service Human Research Ethics Committee (HREC/22/QCHQ/87450). Recruitment and participant informed consent process will be completed in accordance with institutional ethic procedures. Dissemination plans include peer-review publication of study results, presentations, and instructional workshops at national and international conferences.
Trial registration number
ACTRN12623000515695.
... Furthermore, studies in the field demonstrate the positive effects of psychodrama in terms of the establishment of healthy emotional relationships (Doğan 2012), coping with stress (Karadağ et al. 2010), subjective well-being and hopefulness (Karataş 2014), self-awareness (Oflaz, Meriç, and Yüksel 2011), self-esteem, self-development, empathy and boldness and many other cognitive areas. Psychodrama-based interventions carried out with university students show that psychodrama has a noticeably positive effect on the social functions of young people and their sense of self and it increases their subjective well-being and self-esteem (Guli et al. 2013;Karataş and ve Gökçakan 2011). ...
Nursing, by its philosophy, is the process of providing quality care with an existential, humanitarian and holistic approach. In this context, nursing education aims to develop the intellectual, emotional and social skills of students to the greatest extent by reinforcing them with ideals. The psychodrama method, which can be a significant part of the therapeutic process of individuation and self‐realisation, may be seen as a way for this. Psychodrama, which is a group psychotherapy method, is practiced worldwide under different styles and schools for the therapeutic processes of individuals. Jungian psychodrama is an approach that combines analytical psychology and drama therapy and aims to discover and transform the inner worlds of individuals. This article discusses the fundamental concepts and principles of Jungian psychodrama, the relationships of psychodrama with the profession of nursing, education in this profession and how Jungian psychodrama can be employed in nursing.
... En un estudio piloto, Guli et al. (2013) aplicaron como tratamiento del comportamiento y la percepción social un programa de intervención de competencia social (SCIP) en niños con TEA, discapacidad del aprendizaje no verbal y TDAH. Los resultados presentaron que el grupo que recibió el tratamiento mostró una mejora en su comportamiento social y redujo el déficit de percepción social en comparación con el grupo control. ...
Generalmente, la gran diversidad de tratamientos psicológicos que pueden influir en la personalidad, el estado de ánimo, la motivación y las funciones cognitivas de una persona ha sido ampliamente estudiado. En los últimos años ha surgido una evidencia sobre la aparición de nuevos tratamientos psicológicos y sus posteriores modificaciones y adaptaciones para aplicarse a adolescentes o personas jóvenes y así averiguar su efectividad en este rango de edad de la población. El objetivo de esta investigación fue realizar una revisión sistemática de estudios registrados en las bases de datos de Web of Science (WOS) y Pubmed sobre nuevos tratamientos psicológicos aplicados a adolescentes dirigidos a favorecer los factores temperamentales, motivacionales y sociocognitivos actitudinales. En la revisión se incluyó 195 artículos científicos, utilizando la metodología PRISMA para analizar la información obtenida. Los resultados arrojaron un incremento emergente de las publicaciones sobre nuevos tratamientos para adolescentes en los últimos años, siendo el año 2021 el que más documentos registra enla muestra seleccionada. Además, los tratamientos más utilizados fueron aquellos dirigidos a paliar los factores temperamentales. A pesar de estos avances, el análisis bibliométrico sobre el tema objeto de estudio es escaso, así que para futuros estudios e investigaciones se recomienda verificar la efectividad de nuevos tratamientos psicológicos y sus adaptaciones en adolescentes para posteriores revisiones y disponer de esos tratamientos para su utilización.
... In thirteen of the analyzed articles, research was conducted in after-school dramatherapy workshops [15,18,21,28,[38][39][40][41][42][43][44][45][46]. Theater games, role-playing activities, instruction in songs and choreography, and improvisation were used. ...
This study is intended to determine, from a systematic review, the importance and effectiveness of different interventions aimed at improving social skills in people with autism spectrum disorder (ASD) through theatrical techniques. For this purpose, a systematic review of the literature published from 2011 to 2021 in the ERIC, Web of Science, EuropePMC, PubPsych, Índices-Csic, Reda-lyc, Roderic, Scopus, PubMed, Scielo, and Dialnet databases was carried out, and a total of 29 articles were reviewed. The results indicate an improvement in socioemotional functioning, self-esteem, emotion management, empathy and listening, communication and social interaction, adaptive skills, as well as an increase in body awareness in people with ASD. It can be concluded that theater creates a safe environment in which people with ASD can engage with their own emotions and those of others, thereby offering a therapeutic setting in which to promote mental health in different aspects of both prevention and treatment.
