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Social skills training treatment for depression. Psychology practitioner guidebooks.
Abstract
Making use of their extensive experience in treating the depressed, the authors state the rationale for the application of social skills training, one of the most promising non-pharmacological approaches to the treatment of depression. They cover in detail diagnostic procedures and assessment instruments, as well as principles and specific treatment techniques. Case examples are used throughout the book. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Se han desarrollado programas de EHS basándose en la premisa de que la conducta depresiva está relacionada con el funcionamiento interpersonal inadecuado. Algunas de los supuestos que subyacen a este planteamiento son los siguientes (Becker, Heimberg y Bellack, 1987): ...
... En todas estas áreas, se entrena directamente la conducta de los pacientes deprimidos y se les proporciona también entrenamiento en percepción social. Becker et al. (1987) incluyen dentro del componente del entrenamiento en percepción social temas como los siguientes: ...
... Se ha encontrado que el entrenamiento en habilidades sociales es más eficaz que la medicación psicotrópica y que la psicoterapia de orientación introspectiva para aumentar el nivel de habilidad social. Además, los beneficios obtenidos por los pacientes en los grupos de entrenamiento en habilidades sociales se mantenían en un seguimiento de seis meses (Becker et al., 1987). ...
... Second, longstanding interpersonal difficulties undermine self-esteem, which may result in increased risk of DSH. Since DSH often occurs against a background of poor communication, especially in relation to parents, patients might benefit from techniques that improve interpersonal communication skills, such as role-playing or modeling (Becker, Heimberg & Bellack, 1987;Rudd et al., 2001). ...
... Social isolation is a risk factor for DSH. Attention could be given to cognitive, emotional or behavioural problems that limit someone in finding sufficient support from others (Becker et al., 1987). ...
Patients who engage in deliberate self-harm (DSH) form a heterogeneous population. There is a need for psychotherapeutic interventions that give therapists the flexibility to tailor the treatment plan to the needs of an individual patient. To detect essential ingredients for treatment, three different cognitive-behavioral theories of DSH will be reviewed: (1) the cognitive-behavioral theory of Linehan (1993a), (2) the cognitive theory of Berk, Henriques, Warman, Brown, and Beck (2004), and (3) the cognitive-behavioral theory of Rudd, Joiner, and Rajab (2001). A review of these theories makes it possible to compare the different approaches to the essential aspects in the treatment of DSH: a trusting patient-therapist relationship, building emotion regulation skills, cognitive restructuring, and behavioral pattern breaking. An overview will be given of therapeutic techniques that can be used to address the cognitive, emotional, behavioral, and interpersonal problems associated with DSH.
... The inter-group and intra-group reliability of this instrument to measure the overall arcs backbone is shown in a standing position (Mannion et al, 2004). Beck Depression is applicable to various classes and strata of society (Becker et al., 1987). The test reflects the depth of depression among depressed and nondepressed value detection is clean. ...
... Biologically, sport can have anti-anxiety effects by providing individuals with access to physical fitness; influencing the level of neurotransmitters involved in anxiety, reducing stress hormones, and decreasing muscle tension following exercise activities [33]. Psychologically, sport can reduce anxiety by increasing activity levels, followed by increasing positive conditional reinforcements to the response, providing a situation that distracts individual's attention from threatening stimuli and anxiety, and providing an environment for elevating self-esteem and self-empowerment [33][34][35][36][37]. Experts are advised to use regular sports as a complementary treatment along with medications to help the elderly. ...
Background
Physical activity and exercise are among the most important, simplest, and cheapest approaches to anxiety treatment, especially for the elderly. Their positive effects on improvement of mental disorders in the elderly have attracted a considerable level of attention. Therefore, the present study was conducted to determine the effect of sport on reducing anxiety in the elderly using meta-analysis.
