Skip to main content
Top
Gepubliceerd in:

01-05-2010 | Artikelen

Evaluatie van een groepsgerichte sociale-vaardigheidstraining voor kinderen met probleemgedrag

Auteurs: Prof. dr. Geert Jan Stams, Prof. dr. Maja Deković, Dr. Peter Prinzie, Drs. Lieve van Geldorp, Drs. Eveline Buttinger

Gepubliceerd in: Kind en adolescent | Uitgave 2/2010

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

samenvatting

In deze studie werd een groepsgerichte sociale-vaardigheidstraining geëvalueerd bij n= 161 kinderen van zeven tot en met dertien jaar met probleemgedrag. De onderzoeksopzet was een studie met een niet-gerandomiseerde wachtlijstcontrolegroep, een voor- en nameting en een follow-up-meting twaalf maanden na een optioneel vervolgkamp. Op de nameting lieten zowel de experimentele als de controlegroep kleine tot middelgrote verbeteringen zien in sociale en internaliserende problemen, terwijl alleen in de experimentele groep een kleine en positieve verandering in sociale angst werd gevonden. Na het vervolgkamp (zes maanden later) werd in een selecte steekproef uit de experimentele groep een grote en positieve afname gevonden in probleemgedrag, die bij de follow-up-meting na twaalf maanden behouden bleek te zijn. Echter, omdat bij de follow-up geen controlegroep meer beschikbaar was, kan niet gesteld worden dat deze veranderingen het gevolg waren van de interventie.
Literatuur
go back to reference Achenbach, T. M., & Edelbroch, C. S. (1983). Manual for the child behavior checklist and revised profile. Burlington, vt: University of Vermont Department of Psychiatry. Achenbach, T. M., & Edelbroch, C. S. (1983). Manual for the child behavior checklist and revised profile. Burlington, vt: University of Vermont Department of Psychiatry.
go back to reference Ang, P., & Hughes, J. N. (2001). Differential benefits of skills training with antisocial youth based on group composition: A meta-analytic investigation. School Psychology Review, 31, 164-185. Ang, P., & Hughes, J. N. (2001). Differential benefits of skills training with antisocial youth based on group composition: A meta-analytic investigation. School Psychology Review, 31, 164-185.
go back to reference Beelmann, A., Pfingsten, U., & Lösel, F. (1994). Effects of training social competence in children: A meta-analysis of recent evaluation studies. Journal of Clinical Child Psychology, 23, 260-271. Beelmann, A., Pfingsten, U., & Lösel, F. (1994). Effects of training social competence in children: A meta-analysis of recent evaluation studies. Journal of Clinical Child Psychology, 23, 260-271.
go back to reference Boendermaker, L., Van der Veldt, M. C., & Booy, Y. (2003). Nederlandse studies naar de effecten van de jeugdzorg. Utrecht: nizw. Boendermaker, L., Van der Veldt, M. C., & Booy, Y. (2003). Nederlandse studies naar de effecten van de jeugdzorg. Utrecht: nizw.
go back to reference Cook, C. R., Gresham, F. M., Kern, L., Barreras, R. B., Thornton, S., & Crews, S. D. (2008). Social skills training for secondary students with emotional and/or behavioral disorders: A review and analysis of the meta-analytic literature. Journal of Emotional and Behavioral Disorders, 16, 131-144. Cook, C. R., Gresham, F. M., Kern, L., Barreras, R. B., Thornton, S., & Crews, S. D. (2008). Social skills training for secondary students with emotional and/or behavioral disorders: A review and analysis of the meta-analytic literature. Journal of Emotional and Behavioral Disorders, 16, 131-144.
go back to reference Deater-Deckard, K. (2001). Annotation: Recent research examining the role of peer relationships in the development of psychopathology. Journal of Child Psychology and Psychiatry, 42, 565-579. Deater-Deckard, K. (2001). Annotation: Recent research examining the role of peer relationships in the development of psychopathology. Journal of Child Psychology and Psychiatry, 42, 565-579.
go back to reference Dekking, Y. M. (1983). sas-k: Sociale angstschaal voor kinderen. Handleiding. Amsterdam: Harcourt Test Publishers. Dekking, Y. M. (1983). sas-k: Sociale angstschaal voor kinderen. Handleiding. Amsterdam: Harcourt Test Publishers.