... When the literature is examined, there are many studies on drama, social information processing and creativity. There are studies that conclude that drama education is effective on social information processing and social competence (Guli et al. 2013;Şenol and Metin 2020). The drama-supported pre-school curriculum prepared by (Hui et al. 2011;Hui et al. 2015) had an impact on the creativity of pre-school children. ...
... Social information processing is similar to social competence in that it is the ability to understand, recognise and interpret the behaviour of others (Lipton and Nowicki 2009). The creative drama programme applied to children with social difficulties improved their social competence (Guli et al. 2013). The intervention programme including empathy, anger management and social problem-solving skills increased children's social competences, constructive conflict resolution skills and decreased their aggression levels (Akgun and Araz 2014). ...
Children’s creative thinking skills and social information processing processes need to be supported starting from the pre-school period ininclusive pre-school classrooms. One of the interesting and child-centred effective methods that supports these skills is drama. In the study, it was aimed to examine the effect of drama on social information processing and creativity and the relationship between the change that drama caused on social information processing and creativity. The study was designed with an experimental design, one of the quantitative research designs. The study group was determined by criterion sampling, one of the purposive sampling methods, and consists of 32 children. Personal Information Form, The Social Information Processing Interview – Preschool Version and The Test for Creative Thinking – Drawing Production were used as data collection tools. In the study, Drama Education consisting of 8 weeks and 16 sessions was applied to the experimental group. No intervention was made in the control group. The change that occurred in Social Information Processing and Creative Thinking after drama education has been an effective method in developing them. The relationship between Social Information Processing and Creative Thinking before and after education shows that the development of these processes is interrelated.
... In thirteen of the analyzed articles, research was conducted in after-school dramatherapy workshops [8,11,14,[30][31][32][33][34][35][36][37][38][39]. Theater games, role-playing activities, instruction in songs and choreography, and improvisation were used. ...
The aim of this study is to determine the importance and effectiveness of different interventions aimed at improving social skills in people with autism spectrum disorder (ASD) through theatrical techniques. It aims to establish a direct relationship between the interventions and the benefits for socioemotional reciprocity, nonverbal communication behaviors used for social interactions and the development, establishment and understanding of interpersonal relationships. For this purpose, a systematic review of the literature published from 2011 to 2021 in the ERIC, Web of Science, EuropePMC, PubPsych, Índices-Csic, Redalyc, Roderic, Scopus, PubMed, Scielo and Dialnet databases was carried out, and a total of 29 articles were reviewed. The results indicate that theater creates a safe environment in which people with ASD can engage with their own emotions and those of others, thereby offering a therapeutic setting in which to promote communication, motor development and social coexistence. The implications and limitations of the study are discussed.
... Performance-based strategies to enhance social creativity, then, aim to promote generation of a wide and varied set of novel responses to (realistic or outlandish) social scenarios, regardless of their practical feasibility (Guli et al., 2008) to enhance preparedness for and responsiveness to unstructured interaction (Guli, 2004, p. 200;Guli et al., 2013). Likewise, by providing a broad sample of social behaviors and responses, these strategies may aid participants in considering novel social perspectives, thus promoting perspectivetaking and emotion recognition (Goldstein & Winner, 2012). ...
Autistic social challenges have long been assumed to arise from a lack of social knowledge (“not knowing what to do”), which has undergirded theory and practice in assessment, treatment, and education. However, emerging evidence suggests these differences may be better accounted for by difficulties with social performance (“doing what they may know”). This distinction has important implications for research, practice, policy, and community support of autistic people. This review examines the theoretical and clinical implications and empirical status of the knowledge-performance distinction in autism. Current evidence suggests that social knowledge deficits are neither definitional nor reliably related to outcomes in autism. Prioritizing social knowledge, then, may produce unanticipated, problematic consequences in terms of accuracy of assessment, intervention effectiveness, and promotion of stigma. It may also yield unrealistic expectations around the value of knowledge for autistic people and their families, yielding important ethical considerations. Conversely, recent evidence highlights performance-related factors as being especially promising for better modeling and addressing social challenges in autism. Prioritizing performance, then, may offer new directions for assessment, substantially different intervention opportunities, and novel methods of inclusion and affirmation. This review touches upon each of these domains and implications, integrates these developments with broader models of social competence in youth, and provides direction for future research and practice regarding social competence in autism.
... In both drama therapy and community theater interventions, the intent is to promote more holistic changes in participants, including changes in relationships, emotions, and imagination (Guli et al., 2013;Spolin, 1986). Given these potential benefits, theater may also be a powerful interdisciplinary training technique for health care providers. ...