Methods
In this study, national and international databases of SID, MagIran, IranMedex, IranDoc, Cochrane, Embase, ScienceDirect, Scopus, PubMed, and Web of Science were searched to find studies published electronically from 1999 to 2019. Heterogeneity between the collected studies was determined using the Cochran's test (Q) and I². Due to presence of heterogeneity, the random effects model was used to estimate the standardized mean difference of sport test scores obtained from the measurement of anxiety reduction among the elderly, between the intervention group before and after the test.
Results
In this meta-analysis and systematic review, 19 papers finally met the inclusion criteria. The overall sample size of all collected studies for the meta-analysis was 841 s. Mean anxiety score before and after intervention were 38.7 ± 5.6 33.7 ± 3.4 respectively, denoting a decrease in anxiety score after intervention.
Conclusion
Results of this study indicates that Sport significantly reduces Anxiety in the Elderly. Therefore, a regular exercise program can be considered as a part of the elderly care program.
... Kelly (1982) defines social skills as those identifiable, learned behaviors that individuals use in interpersonal situations to obtain or maintain reinforcement from their environment. Becker, Heimberg, and Bellack, (1987) state that social skills are the skillfulness and rate of emission of interpersonal behaviors that elicit a maximum of positive reinforcement and a minimum of punishment for the individual. Social skills are critical for the ability to interact with, adapt to, and function within the environment. ...
The aim was to evaluate the level of depression in 12-14-year-old secondary school students with different social skill levels using the Children's Depression Inventory (CDI; Kovacs, 1985) and the Matson Evaluation of Social Skills with Youngsters (MESSY, Matson, Rotatori, & Helsel, 1983). In order to analyze data, ANOVA, Tukey test, regression analysis and correlation analysis were employed. Results of the study indicated that there was a significant effect of social skills level on depression and students with more positive social behaviors had lower levels of depression, whereas students with negative social behaviors suffered from higher levels of depression. A significant negative relationship between the students' positive social behaviors and depression (r = -.25, p < .001), and a positive relationship between negative social behaviors and depression (r = .28, p < .001) were found.
... This is consistent with the social skills-stress hypothesis, which posits that individuals with poor interpersonal skills are at risk for depression because they experience more interpersonal stress and are less able to reach out for social support in times of need (Herzberg et al., 1998). These results suggest that social skills train-ing in various domains of interpersonal competence might be useful in preventing depression in vulnerable populations, corroborating previous findings of the effectiveness of social skills training for the treatment of depression (Becker, Heimberg, & Bellack, 1987). LIMITATIONS The present study has important limitations. ...
Interpersonal problems are significant markers of personality disorders (PDs). There is little research examining the specific interpersonal problems which lead to social impairment in PD. This study used canonical correlation analyses to examine the relationship between interpersonal competence and PDs, first as categorized by DSM-IV diagnoses, then as categorized by empirically-derived factors, in a sample at risk for recurrence of major depression. The most significant sources of shared variance were social inhibition and self-disclosure competence. The empirically-derived PD categories accounted for more variance in interpersonal competence than the DSM-IV diagnostic categories. Social skills training in initiation and self-disclosure may be useful for treating individuals with PD who experience interpersonal problems. Empirically-derived categories of PD symptoms may capture interpersonal problems experienced by individuals with PD which DSM-IV categories do not.
It is not mere coincidence that roughly contemporaneous with the development of the Research Diagnostic Criteria (Spitzer et al. 1978) there emerged in the United States a series of short-term psychotherapeutic approaches to the treatment of major depression. The move toward more specific categorization of nonpsychotic disorders undoubtedly facilitated the theoretical work necessary for the development of what have come to be known as the “depression-specific” psychotherapies, but also provided the atmosphere in which these theories could be developed into practical interventions that then could be tested empirically. Although this chapter is entitled “Psychotherapy of Affective Disorders,” its major focus will be on the psychotherapy of unipolar depression and, in particular, on the treatment of acute major depressive episodes in adults. We emphasize this area for the simple reason that it is the area of the most consistent theoretical and empirical work.