go back to reference Deković, M., Buist, K. L., & Reitz, E. (2004). Stability and changes in problem behavior during adolescence: Latent growth analysis. Journal of Youth and Adolescence, 33, 1-12. Deković, M., Buist, K. L., & Reitz, E. (2004). Stability and changes in problem behavior during adolescence: Latent growth analysis. Journal of Youth and Adolescence, 33, 1-12.
go back to reference Dishion, T. J., Bullock, B. M., & Granic, I. (2002). Pragmatism in modeling peer influence: Dynamics, outcomes, and change processes. Development and Psychopathology, 14, 969-981. Dishion, T. J., Bullock, B. M., & Granic, I. (2002). Pragmatism in modeling peer influence: Dynamics, outcomes, and change processes. Development and Psychopathology, 14, 969-981.
go back to reference Dishion, T. J., McCord, J., & Poulin, F. (1999). When intervention harm: Peer groups and problem behavior. American Psychologist, 54, 755-764. Dishion, T. J., McCord, J., & Poulin, F. (1999). When intervention harm: Peer groups and problem behavior. American Psychologist, 54, 755-764.
go back to reference Dishion, T. J., Poulin, F., & Burraston, B. (2001). 3-year iatrogenic effects associated with aggregating high-risk adolescents in cognitive-behavioral preventive interventions. Applied Developmental Science, 5, 214-224. Dishion, T. J., Poulin, F., & Burraston, B. (2001). 3-year iatrogenic effects associated with aggregating high-risk adolescents in cognitive-behavioral preventive interventions. Applied Developmental Science, 5, 214-224.
go back to reference Elliot, S. N., & Gresham, F. M. (1993). Social skills interventions for children. Behaviour Modification, 17, 287-313. Elliot, S. N., & Gresham, F. M. (1993). Social skills interventions for children. Behaviour Modification, 17, 287-313.
go back to reference Gifford-Smith, M., Dodge, K. A., Dishion, T. J., & McCord, J. (2005). Peer influence in children and adolescents: Crossing the bridge from developmental to intervention science. Journal of Abnormal Child Psychology, 33, 255-265. Gifford-Smith, M., Dodge, K. A., Dishion, T. J., & McCord, J. (2005). Peer influence in children and adolescents: Crossing the bridge from developmental to intervention science. Journal of Abnormal Child Psychology, 33, 255-265.
go back to reference Gresham, F. M. (1998). Social skill training: Should we raze, remodel, or rebuild? Behavioral Disorders, 24, 19-25. Gresham, F. M. (1998). Social skill training: Should we raze, remodel, or rebuild? Behavioral Disorders, 24, 19-25.
go back to reference Gresham F. M., Cook C. R., Crews S. D., & Kern, L. (2004). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders, 30, 32-46. Gresham F. M., Cook C. R., Crews S. D., & Kern, L. (2004). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders, 30, 32-46.
go back to reference Henricsson, L., & Rydell, A. M. (2006). Children with behavior problems: The influence of social competence and social relations on problem stability, school achievement, and peer acceptance across the first six years of school. Infant and Child Development, 15, 347-366. Henricsson, L., & Rydell, A. M. (2006). Children with behavior problems: The influence of social competence and social relations on problem stability, school achievement, and peer acceptance across the first six years of school. Infant and Child Development, 15, 347-366.
go back to reference Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children’s peer relationships: Longitudal prediction of internalizing and externalizing problems for middle to late childhood. Child Development, 61, 2004-2021. Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children’s peer relationships: Longitudal prediction of internalizing and externalizing problems for middle to late childhood. Child Development, 61, 2004-2021.
