Social_Skills_and_Behavioral_Counselling_1716365824.pdf

Social skills and behavioral counselling

1. SEMINAR ON
SOCIAL SKILLS TRAINING & BEHAVIOURAL COUNSELLING
PALAK PANDEY
CLINICAL PSYCHOLOGIST
2023-24

2. SOCIAL SKILLS TRAINING
•Meaning
What is social skills
training?
•History & models on Social Skill
Training by bellack
History, models &
components of SST
•Meaning, steps involved, indications
and contra-indications
Types of skills

3. WHAT IS SOCIAL SKILLS TRAINING?
Socialskillstraininginvolvesaprocessinwhichtheindividualimplementsasetofgoal-
directed,interrelated,situationallyappropriatesocialbehaviours,whicharelearned
andcontrolled.
•AcentralpremiseofSSTisappliedonthoseindividualswhofailtoacquireorhavelost
theabilitytoperformcertainsocialskills
•Socialskillsarebasedonclassicalconditioning(Pavlov1906),operantconditioning
(B.F.Skinner1938)andobservationallearning(Bandura,1961).Andaretheprime
principlesformostsocialskillsinterventions.
Christopher Campbell , & David J. Hansen (2010). Social Skills and Psychological Assessment. In Douglas W.
Nangle (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99-245). Springer.

4. HISTORY OF SOCIAL SKILLS TRAINING
•Salter (1949) engaged individuals in role-plays to facilitate self-expression and to help
overcome symptoms such as depression and anxiety
•Bandura's (1969) work on observational learning led to the formal inclusion of role
modeling as a critical ingredient in social skills training
•By the 1970s, the critical ingredients of social skills and problem-solving training had
begun to be packaged, and research was underway evaluating the effects of skills training
on clinical populations
•Skills training are widely applied with nonclinical populations as well, such as in work with
maritally distressed couples (Gottman & Rushe, 1995), training parenting skills (Forehand &
McMahon, 1981), and teaching employment skills (Berg, Wacker, & Flynn, 1990)
Christopher Campbell , & David J. Hansen (2010). Social Skills and Psychological Assessment. In Douglas W.
Nangle (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99-245). Springer.

5. MODEL OF SOCIAL SKILLS TRAINING
SOCIAL and PROBLEM
SOLVING SKILLS
SOCIAL COMPETENCE
and SOCIAL ADJUSTMENT
SOCIAL SKILLS
MODEL by Bellack
•Social competence requires the integration of a set of component behaviors
•Impairments in component skills contribute to poor social competence
•Social skills are learned or are learnable
•Deficits in social and problem-solving skills can be rectified by skills training
Alan S. Bellack, Michel Hersen (2001). Comprehensive Clinical Psychology. Elsevier Science Ltd.

6. COMPONENTS OF SOCIAL SKILLS
(DURING 1970)
SPECIFIC BEHAVIOURS VERBAL CONTENT
Alan S. Bellack, Michel Hersen (2001). Comprehensive Clinical Psychology. Elsevier Science Ltd.

7. COMPONENTS OF SOCIAL SKILLS
TRIPARTITE TYPOLOGY DURING 1980
SOCIAL PERCEPTION COGNITIVE SKILLS BEHAVIOURAL SKILLS
Bellack A., Hersen M.(2001). Comprehensive Clinical Psychology. Elsevier Science Ltd.

8. COMPONENTS OF SOCIAL SKILLS
NON – VERBAL
BEHAVIORS
PARALINGUISTIC
SKILLS
VERBAL CONTENT
INTERACTIVE
BALANCE
Alan S. Bellack, Michel Hersen (2001). Comprehensive Clinical Psychology. Elsevier Science Ltd.

9. TECHNIQUES INVOLVED IN SST
MODELING
•Based on
Bandura’s work
•5 basic
functions
REINFORCEMENT
& FEEDBACK
•To encourage
•To draw attention
on component
skills
•Feedback –to
compare and
evaluate one’s
own performance
SHAPING
•Breaking down
complex
behaviour
•Refinement of
skills
GENERALIZATION
•Transfer a
skill learned
in one setting
to another
setting
Christopher Campbell , & David J. Hansen (2010). Social Skills and Psychological Assessment. In Douglas W.
Nangle (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99-245). Springer.

10. ❖Establishing rationale for the skill
❖Discussing steps of the skill
❖Model the skill in role play
❖Review the role-play with patient
❖Engage a patient/client in role-play of the same situation
❖Provide positive feedback
❖Provide corrective feedback
❖Engage patient/client in another role-play of the same situation

❖Provide additional feedback
❖Assign homework
Steps of Social Skills Training
Alan S. Bellack, Michel Hersen (2001). Comprehensive Clinical
Psychology. Elsevier Science Ltd.

11. COMMUNICATION SKILLS
According to Holmes et al. (1984) and Kelly (1982) Communication skills are necessary
to initiate and maintain mutually reinforcing dialogues between two (or more) people
and for developing and maintaining close interpersonal relationships
Communication skills
Christopher Campbell , & David J. Hansen (2010). Social Skills and Psychological Assessment. In Douglas W.
Nangle (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99-245). Springer.

12. INDICATIONS FOR COMMUNICATION SKILL TRAINING
•Avoiding eye contact
•Interrupting
•Distractive
•Making assumptions
•Unengaged body language

13. RESEARCH ON COMMUNICATION SKILLS
S.
No
Researcher and
Year
Title Method used Result
1Shukla S., Miller T.,
Kevin J. (2010)
Evaluating the
Effectiveness of video
Instruction on Social
and Communication
Skills Training for
Children With Autism
Spectrum Disorders:
A review of the
Literature
video modeling, video
feedback
VM enhanced the
acquisition of target skills
that generalized across
peers and maintained at
follow-up.

