Top

Journal of Child and Family Studies

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

26-06-2019 | Original Paper

A Novel Intervention for Child Peer Relationship Difficulties: The Secret Agent Society

Auteurs: Renae B. Beaumont, Roxana Pearson, Kate Sofronoff

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 11/2019

Abstract

Objectives

This study evaluated the effectiveness of the Secret Agent Society (SAS) small group program in improving children’s social skills, social competence and anxiety.

Methods

Participants included 27 children aged seven to 12 years (20 boys, seven girls) whose parents identified them as experiencing peer relationship difficulties or social anxiety. SAS featured a computer game and other spy-themed activities that children played during nine weekly 90 minute club meetings that were facilitated by University psychology clinic interns. The program also included weekly parent group training sessions, home missions (skills practice tasks) and weekly tip sheets that informed school staff about the skills that children were learning, and how they could support them in applying these skills in the classroom and playground. Program outcomes were evaluated using a range of parent- and child-report measures administered at pre-intervention, post-intervention and at six-week follow-up.

Results

Results suggested that SAS led to significant improvements in children’s social skills as reported by parents (Fs (2, 25) ≥ 21.91, ps < 0.0001, partial ɳ²s ≥ 0.46), children’s social competence as reported by parents (F(2, 25) = 17.12, p < 0.001, partial ɳ² = 0.58), children’s overall anxiety as reported by parents (F(2, 25) = 8.57, p = 0.001, partial ɳ² = 0.41), and children’s social anxiety as reported by themselves (F(2, 25) = 7.14, p = 0.004, partial ɳ² = 0.36). All significant treatment effects were maintained at six-week follow-up.

Conclusions

These findings suggest that the program holds promise as a community-based resilience program for children, although larger scale controlled trials of the intervention are needed.

vorige artikel Multidimensional Grief Therapy: Pilot Open Trial of a Novel Intervention for Bereaved Children and Adolescents

volgende artikel Perceived Stress and Life Satisfaction: A Multiple Mediation Model of Self-control and Rumination

Alleen toegankelijk voor geautoriseerde gebruikers

Alden, L. E., & Taylor, C. T. (2004). Interpersonal processes in social phobia. Clinical Psychology Review, 24, 857–882. https://doi.org/10.1016/j.cpr.2004.07.006. CrossRefPubMed

Allison, C., Williams, J., Scott, F., Stott, C., Bolton, P., Baron-Cohen, S., & Brayne, C. (2007). The Childhood Asperger Syndrome Test (CAST): test-retest reliability in a high scoring sample. Autism, 11, 173–185. https://doi.org/10.1177/1362361307075710. CrossRefPubMed

Attwood, T. (2004a). James and the maths test. In Exploring feelings: Cognitive behaviour therapy to manage anxiety. Arlington, TX: Future Horizons Inc.

Attwood, T. (2004b). Dylan is being teased. In Exploring feelings: Cognitive behaviour therapy to manage anger. Arlington, TX: Future Horizons Inc.

Barrett, P. (2013). Friends for life: Group leaders manual. Brisbane, Australia: Pathways Health and Research Centre.

Beaumont, R. (2010). Secret Agent Society: solving the mystery of social encounters: Facilitator manual. Brisbane, Australia: The Social Skills Training Institute.

Beaumont, R., Rotolone, C., & Sofronoff, K. (2015). The Secret Agent Society social skills program for children with high-functioning autism spectrum disorders: a comparison of two school variants. Psychology in the Schools, 52, 390–402. https://doi.org/10.1002/pits.21831. CrossRef

Beaumont, R., & Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger syndrome: the Junior Detective Training Program. Journal of Child Psychology and Psychiatry, 49, 743–753. https://doi.org/10.1111/j.1469-7610.2008.01920.x. CrossRefPubMed

Beesdo, K., Knappe, S., & Pine, D. S. (2009). Anxiety and anxiety disorders in children and adolescents: developmental issues and implications for DSM-V. Psychiatric Clinics of North America, 32, 483–524. https://doi.org/10.1016/j.psc.2009.06.002. CrossRefPubMed

Beidel, D. C., Turner, S. M., Young, B., & Paulson, A. (2005). Social effectiveness therapy for children: three-year follow-up. Journal of Consulting and Clinical Psychology, 73, 721–725. https://doi.org/10.1037/0022-006x.73.4.721. CrossRefPubMed

Bernard, M. E., Stephanou, A., & Urbach, D. (2007). ASG student social and emotional health report. Australian council for education research. http://www.asg.com.au/social-emotional. Accessed 03 Apr 2014.