go back to reference Kavale, K. A., Mathur, S. R., Forness, S. R., Rutherford, R. B., & Quinn, M. M. (1997). Effectiveness of social skills training for students with behavior disorders: A meta-analysis. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (Vol. 11, pp. 1-26). Greenwich, ct: jai Press. Kavale, K. A., Mathur, S. R., Forness, S. R., Rutherford, R. B., & Quinn, M. M. (1997). Effectiveness of social skills training for students with behavior disorders: A meta-analysis. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (Vol. 11, pp. 1-26). Greenwich, ct: jai Press.
go back to reference Klima, T., & Repetti, R. L. (2008). Children’s peer relations and their psychological adjustment: Differences between close friendships and the larger peer group. Merrill-Palmer Quaterly, 54, 151-178. Klima, T., & Repetti, R. L. (2008). Children’s peer relations and their psychological adjustment: Differences between close friendships and the larger peer group. Merrill-Palmer Quaterly, 54, 151-178.
go back to reference Kwadijk, H. (2008). Kwalitatief onderzoek naar de effecten van het boek ‘Tips van kids voor kids’. (Master thesis.) Amsterdam: Universiteit van Amsterdam. Kwadijk, H. (2008). Kwalitatief onderzoek naar de effecten van het boek ‘Tips van kids voor kids’. (Master thesis.) Amsterdam: Universiteit van Amsterdam.
go back to reference Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child Development, 77, 833-846. Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child Development, 77, 833-846.
go back to reference Lansford, E. J., Criss, M. M., Pettit, G. S., Dodge, K. A., & Bates, J. E. (2003). Friendship quality, peer group affiliation, and peer antisocial behavior as moderators of the link between negative parenting and adolescent externalizing behavior. Journal of Research on Adolescence, 13, 161-184. Lansford, E. J., Criss, M. M., Pettit, G. S., Dodge, K. A., & Bates, J. E. (2003). Friendship quality, peer group affiliation, and peer antisocial behavior as moderators of the link between negative parenting and adolescent externalizing behavior. Journal of Research on Adolescence, 13, 161-184.
go back to reference Losel, F., & Beelmann, A. (2003). Effects of child skills training on preventing antisocial behavior: A systematic review of randomized evaluations. Annals of the American Academy of Political and Social Science, 587, 84-109. Losel, F., & Beelmann, A. (2003). Effects of child skills training on preventing antisocial behavior: A systematic review of randomized evaluations. Annals of the American Academy of Political and Social Science, 587, 84-109.
go back to reference Maag, J. W. (2005). Social skills training for youth with emotional and behavioral disorders and learning disabilities: Problems, conclusions, and suggestions. Exceptionality, 13, 155-172. Maag, J. W. (2005). Social skills training for youth with emotional and behavioral disorders and learning disabilities: Problems, conclusions, and suggestions. Exceptionality, 13, 155-172.
go back to reference Maag, J. W. (2006). Social skills training for students with emotional and behavioural disorders: A review of reviews. Behavioral Disorders, 32, 4-17. Maag, J. W. (2006). Social skills training for students with emotional and behavioural disorders: A review of reviews. Behavioral Disorders, 32, 4-17.
go back to reference Michalski, J. H., Mishna, F., Worthington, C., & Cummings, R. (2003). A multi-method impact evaluation of a therapeutic summer camp. Child and Adolescent Social Work Journal, 20, 53-76. Michalski, J. H., Mishna, F., Worthington, C., & Cummings, R. (2003). A multi-method impact evaluation of a therapeutic summer camp. Child and Adolescent Social Work Journal, 20, 53-76.
go back to reference Prins, P. (1995). Sociale vaardigheidstraining bij kinderen in de basisschoolleeftijd; programma’s,effectiviteit en indicatiestelling. In A. Collot d’ Escury-Koenigs, T. Engelen-Snaterse & E.Makaay-Cramer (Red.), Sociale vaardigheidstrainingen voor kinderen: indicaties, effecten en knelpunten (pp. 65-82). Lisse: Swets & Zeitlinger. Prins, P. (1995). Sociale vaardigheidstraining bij kinderen in de basisschoolleeftijd; programma’s,effectiviteit en indicatiestelling. In A. Collot d’ Escury-Koenigs, T. Engelen-Snaterse & E.Makaay-Cramer (Red.), Sociale vaardigheidstrainingen voor kinderen: indicaties, effecten en knelpunten (pp. 65-82). Lisse: Swets & Zeitlinger.
