Social Skills Training as a Treatment for Aggressive Children and Adolescents: A Developmental--Clinical Integration

• NCJ Number: 194541
• Journal: Aggression and Violent Behavior Volume: 7 Issue: 2 Dated: March-April 2002 Pages: 169-199
• Author(s): Douglas W. Nangle; Cynthia A. Erdley; Erika M. Carpenter; Julie E. Newman
• Date Published: 2002
• Length: 30 pages
• Publication Format: Article
• Publication Type: Literature Review
• Language: English
• Country: United States of America

Annotation

This article evaluates literature regarding the developmental-clinical perspective of social skills training (SST) for aggressive children and adolescents.

Abstract

The intervention studies were grouped broadly and discussed as follows: SST, cognitive-behavioral skills training, and multicomponent cognitive-behavioral skills training. Key developmental findings and clinical implications were reviewed for factors such as age, gender, race, and the identification of intervention samples. Also included were two areas of developmental inquiry, social cognition and peer group influences, selected on the basis of their potential clinical impact. The literature offers an impressive array of effective treatments for aggressive children and adolescents. These interventions are not only capable of ameliorating aggression but building prosocial skills repertoires. Efforts to incorporate developmental findings and principles within this literature fell short. Even the most fundamental developmental considerations were frequently overlooked. Developmental level often appeared to play no role in the selection of treatment samples or approaches. Samples commonly included participants ranging from early elementary school-aged children to young adolescents and approaches requiring more advanced cognitive skills were used with preschoolers. Potential racial and gender differences have also been neglected. Samples with different genders and races commonly received identical treatment approaches. Not a single study was uncovered that examined gender and/or race as mediators of treatment outcome. The review did unveil a number of noteworthy integration efforts. Some researchers used age in determining samples and treatment approaches. Developmental findings were also used in the selection of target behaviors. Several interventions included active efforts to target peer group responsivity. Fast Track, a new intervention program targeting young children at risk for long-term anti-social behavior, served as a model for future developmental--clinical intervention efforts. Preliminary evaluation of the program evidenced more positive peer relations and decreases in aggressive behavior after the first year of implementation. 3 tables, 109 references