Bierman, K. L., Torres, M. M., & Schofield, H. L. T. (2010). Developmental factors related to the assessment of social skills. In D. W. Nangle, D. J. Hansen, C. A. Erdley & P. J. Norton (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 119–134). New York, NY: Springer. CrossRef

Butterworth, T. W., Redoblado Hodge, M. A., Sofronoff, K., Beaumont, R., Gray, K., Roberts, J.,...Einfeld, S. L. (2014). Validation of the emotion regulation and social skills questionnaire for young people with autism spectrum disorders. Journal of Autism and Developmetnal Disorders, 44, 1535–1545. https://doi.org/10.1007/s10803-013-2014-5.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. 2nd edn. Hillsdale, USA: Lawrence Erlbaum Associates.

Duchesne, S., Larose, S., Vitaro, F., & Tremblay, R. E. (2010). Trajectories of anxiety in a population sample of children: clarifying the role of children’s behavioral characteristics and maternal parenting. Development and Psychopathology, 22, 361–373. https://doi.org/10.1017/S0954579410000118. CrossRefPubMed

Einfeld, S., Beaumont, R., Clark, T., Clarke, K. S., Costley, D., Gray, K.M.,...Howlin, P. (2017). School-based social skills training for young people with autism spectrum disorders. Journal of Intellectual and Developmental Disability, https://doi.org/10.3109/13668250.2017.1326587.

Englund, M. M., Kuo, S. I. C., Puig, J., & Collins, W. A. (2011). Early roots of adult competence: the significance of close relationships from infancy to early adulthood. International Journal of Behavioral Development, 35, 490–496. https://doi.org/10.1177/0165025411422994. CrossRefPubMedPubMedCentral

Ettekal, I., & Ladd, G. W. (2015). Developmental pathways from childhood aggression–disruptiveness, chronic peer rejection, and deviant friendships to early‐adolescent rule breaking. Child Development, 86, 614–631. https://doi.org/10.1111/cdev.12321. CrossRefPubMed

Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149–1160.

Frankel, F., & Myatt, R. (2003). Children’s friendship training. New York, NY: Brunner-Routledge.

Gresham, F. M., Elliott, S. N., Cook, C. R., Vance, M. J., & Kettler, R. (2010). Cross-informant agreement for ratings for social skill and problem behavior ratings: an investigation of the social skills improvement system—rating scales. Psychological Assessment, 22, 157–166. https://doi.org/10.1037/a0018124. CrossRefPubMed

Gresham, F. M., Elliott, S. N., & Kettler, R. J. (2010). Base rates of social skills acquisition/performance deficits, strengths, and problem behaviors: an analysis of the social skills improvement system—rating scales. Psychological Assessment, 22, 809–815. https://doi.org/10.1037/a0020255. CrossRefPubMed

Hennessey, B. A. (2007). Promoting social competence in school-aged children: the effects of the open circle program. Journal of School Psychology, 45, 349–360. https://doi.org/10.1016/j.jsp.2006.11.007. CrossRef

Humphrey, N., Kalambouka, A., Wigelsworth, M., & Lendrum, A. (2010). Going for goals: an evaluation of a short, social-emotional intervention for primary school children. School Psychology International, 31, 250–270. https://doi.org/10.1177/0143034309352578. CrossRef

Ialongo, N., Edelsohn, G., Werthamer-Larsson, L., Crockett, L., & Kellam, S. (1995). The significance of self-reported anxious symptoms in first grade children: prediction to anxious symptoms and adaptive functioning in fifth grade. Child Psychology & Psychiatry & Allied Disciplines, 36, 427–437. https://doi.org/10.1111/j.1469-7610.1995.tb01300.x. CrossRef

Ingram, R. E. & Price, J. M. (Eds.) (2010). Vulnerability to psychopathology: risk across the lifespan. 2nd edn. New York, NY, US: Guilford Press.

Kingery, J., Erdley, C., Marshall, K., Whitaker, K., & Reuter, T. (2010). Peer experiences of anxious and socially withdrawn youth: an integrative review of the developmental and clinical literature. Clinical Child and Family Psychology Review, 13, 91–128. https://doi.org/10.1007/s10567-009-0063-2. CrossRefPubMed

Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review of Psychology, 50, 333–359. https://doi.org/10.1146/annurev.psych.50.1.333. CrossRefPubMed

Ladd, G. W. (2005). Children’s peer relations and social competence: a century of progress. New Haven, CT, US: Yale University Press.