go back to reference Quinn, M. M., Kavale, K. A., Mathur, S. R., Rutherford, R. B., & Forness, S. R. (1999). A meta-analyses of social skills interventions for students with emotional or behavioral disorders. Journal of Emotional or Behavioral disorders, 7, 54-64. Quinn, M. M., Kavale, K. A., Mathur, S. R., Rutherford, R. B., & Forness, S. R. (1999). A meta-analyses of social skills interventions for students with emotional or behavioral disorders. Journal of Emotional or Behavioral disorders, 7, 54-64.
go back to reference Schneider, B. H. (1992). Didactic Methods for enhancing children’s peer relations: A quantative review. Clinical Psychology Review, 12, 363-382. Schneider, B. H. (1992). Didactic Methods for enhancing children’s peer relations: A quantative review. Clinical Psychology Review, 12, 363-382.
go back to reference Segrin, C. (1993). Social skills deficits and psychosocial problems: antecedent, concomitant, or consequent? Journal of Social and Clinical Psychology, 12, 336-353. Segrin, C. (1993). Social skills deficits and psychosocial problems: antecedent, concomitant, or consequent? Journal of Social and Clinical Psychology, 12, 336-353.
go back to reference Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8, 84-96. Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8, 84-96.
go back to reference Ten Dam, G. T. M., & Volman, M. M. L. (1999). Scholen voor sociale competentie. Lisse: Swets & Zeitlinger. Ten Dam, G. T. M., & Volman, M. M. L. (1999). Scholen voor sociale competentie. Lisse: Swets & Zeitlinger.
go back to reference Van Geldorp, G., Beerkens, E. H. M. C, Vanhees, W., Bruinsma, W., & Buttinger, E. C. R. (2008). Sterkamp en Maankamp: sociale vaardigheidstraining voor kinderen met internaliserende en externaliserende problemen. Amsterdam: Stichting De Ster. Van Geldorp, G., Beerkens, E. H. M. C, Vanhees, W., Bruinsma, W., & Buttinger, E. C. R. (2008). Sterkamp en Maankamp: sociale vaardigheidstraining voor kinderen met internaliserende en externaliserende problemen. Amsterdam: Stichting De Ster.
go back to reference Van Yperen, T. A., & Veerman, J. W. (Red.) (2008). Zicht op effectiviteit. Handboek voor praktijkgestuurd effectonderzoek onderzoek in de jeugdzorg. Delft: Eburon. Van Yperen, T. A., & Veerman, J. W. (Red.) (2008). Zicht op effectiviteit. Handboek voor praktijkgestuurd effectonderzoek onderzoek in de jeugdzorg. Delft: Eburon.
go back to reference Veerman, J. W., Straathof, M. A. E., Treffers, Ph. D. A., Van den Bergh, B. R. H., & Ten Brink, L. Y. (1997). Competentie beleving schaal voor kinderen (cbsk). Handleiding. Lisse: Swets & Zeitlinger. Veerman, J. W., Straathof, M. A. E., Treffers, Ph. D. A., Van den Bergh, B. R. H., & Ten Brink, L. Y. (1997). Competentie beleving schaal voor kinderen (cbsk). Handleiding. Lisse: Swets & Zeitlinger.
go back to reference Verhulst, F. C., Van der Ende, J., & Koot, H. M. (1996). Handleiding voor de cbcl/4-18. Rotterdam: Sophia Kinderziekenhuis/Erasmus mc. Verhulst, F. C., Van der Ende, J., & Koot, H. M. (1996). Handleiding voor de cbcl/4-18. Rotterdam: Sophia Kinderziekenhuis/Erasmus mc.
go back to reference Zeijl, E., Crone, M., Wiefferink, K., Keuzenkamp, S., & Reijneveld, M. (2005). Kinderen in Nederland Den Haag: scp/tno. Zeijl, E., Crone, M., Wiefferink, K., Keuzenkamp, S., & Reijneveld, M. (2005). Kinderen in Nederland Den Haag: scp/tno.
Metagegevens
Titel
Evaluatie van een groepsgerichte sociale-vaardigheidstraining voor kinderen met probleemgedrag
Auteurs
Prof. dr. Geert Jan Stams
Prof. dr. Maja Deković
Dr. Peter Prinzie
Drs. Lieve van Geldorp
Drs. Eveline Buttinger
Publicatiedatum
01-05-2010
Uitgeverij
Bohn Stafleu van Loghum
Gepubliceerd in
Kind en adolescent / Uitgave 2/2010
Print ISSN: 0167-2436
Elektronisch ISSN: 1876-5998
DOI
https://doi.org/10.1007/BF03089705