Developmentally Sensitive Implementation of Core Elements of Evidence-Based Treatments: Practical Strategies for Youth With Internalizing Disorders

MANY TREATMENT APPROACHES for psychological disorders among children and adolescents are downward extensions of adult treatment models. According to Barrett (2000), when treatments for childhood disorders are based on cognitive behavioral models of adult disorders, clinicians may make inaccurate assumptions, such as viewing children as “little adults,” thereby failing to adjust treatment terminology for children and ignoring contextual factors such as families and peers. Subscribing to adult models may also result in a lack of awareness of research findings in the field of developmental psychology (e.g., cognitive abilities, social skills, emotion regulation) and, consequently, implementation of treatment strategies in a similar manner across levels of development (e.g., assuming all children possess the same level of meta-cognitive skills). As Kingery and colleagues (2006) emphasize, simply utilizing a treatment that has been developed for youth is not sufficient. Particularly when implementing manual-based CBT for youth with internalizing disorders, clinicians must be knowledgeable, creative, and flexible, taking each child’s individual cognitive, social, and emotional skills into consideration to provide the most developmentally appropriate intervention

New directions in the application of social-skills interventions with adolescents: Introduction to the special section

The importance of competent social interactions for adolescent adjustment and successful functioning at home, school, work, and social settings has been well documented (cf. Hansen, Giacoletti, & Nangle, 1995; Kelly & Hansen, 1987; Peterson & Hamburg, 1986). Within a developmental context marked by transitions, establishing and maintaining competent social interactions can be particularly challenging for adolescents. Fundamental developmental changes, including the onset of puberty, the emergence of more advanced cognitive and verbal abilities, and the transition into new roles in society, significantly alter social interactions (Bierman & Montminy, 1993; Hansen et al., 1995). These interactions become increasingly complicated and adult-like, as the peer group becomes larger and more complex, more time is spent with peers, and interactions with opposite-sex peers increase (Csikszentmihaly, & Larson, 1984; Peterson & Hamburg, 1986). The risks associated with not adapting to the ever changing social environment are many. Social-skills deficits and peer rejection are associated with a number of negative outcomes, including mental health problems, behavior problems, delinquency, substance abuse, sexual offending, loneliness, high-risk sexual behavior, and academic and vocational difficulties (Hansen et al., 1995; Kupersmidt & Coie, 1990; Parker & Asher, 1987). The negative outcomes associated with social interaction problems during childhood and adolescence have led to a great deal of research on the remediation of social-skills deficits. Despite the unique social challenges of adolescence, however, most of this research has focused on young children and preadolescents (Elliot & Gresham, 1993; Hansen et al., 1995).This Special Section of Education and Treatment of Children calls needed attention to the social interaction problems of adolescents. The four articles comprising this section address the current promise, as well the many challenges, of conducting social-skills interventions with this population. Each invited contribution describes exciting new directions in research and clinical applications. The impetus for this issue was a symposium presented at the annual conference of the Association for Advancement of Behavior Therapy (Nangle, 1994). The value of the information covered in the symposium was such that we felt the opportunity to publish the papers together in a Special Section was ideal

Adolescent heterosocial competence revisited: Implications of an expanded conceptualization for the prevention of high-risk sexual interactions

The current HIV/AIDS epidemic has revitalized interest in adolescent sexual behavior and led to exciting new lines of prevention research. Researchers have concluded that awareness of the risks associated with high-risk sexual behavior alone is not enough to change the behavior of adolescents. Cognitive behavioral skills interventions that directly teach adolescents new skills are now widely recommended as components of prevention efforts. Although social-skills training has often been included as a component of such interventions, we actually know little about how social skills and adolescent sexual behavior are related. This paper provides a conceptual framework based on social-learning theory for understanding the relations between social skills, high-risk sexual behavior, and many of the problems associated with adolescent sexual activity. The paper concludes with a call for renewed interest in heterosocial skills research and outlines possible directions for future investigation

Bringing Evidence-Based Child Mental Health Services to the Schools: General Issues and Specific Populations

Epidemiological research indicates a high prevalence of psychiatric disorders among children and adolescents. Approximately 21% of children and adolescents, ages 9 to 17, have a diagnosable psychiatric disorder (Costello et al., 1996; Shaffer et al., 1996; U.S. Public Health Service, 2000), and additional youngsters experience social and emotional difficulties that do not meet symptom criteria for a disorder but cause considerable distress and impairment in functioning. Unfortunately, there is a significant gap between the many youth who are in need of treatment and those who actually receive menfal health care (Burns et al., 1995; Leaf et al., 1996). According to the Surgeon General’s 1999 report on mental health, 6 to 9 million youngsters with emotional problems are not receiving the help they require (U. S. Department of Health and Human Services, 1999). The failure to provide treatment to youth represents a major public health concern (U.S. Public Health Service, 2000)

