Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-13T01:50:54.627Z Has data issue: false hasContentIssue false
  • English
  • Français

Social Skills Training for Abused Girls: Interpersonal Skills Training for Sexually Abused Girls

Published online by Cambridge University Press:  06 October 2014

Mark D. Weist ,
Kathryn Vannatta ,
Kathleen K. Wayland  and
Chianti Y. Jackson
Mark D. Weist*
Affiliation:
Duke University Medical Center, and University of Maryland School of Medicine
Kathryn Vannatta
Affiliation:
Duke University Medical Center, and University of Maryland School of Medicine
Kathleen K. Wayland
Affiliation:
Duke University Medical Center, and University of Maryland School of Medicine
Chianti Y. Jackson
Affiliation:
Duke University Medical Center, and University of Maryland School of Medicine
*
University of Maryland School of Medicine, Department of Psychiatry, 645 West Redwood Street, Baltimore, Maryland, 21201-1549; (410) 328-3522

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Four sexually abused girls participated in a 12-session group training program focused on improving interpersonal problems identified by the girls' teachers. Prior to and following the intervention, the girls underwent role-play assessment of their behaviour in relevant social situations with peers and teachers, and completed a self-report measures of perceived self-concept. For two of the girls, teachers completed checklists of their behavioural functioning before and after the intervention. On the role-play measure, the girls showed improvement on all of the trained behaviours (with peers and teachers), and evidenced behavioural improvements on untrained (generalisation) scenes. In addition, the girls reported improvements in perceived academic competence, peer functioning, appearance, and global self-concept following the training program. The study provides an example of a behavioural skills-training approach to address interpersonal deficits that may be shown by sexually abused children.

Type
Research Article
Information
Behaviour Change , Volume 10 , Issue 4 , December 1993 , pp. 244 - 252
Copyright
Copyright © The Author(s) 1993

References

REFERENCES

Achenbach, T.M. (1991). Manual for the Teacher Report Form. Burlington, VT: University of Vermont Department of Psychiatry.Google Scholar
Bandura, M. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Berman, P. (1990). Group therapy techniques for sexually abused preteen girls. Child Welfare, 69, 239–252.Google Scholar
Bornstein, M., Bellake, A., & Hersen, M. (1977). Social skills training for unassertive children: A multiple baseline analysis. Journal of Applied Behaviour Analysis, 5, 443–454.Google Scholar
Curran, J.P. (1978). Comments on Bellake, Herse, and Turner's paper on the validity of role-play tests. Behaviour Therapy, 9, 462–468.Google Scholar
Fatout, M.F. (1990). Aggression: A characteristic of physically abused latency-age children. Child and Adolescent Social Work Journal, 7, 365–376.CrossRefGoogle Scholar
Finkelhor, D. (1986). A source book on child sexual abuse. Beverly Hills, CA: Sage.Google Scholar
Finkelhor, D., & Brown, A. (1985). The traumatic impact of child sexual abuse: A conceptualization. American Journal of Orthopsychiatry, 55, 530–541.Google Scholar
Gelinas, D.J. (1983). The persisting negative effects of incest. Psychiatry, 46, 312–332.CrossRefGoogle ScholarPubMed
Harter, S. (1982). The Perceived Competence Scale for Children. Child Development, 53, 87–97.CrossRefGoogle Scholar
Kolko, D.J. (1986). Social-cognitive skills training with a sexually abused and abusive child psychiatric inpatient: Training, generalisation and follow-up. Journal of Family Violence, 1, 149–165.Google Scholar
Lubell, D., & Soong, W. (1982). Group therapy with sexually abused adolescents. Canadian Journal of Psychiatry, 27, 311–315.CrossRefGoogle ScholarPubMed
Nelki, J.S., & Watters, J. (1989). A group for sexually abused young children: Unravelling the web. Child Abuse and Neglect, 13, 369–377.Google Scholar
Schact, A.J., Kerlinsky, D., & Carlson, C. (1990). Group therapy with sexually abused boys: Leadership, projective identification, and countertransference issues. International Journal of Group Psychotherapy, 40, 401–417.Google Scholar
Sirles, E.A., Walsma, J., Lytle-Barnaby, R., & Lander, L.C. (1988). Group therapy techniques for work with child sexual abuse victims. Social Work with Groups, 11, 67–78.Google Scholar
Stokes, T.F., & Baer, D.M. (1977). An implicit technology of generalisation. Journal of Applied Behaviour Analysis, 10, 349–367.Google Scholar
Vargo, B., Slavrakaki, C., Ellis, J., & Williams, E. (1988). Child sexual abuse: Its impact and treatment. Canadian Journal of Psychiatry, 33, 468–473.Google Scholar
Weist, M.D., Borden, M.C., Finney, J.W., & Ollendick, T.H. (1991). Social skills for children: Training empirically derived target behaviours. Behaviour Change, 8, 174–182.Google Scholar
Weist, M.D., & Ollendick, T.H. (1991). Toward empirically valid target selection with children: The case of assertiveness. Behaviour Modification, 15, 213–227.Google Scholar
Weist, M.D., Ollendick, T.H., & Finney, J.W. (1991). Toward the empirical validation of treatment targets in children. Clinical Psychology Review, 11, 515–538.Google Scholar
Wolf, M.M. (1978). Social validity: The case for subjective measurement or how applied behaviour analysis is finding its heart. Journal of Applied Behaviour Analysis, 11, 203–214.Google Scholar
Wolfe, V., & Wolfe, D. (1988). The sexually abused child. In Mash, E.J. & Terdal, L.G. (Eds.), Behavioral assessment of childhood disorders (2nd ed., pp. 670–714). New York: Guilford.Google Scholar