Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-29T19:01:58.230Z Has data issue: false hasContentIssue false
  • English
  • Français

The importance of setting and measuring individual treatment goals for adolescents learning improved prosocial behaviour

Published online by Cambridge University Press:  12 February 2016

Alan Ralph
Alan Ralph*
Affiliation:
Murdoch University
*
Department of Psychology and Sociology, James Cook University, TOWNSVILLE QLD 4811
Get access

Extract

This paper describes a structured problem-solving approach for successfully engaging adolescents having difficulties with social interactions. Counselling is conducted on a 1-to-1 basis and aimed at increasing verbal problem-solving behaviour, such as setting relevant goals and identifying behaviour likely to result in increased, pleasurable contact with peers, consistent with the attainment of the selected goals. In addition to a number of self-report questionnaire measures, a diary was designed to monitor changes in peer interactions. Individual progress data are presented for 3 adolescents who participated in a 10-week program designed to assist them to develop improved prosocial behaviour with their peers. The data illustrate the importance of accurately determining precise goals for each adolescent and developing a collaborative approach between counsellor and adolescent to ensure that these goals accurately reflect the wishes and needs of the adolescent.

Type
Research Article
Information
Journal of Psychologists and Counsellors in Schools , Volume 6 , Issue S1: ‘Teaching Prosocial Behaviour to Adolescents’ a Special Edition of the Australian Journal of" Guidance and Counselling , May 1996 , pp. 77 - 88
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barrera, M. & Garrison-Jones, C. (1992). Family and peer social support as specific correlates of adolescent depressive symptoms. Journal of Abnormal Child Psychology, 20, 1–16.CrossRefGoogle ScholarPubMed
D'Zurilla, T. & Goldfried, M. (1971). Problem solving and behaviour modification. Journal of Abnormal Psychology, 78, 107–126.CrossRefGoogle Scholar
D'Zurilla, T. & Nezu, A. (1982). Social problem solving in adults. In Kendall, P.C. (Ed.), Advances in cognitive-behavioural research and therapy, 1, New York: Academic Press.Google Scholar
Gilbert, P. (1991). Depression: New books and conceptualisations of an old problem. British Journal of Psychology, 82, 119–120.CrossRefGoogle ScholarPubMed
Guevremont, D.C. & Foster, S.L. (1993). Impact of social problem-solving training on aggressive boys: Skill acquisition, behaviour change, and generalisation. Journal of Abnormal Child Psychology, 21, 13–27.CrossRefGoogle Scholar
Kazdin, A.E., Esveldt-Dawson, K., French, N.H. & Unis, A.S. (1987). Problem-solving skills training and relationship therapy in the treatment of antisocial child behaviour. Journal of Consulting and Clinical Psychology, 55, 76–85.CrossRefGoogle Scholar
Park, H. & Gaylord-Ross, R. (1989). A problem-solving approach to social skills training in employment settings with mentally retarded youth. Journal of Applied Behaviour Analysis, 22, 373–380.CrossRefGoogle ScholarPubMed
Ralph, A. (1990). Social problem-solving: Why doesn't it work? The Australian Educational and Developmental Psychologist, 7, 5–10.CrossRefGoogle Scholar
Ralph, A. & Birnbrauer, J.S. (1986). The potential of correspondence training for facilitating generalisation of social skills. Applied Research in Mental Retardation, 7, 415–429.Google ScholarPubMed
Ralph, A., Hogan, S., & Rudge, J. (Submitted for publication). Reliability and validity of the Social Problem-Solving Inventory with adolescents.Google Scholar
Ralph, A., Merralls, L., Hart, L., Porter, J.S., & Tan Su-Neo, A. (1995). Peer interactions, self-concept, locus of control, and avoidance of social situations of early adolescents. Australian Journal of Psychology, 47, 110–118.CrossRefGoogle Scholar
Ralph, A., Spano, A., Whitely, H., Strong, L., Parker, M., & Pailthorpe, W.K. (1991). Social training for adolescents: Making positive steps. Behaviour Change, 8, 183–192.CrossRefGoogle Scholar
Ralph, A., Williams, C., & Campisi, A. (Submitted for publication). Measuring peer interactions using the Adolescent Peer Interaction Profile.Google Scholar
Vitaro, F., & Pelletier, D. (1991). Assessment of children's social problem-solving skills in hypothetical and actual conflict situations. Journal of Abnormal Child Psychology, 19, 505–517.CrossRefGoogle ScholarPubMed
Weissberg, R.P., Gesten, E.L., Rapkin, B.D., Cowen, E.L., Davidson, E., de Apodaca, R.F., & McKim, B.J. (1981). Evaluation of a social problem-solving training program for suburban and inner-city third-grade children. Journal of Consulting and Clinical Psychology, 49, 489–498.CrossRefGoogle Scholar