... Considering that health education is one of the main activities of health professionals, this situation is quite remarkable. In the current studies, in the education of nurses (Wasylko & Stickley, 2003) and midwives (Kemp, 2009), and health professionals generally, creative drama is used in teaching preventive health practices to healthy people (Stephens et al., 2007;Joronen, 2008) and in the processing of some psychosocial issues (Dikici et al., 2010;Guli et al., 2013). ...
Type 1 diabetes, although it can be seen in all age groups, is frequently seen between the ages of 7-15. When diabetes is managed effectively, complications related to diabetes can be delayed or even prevented. Studies have also proven that education is effective in diabetes management. Creative drama is a group activity, that can provide a curative environment for adolescents with T1DM in the adolescent period. There are not many studies in the literature on the use of creative drama in the field of health. The current study aims to describe the use of creative drama in the education of patients with type 1 diabetes. The study follows the qualitative research method, and all data were sought from previous research. According to the results of the research, it was determined that there was a positive change in children's knowledge, attitudes, and behaviors using the creative drama method. Keywords: Creative drama; diabetes; education; nursing.
... A recent systematic review suggested that interventions primarily targeting body functions or activity performance had little effect on participation while those directly targeting participation by providing children and parents with individual coaching sessions, setting mutually agreed-upon participation goals and selecting the most appropriate therapeutic activities for achieving the participation goals [23,24] demonstrated greater effects [25]. To date, interventions have targeted narrowly defined subgroups of children with SHCN such as those in foster care or those with social difficulties [23,26] and have been conducted by single professional groups (e.g., educators, occupational therapists or psychologists) [23,24,26]. However, approaches that are condition-and potentially agegeneric may be particularly useful because service delivery processes might be comparable across different chronic conditions [27] and care fragmentation can simultaneously be counteracted. ...
... A recent systematic review suggested that interventions primarily targeting body functions or activity performance had little effect on participation while those directly targeting participation by providing children and parents with individual coaching sessions, setting mutually agreed-upon participation goals and selecting the most appropriate therapeutic activities for achieving the participation goals [23,24] demonstrated greater effects [25]. To date, interventions have targeted narrowly defined subgroups of children with SHCN such as those in foster care or those with social difficulties [23,26] and have been conducted by single professional groups (e.g., educators, occupational therapists or psychologists) [23,24,26]. However, approaches that are condition-and potentially agegeneric may be particularly useful because service delivery processes might be comparable across different chronic conditions [27] and care fragmentation can simultaneously be counteracted. ...
... We anticipate this study will complement the small number of existing intervention studies in several ways. First, in contrast to the few published intervention studies focusing on single professions [23,24,26] or therapies [54], the PART-CHILD intervention deliberately embraces interdisciplinary care teams including paediatricians, nurses, allied health professionals and other non-medical staff. Targeting interdisciplinary care teams has the potential to strengthen interdisciplinary teamwork necessary to implement participationcentred care by promoting the development of an institution-wide shared understanding of participation-centredness and by accounting for the complementary roles of different professions in complex care processes for children with SHCN. ...
Introduction:
Participation is an important dimension of healthy child development and is associated with higher self-rated health, educational attainment and civic engagement. Many children with special healthcare needs (SHCN) experience limited participation and are thus at risk for adverse health and developmental outcomes. Despite this, interventions that promote participation in healthcare are scarce. We therefore evaluate the effectiveness of a complex age- and condition-generic intervention that strengthens participation-centred care involving parents and their children with SHCN by, inter alia, assessing preferences, specifying participation goals and facilitating shared decision-making in care.
Methods and analysis:
In this study protocol we describe the design and procedures for an unblinded, stepped wedge, cluster randomised trial conducted in 15 German interdisciplinary healthcare facilities providing services for children aged 0-18 years with SHCN. Sites are randomised to five periods in which they switch from control to intervention condition in blocks of three. The intervention includes: (1) team training focused on participation-centred care, (2) introduction of a new software facilitating participation-focused documentation and (3) implementation support promoting the transfer of training content into routine care. Study sites deliver routine care while in the control condition. As primary outcome, the degree of perceived shared decision-making with parents (CollaboRATEpediatric parent scale), a potential antecedent of achieving participation goals in everyday life, is assessed on one randomly selected day per week during the entire study period, directly following care appointments. We aim to sample 70 parents per study site and period. Additionally, participation of children is assessed within a closed embedded cohort with three parent and patient surveys. Intervention effectiveness will be modelled with a marginal model for correlated binary outcomes using generalised estimation equations and complete cases. A comprehensive mixed-methods process evaluation complements the effectiveness analyses.