Lösel, F., & Beelmann, A. (2003). Effects of child skills training in preventing antisocial behavior: a systematic review of randomized evaluations. Annals of the American Academy of Political and Social Science, 587, 84–109. https://doi.org/10.1177/0002716202250793. CrossRef

McGrath, H., & Noble, T. (2011). Bounce Back! A wellbeing and resilience program 2nd edition. Years 5-8 Classroom Resources. Melbourne, Australia: Pearson Australia.

McMahon, R. J., Wells, K. C., & Kotler, J. S. (2006). Conduct problems. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders. 3rd edn. (pp. 137–268). New York, NY: Guilford.

McNally, R. (2007). Mechanisms of exposure therapy: how neuroscience can improve psychological treatments for anxiety disorders. Clinical Psychology Review, 27, 750–759. https://doi.org/10.1016/j.cpr.2007.01.003. CrossRefPubMed

McQuade, J. D., Medoza, S. A., Larsen, K. L., & Breaux, R. P. (2017). The nature of social positive illusory bias: Reflections of social impairment, self-protective motivation, or poor executive functioning? Journal of Abnormal Child Psychology, 45, 289–300. https://doi.org/10.1007/s10802-016-0172-6.

Miers, A., Blöte, A., & Westenberg, P. (2011). Negative social cognitions in socially anxious youth: distorted reality or a kernel of truth? Journal of Child and Family Studies, 20, 214–223. https://doi.org/10.1007/s10826-010-9423-2. CrossRefPubMed

Mikami, A. Y., Lerner, M. D., & Lun, J. (2010). Social context influences on children’s rejection by their peers. Child Development Perspectives, 4, 123–130. https://doi.org/10.1111/j.1750-8606.2010.00130.x. CrossRef

Motoca, L. M., Williams, S., & Silverman, W. K. (2012). Social skills as a mediator between anxiety symptoms and peer interactions among children and adolescents. Journal of Clinical Child and Adolescent Psychology, 41, 329–336. https://doi.org/10.1080/15374416.2012.668843. CrossRefPubMedPubMedCentral

Nangle, D. W., Grover, R. L., Holleb, L. J., Cassano, M., & Fales, J. (2010). Defining competence and identifying target skills. In D. W. Nangle, D. J. Hansen, C. A. Erdley & P. J. Norton (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 3–19). New York, NY, US: Springer Publishing Co. CrossRef

Nauta, M. H., Scholing, A., Rapee, R. M., Abbott, M., Spence, S. H., & Waters, A. (2004). A parent-report measure of children’s anxiety: psychometric properties and comparison with child-report in a clinic and normal sample. Behaviour Research and Therapy, 42, 813–839. CrossRef

Östberg, V. (2003). Children in classrooms: peer status, status distribution and mental well-being. Social Science & Medicine, 56, 17–29. https://doi.org/10.1016/S0277-9536(02)00006-0. CrossRef

Pettit, G. S., & Collins, W. A. (2011). Competence, social capital, and life adjustment: introduction to special section. International Journal of Behavioral Development, 35, 471–474. https://doi.org/10.1177/0165025411424042. CrossRef

Quinn, M. M., Kavale, K. A., Mathur, S. R., Rutherford, Jr, R. B., & Forness, S. R. (1999). A meta-analysis of social skill interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7, 54–64. https://doi.org/10.1177/106342669900700106. CrossRef

Rapee, R. M., & Spence, S. H. (2004). The etiology of social phobia: empirical evidence and an initial model. Clinical Psychology Review, 24, 737–767. https://doi.org/10.1016/j.cpr.2004.06.004. CrossRefPubMed

Rodkin, P. C., & Ryan, A. M. (2012). Child and adolescent peer relations in educational context. In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer & M. Zeidner (Eds.), APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors (pp. 363–389). Washington, DC, US: American Psychological Association. CrossRef

Rubin, K. H., Bukowski, W. M. & Laursen, B. (Eds.) (2009). Handbook of peer interactions, relationships, and groups. New York, NY: Guilford Press.

Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141–171. https://doi.org/10.1146/annurev.psych.60.110707.163642. CrossRefPubMedPubMedCentral

Sanson, A., Hemphill, S. A., & Smart, D. (2004). Connections between temperament and social development: a review. Social Development, 13, 142–170. https://doi.org/10.1046/j.1467-9507.2004.00261.x. CrossRef

Schuster, B. (1999). Outsiders at school: the prevalence of bullying and its relation with social status. Group Processes & Intergroup Relations, 2, 175–190. https://doi.org/10.1177/1368430299022005. CrossRef

Scott, F. J., Baron-Cohen, S., Bolton, P., & Brayne, C. (2002). The CAST (Childhood Asperger Syndrome Test): preliminary development of a UK screen for mainstream primary-school-age children. Autism, 9–31. https://doi.org/10.1177/1362361302006001003.

Segrin, C. (2000). Social skills deficits associated with depression. Clinical Psychology Review, 20, 379–403. https://doi.org/10.1016/S0272-7358(98)00104-4. CrossRefPubMed

Segrin, C., & Givertz, M. (2003). Methods of social skills training and development. In J. O. Greene & B. R. Burleson (Eds.), Handbook of communication and social interaction skills (pp. 135–176). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Shucksmith, J., Jones, S., & Summerbell, C. (2010). The role of parental involvement in school-based mental health interventions at primary (elementary) school level. Advances in School Mental Health Promotion, 3, 18–29. https://doi.org/10.1080/1754730X.2010.9715671. CrossRef

Silverman, W. K., Pina, A. A., & Viswesvaran, C. (2008). Evidence-based psychosocial treatments for phobic and anxiety disorders in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 37(1), 105–130. https://doi.org/10.1080/15374410701817907. CrossRefPubMed

Spence, S. H. (1995a). Social skills training: enhancing social competence with children and adolescents: Research and technical supplement. Windsor, UK: Nfer-Nelson.

Spence, S. H. (1995b). Social skills training: enhancing social competence with children and adolescents: User’s guide. Windsor, UK: Nfer-Nelson.

Spence, S. H. (1998). A measure of anxiety symptoms among children. Behaviour Research and Therapy, 36, 545–566. CrossRef

Spence, S. H. (1999). Spence Children’s Anxiety Scale (parent version). Brisbane: University of Queensland.

Spence, S. H. (2003). Social skills training with children and young people: theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84–96. https://doi.org/10.1111/1475-3588.00051. CrossRef

Spence, S. H., De Young, A., Toon, C., & Bond, S. (2009). Longitudinal examination of the associations between emotional dysregulation, coping responses to peer provocation, and victimisation in children. Australian Journal of Psychology, 61(3), 145–155. https://doi.org/10.1080/00049530802259076. CrossRef

Trentacosta, C. J., & Fine, S. E. (2010). Emotion knowledge, social competence, and behavior problems in childhood and adolescence: a meta-analytic review. Social Development, 19(1), 1–29. https://doi.org/10.1111/j.1467-9507.2009.00543.x. CrossRefPubMed

Walker, A. S., Nowicki, S., Jones, J., & Heimann, L. (2011). Errors in identifying and expressing emotion in facial expressions, voices, and postures unique to social anxiety. The Journal of Genetic Psychology: Research and Theory on Human Development, 172, 293–301. https://doi.org/10.1080/00221325.2010.535224. CrossRef

Williams, J., Scott, F., Stott, C., Allison, C., Bolton, P., Baron-Cohen, S., & Brayne, C. (2005). The CAST (Childhood Asperger Syndrome Test). Autism, 9, 45–68.

Titel: A Novel Intervention for Child Peer Relationship Difficulties: The Secret Agent Society
Auteurs: Renae B. Beaumont
Roxana Pearson
Kate Sofronoff
Publicatiedatum: 26-06-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 11/2019
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-019-01485-7

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Objectives

Methods

Results

Conclusions

Log in om toegang te krijgen

Andere artikelen Uitgave 11/2019

Emotion Regulation and Relational Aggression in Adolescents: Parental Attachment as Moderator

Insecure Attachment Moderates the Association between Thin Internalization and Girls’ Eating Concerns

National Survey of Juvenile Community Supervision Agency Practices and Caregiver Involvement in Behavioral Health Treatment

Father–Adolescent Conflict and Adolescent Symptoms: The Moderating Roles of Father Residential Status and Type

Church Support among African American and Black Caribbean Adolescents

Perceived Stress and Life Satisfaction: A Multiple Mediation Model of Self-control and Rumination