As the acquisition of social skills for new environments is critical for cross-cultural adaptation, we conducted a small, experimental group session to develop a cross-cultural social skills learning program for international students in Japan, based on cognitive and behavioral learning techniques. A total of nine international students, four males and five females, enrolled in a Japanese university participated in the session. They learned cognitive and behavioral social skills, which focused on culture-specific behaviors through self-assessments, lectures, role-plays, feedback, and discussions. There was an increase in self-evaluation scores of behaviors and cultural understanding and positive attitudes were demonstrated. A total of 77 Japanese host students later watched video recordings of the role-plays and evaluated the performances using micro and macro-evaluation items. The performances of the international students and their impressions of these performances improved throughout the session. Extended effects related to their cross-cultural adaptation were investigated by a follow-up survey 1 year later. This method could be integrated into the health education curriculum for international students.
Seit die posttraumatische Belastungsreaktion als eigenständiges Krankheitsbild angesehen wird, ist eine Vielzahl von Behandlungsmöglichkeiten (z.B. Amital, Hypnose) diskutiert worden. Neuerdings zeigt sich ein verstärktes Interesse an kognitiv-verhaltenstherapeutischen Behandlungen. Thema dieses Kapitels ist die Literatur zur kognitiv-verhaltenstherapeutischen Behandlung von posttraumatischen Belastungsreaktionen. Um die vorliegenden Erkenntnisse zur Wirksamkeit der Behandlungen von Opfern einer traumatischen Erfahrung einschätzen zu können, sollten allgemeine methodische Fragen zur Untersuchung von Behandlungsergebnissen berücksichtigt werden. Unabhängig von der Art der Behandlung sollte ein Design folgende Punkte einbeziehen, um klare Schlußfolgerungen ziehen zu können:
Es ist kein reiner Zufall, daß in den Vereinigten Staaten etwa zeitgleich mit der Entwicklung der Research Diagnostic Criteria (RDC; Spitzer et al. 1978) eine Reihe von psychotherapeutischen Ansätzen zur zeitlich befristeten Therapie der Major-Depression vorgestellt wurde. Die Hinwendung zu einer genaueren Kategorisierung der nichtpsychotischen Störungen erleichterte zweifellos die theoretischen Vorarbeiten, die für die Entwicklung der Therapiemethoden erforderlich waren, die man heute mit der Bezeichnung depressionsspezifische Psychotherapien verbindet. Gleichzeitig entstand eine allgemeine Atmosphäre, die der Umsetzung dieser theoretischen Überlegungen in praktische Interventionen und deren anschließender empirischer Evaluation förderlich war.
近年, 学校現場でソーシャルスキル教育（以下, SSE）が盛んに実践されている。SSEの効果を実証するためには, その効果を適切に測定するソーシャルスキル尺度（以下, スキル尺度）が不可欠である。そこで本研究では, SSEへの適用という視点から, スキル尺度の日本における現状と課題を明らかにすることを目的とした。展望Iでは, SSEの効果を測定するためにスキル尺度に求められる条件を明らかにすることを目的として, 近年, 日本でなされたSSE実践研究23本を, 効果測定のために測定されたソーシャルスキルの内容という観点から展望した。結果, SSEの効果を測定するためにスキル尺度に求められる条件は, SSEのターゲットスキルを正確に測定すること, 一般的なソーシャルスキルを網羅的に測定することの2つであることが明らかになった。展望IIでは, 既存のスキル尺度が上記した条件をどれだけ満たしているかを明らかにすることを目的として, 先行研究で用いられていたスキル尺度34個を展望した。結果, 既存のスキル尺度の内容には偏りがあり, ソーシャルスキルを網羅的に測定できないこと, 既存のスキル尺度ではSSEのターゲットスキルを正確に測定できないことが明らかになった。さいごに, 展望I, IIの結果を踏まえ, スキル尺度の今後の展望を示した。
Factors influencing supportive social networks of people with schizophrenia are little understood. Data from 46 outpatients with schizophrenia were analysed using structural equation modelling to test plausible sets of interrelationships between social skill, social networks, and social support. The data supported a tentative model about the causal relationships between variables. Paths showed that people with greater social skill had larger social networks, but did not necessarily perceive greater support from these networks. Negative symptoms accounted for some of the effect of social skill on social networks. Whereas groups of single-admission and multiple-admission participants did not differ in terms of social skill, social networks, or support, the age of the participants influenced their social skill and the size of their social networks. Younger participants had greater social skill and larger social networks. The results appear to suggest the importance of early intervention for young people with first-episode psychosis.