Enhancing the effectiveness of social skills interventions with adolescents

Competent social interactions are clearly necessary for adjustment and successful functioning in society. The many developmental events and changing social expectations that occur during adolescence can make it particularly challenging for youth to establish and maintain competent social interactions. Research on social skills training with adolescents began in the mid-tolate 1970’s and it has improved much over the years. The research has gradually moved beyond a focus on basic skill assessment and acquisition in clinical settings toward techniques designed to assess and promote generalization and maintenance of an effective interpersonal repertoire in real world settings and situations. This article discusses major advances and issues in social skills research with adolescents, including efforts to facilitate treatment adherence, social validity, and generalization of interventions. Directions for further improvement of our social skills intervention technology are discussed

Practitioner s guide to empirically based measures of social skills/ Edit.: Douglas W. Nangle (et.al)

xxii, p. 538.; 26 c

THE EFFECTS OF SOCIAL ANXIETY ON THE DEVELOPMENT OF ROMANTIC RELATIONSHIPS IN ADOLESCENCE

The present study sought to investigate the ways in which social anxiety impedes the development of romantic relationships across adolescence. Previous research has demonstrated a natural progression for romantic associations during adolescence in which teens transition from same- to mixed-sex peer groups, and finally to dyadic relationships with romantic partners (Connolly, Furman, Konarski, 2000; Dunphy, 1963). This model of development was the basis for the present investigation. Social anxiety was examined in terms of how it impacted affiliations at the same- and mixed sex peer group levels, and ultimately the formation of romantic relationships. This project involved administering a series of questionnaires and rating scales to students enrolled in the 9 th through \2 l grades. Participants included 457 adolescents (196 males, 261 females) recruited from public high schools in the state of Maine. The questionnaires assessed social anxiety, peer acceptance, heterosocial competence, gender composition of adolescent peer networks, dating history, and relationship quality with significant others in the adolescent's life. Higher levels of social anxiety were expectedto be associated with impairment at each of these three levels. Given the propose

Role of Friendship in Psychological Adjustment

This issue examines the specific role children\u27s experience of friendship plays in their psychological adjustment, and shedding light on the neglected area of peer relations research. The authors discuss the theory and empirical work connecting friendship and adjustment that provides a firm foundation for peer relations research. The authors present the results of an eighteen-year study addressing the question of whether acceptance and friendship are unique or redundant predictors of adult adjustment and well-being. They address the peer relationship difficulties experienced by children suffering from attention deficit/hyperactivity disorder; and they examine the potential iatrogenic consequences in the treatment of groups targeting antisocial youth. This volume also offers an informative and provocative essay tracing the conceptual and historical foundations of research and discussing the recent rise of interest in the peer system.https://digitalcommons.library.umaine.edu/fac_monographs/1194/thumbnail.jp

Developmentally Sensitive Implementation of Core Elements of Evidence-Based Treatments: Practical Strategies for Youth With Internalizing Disorders

MANY TREATMENT APPROACHES for psychological disorders among children and adolescents are downward extensions of adult treatment models. According to Barrett (2000), when treatments for childhood disorders are based on cognitive behavioral models of adult disorders, clinicians may make inaccurate assumptions, such as viewing children as “little adults,” thereby failing to adjust treatment terminology for children and ignoring contextual factors such as families and peers. Subscribing to adult models may also result in a lack of awareness of research findings in the field of developmental psychology (e.g., cognitive abilities, social skills, emotion regulation) and, consequently, implementation of treatment strategies in a similar manner across levels of development (e.g., assuming all children possess the same level of meta-cognitive skills). As Kingery and colleagues (2006) emphasize, simply utilizing a treatment that has been developed for youth is not sufficient. Particularly when implementing manual-based CBT for youth with internalizing disorders, clinicians must be knowledgeable, creative, and flexible, taking each child’s individual cognitive, social, and emotional skills into consideration to provide the most developmentally appropriate intervention

Treating Internalizing Disorders in Children and Adolescents: Core Techniques and Strategies

Identifying 13 core techniques and strategies that cut across all available evidence-based treatments for child and adolescent mood and anxiety disorders, this book provides theoretical rationales, step-by-step implementation guidelines, and rich clinical examples. Therapists can flexibly draw from these elements to tailor interventions to specific clients, or can use the book as an instructive companion to any treatment manual. Coverage includes exposure tasks, cognitive strategies, problem solving, modeling, relaxation, psychoeducation, social skills training, praise and rewards, activity scheduling, self-monitoring, goal setting, homework, and maintenance and relapse prevention.https://digitalcommons.library.umaine.edu/fac_monographs/1288/thumbnail.jp