This article reports on the crucial role of education in the Social Health Outreach Program (SHOP), a social network intervention designed to treat clinically depressed older women. The role of education in current psychological and medical therapies for depression is discussed, as is the educator's view that education is interventionist by nature and indispensable in transformative programs that aim to strengthen personal, economic, and social resources. The evolution of the role of education in SHOP'S social therapy is outlined, and its modalities—information‐sharing, skills training, and intellectual stimulation—are described. We show how, as a result of participant demand, the educational content of SHOP has gradually expanded during the program's four‐year history. We point out that, in SHOP, education functions as a tool for perspective transformation, during which participants are sensitized to “blame‐the‐victim” biases inherent in psychological and medical approaches to treating depression. Participants learn they are not the problem; rather, they suffer from a role‐determined, social identity deficit. SHOP'S current format is described, and the program is recommended to adult educators for use in a variety of settings. We conclude that, though not therapeutic in and of itself, education acts as an “enabling tool,” playing a crucial role in implementing SHOP'S social‐change therapy.
People with social anxiety disorder (SAD) have been shown to have an attentional bias toward anxiety-related cognitions and physical symptoms. If disproportionate attention is directed towards these stimuli, a decreased ability to focus on interpersonal information may result. The ability to follow a conversation so that one can respond appropriately, and the ability to remember details at a later time such as during another discussion with that same person, is an important social skill. With excessive threat-focused attention, a person may not be able to attend to the details of a social interaction, and therefore will not recall them later. Such impaired attention may additionally increase anxiety in a socially anxious person, and according to cognitive theory, may then serve to increase further negative cognitions and anxious symptomatology. This research examined the ability of people with SAD to recall details of an interpersonal interaction, both pertinent and incidental, after engaging in a social interaction. It was hypothesized that persons with generalized SAD, in comparison to normal controls, would have (a) higher self-focused attention (both state and trait), (b) poorer recall of details than normal controls after participation in a behavioral role play test, and (c) comparable recall after observation of a social interaction. It was also hypothesized that (d) self-focused attention (state and trait) would be related to poorer recall in all participants. Nineteen individuals with SAD and 19 matched controls took part in this study. Results revealed that, relative to non-anxious controls, those with SAD (a) had higher state and trait self-focused attention, (b) did not demonstrate memory deficit for details related to the role play interaction, and (c) had equivalent recall of information when observing a social situation. Furthermore, (d) state self-focused attention was related to and predictive of poorer recall of the interpersonal interaction in participants with SAD, but not in non-anxious controls. Results indicate that although persons with SAD in general are able to remember details from a conversation and about their social partner, those with high self-focused attention specifically were deficient in this area. Clinical implications and recommendations for future research are also discussed.
Factors influencing supportive social networks of people with schizophrenia are little understood. Data from 46 outpatients with schizophrenia were analysed using structural equation modelling to test plausible sets of inter-relationships between social skill, social networks, and social support. The data supported a tentative model about the causal relationships between variables. Paths showed that people with greater social skill had larger social networks, but did not necessarily perceive greater support from these networks. Negative symptoms accounted for some of the effect of social skill on social networks. Whereas groups of single-admission and multiple-admission participants did not differ in terms of social skill, social networks, or support, the age of the participants influenced their social skill and the size of their social networks. Younger participants had greater social skill and larger social networks. The results appear to suggest the importance of early intervention for young people with first-episode psychosis.
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