14. PROBLEM – SOLVING
• Problem-solving is the act of defining a problem; determining the cause of the
problem; identifying, prioritizing, and selecting alternatives for a solution; and
implementing a solution.
• Problem-solving training aims to teach a process for approaching problems and
achieving goals
Christopher Campbell , & David J. Hansen (2010). Social Skills and Psychological Assessment. In Douglas W.
Nangle (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99-245). Springer.

15. PROBLEM – SOLVING STEPS
DEFINE THE PROBLEM
GENERATE POSSIBLE SOLUTIONS
EVALUATE THE SOLUTIONS
SELECT THE BEST SOLUTION
PLAN ON HOW TO IMPLEMENT
SOLUTION
REVIEW PROBLEM SOLVING PLAN
Alan S. Bellack, Michel
Hersen (2001).
Comprehensive Clinical
Psychology. Elsevier Science
Ltd.

16. INDICATIONS FOR PROBLEM-SOLVING
•Inability to decide the course of an action
•Difficulty in analyzing possible solutions
•Difficulty in implementing plans

17. CONTRA-INDICATIONS FOR PROBLEM -SOLVING
S. No. Researcher
and Year
Title of the paper Methodology
used
Result
1. Chiara et al.
(2003)
Selective Spatial
Working Memory
Impairment in a Group
of Children With
Mathematics Learning
Disabilities and Poor
Problem-Solving Skills
Post hoc analysis children with severe
MLD failed in spatial
working memory
(WM) tasks and
problem-solving when
compared with
children with low
mathematical
achievement and
Typical development

18. CONTRA - INDICATIONS FOR PROBLEM-SOLVING
S. No. Researcher
and Year
Title of the paper Methodology
used
Result
2. Butters et al.
(2000)
Memory disorders
associated with
Huntington’s disease:
Verbal recall, verbal
recognition, procedural
memory and problem-
solving
Hypothesis testing Huntington’s disease
patients' proposed
deficit in skill learning
and problem-solving

19. RESEARCH ON PROBLEM -SOLVING SKILL
S.
No
Researcher and
Year
Title Method used Result
3Larson. (2021) The Use of Problem-
Solving Skills
Training to aiming to
Treat Disruptive
Behavior in Schools
Pre and post-
intervention using
strength & difficulties
questionnaire. PSST
program is a cognitive-
behavioral-based
intervention for
children. Repeated
measures ANOVA was
done
This study found that
school-based
implementation of
cognitive behavioral
therapy (CBT) with
problem solving
psychoeducation,
specifically the use of an
adapted Problem Solving
Skills Training
intervention (PSST), was
effective in decreasing
disruptive behaviors for
youth in schools

20. DECISION MAKING
• Process of selecting one course of action from several alternative actions
•Based on judgment and action

21. DECISION MAKING STEPS
IDENTIFY THE GOALS
GATHERING INFORMATION
IDENTIFYING ALTERNATIVES
WEIGH THE EVIDENCE
CHOOSE AMONG ALTERNATIVES
TAKE ACTION

22. INDICATIONS OF DECISION MAKING
•Confusion
•Faced with a challenge
•To achieve a goal

23. ANGER MANAGEMENT
•Anger management helps people with high levels of aggression learn how to
manage, control and help express their emotions in appropriate ways
•It can help aggressors become more aware of their emotions and to show
reactions that are appropriate in different situations
•The purpose of anger management is to help a person decrease anger. It
reduces theemotionaland physical arousal that anger can cause.
Christopher Campbell , & David J. Hansen (2010). Social Skills and Psychological Assessment. In Douglas W.
Nangle (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99-245). Springer.

24. ANGER MANAGEMENT
Stage of cognitive
preparedness
Stage of skills
acquisition
The stage of applied
education
Novaco’s Anger Management method
Christopher Campbell , & David J. Hansen (2010). Social Skills and Psychological Assessment. In Douglas W.
Nangle (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99-245). Springer.

25. INDICATIONS FOR ANGER MANAGEMENT
•Physical cues – Increased heart rate, tightness in the chest, or feeling of hot or
flushed
•Behavioural cues – clenching of the fist, pacing back and forth, raising voice,
slamming a door, etc.
•Emotional cues – feelings occurring along with anger: abandoned, afraid,
discounted, disrespected, guilty, humiliated, impatient, insecure, jealous, or rejected.
•Cognitive cues – thoughts occurring during the anger-related event: interpret the
actions of others as demeaning, humiliating, or controlling
Christopher Campbell , & David J. Hansen (2010). Social Skills and Psychological Assessment. In Douglas W.
Nangle (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99-245). Springer.

26. CONTRA - INDICATIONS FOR ANGER MANAGEMENT
•People who do not recognize they have anger issues
•Anger Management becomes difficult when unavoidable stressors are present in
family
Christopher Campbell , & David J. Hansen (2010). Social Skills and Psychological Assessment. In Douglas W.
Nangle (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99-245). Springer.

27. CONFLICT MANAGEMENT
• Conflict is defined as a difference in opinion or some kind of disagreement
between two or more parties
•Aim of conflict management is to strike a balance between resolving the conflict
to find the decision and maintaining the emotional well-being of the people
involved
Christopher Campbell , & David J. Hansen (2010). Social Skills and Psychological Assessment. In Douglas W.
Nangle (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99-245). Springer.

28. TYPES OF CONFLICT MANAGEMENT
MODEL BY - THOMAS-KILMANN(1974)
COLLABORATING /
CONFRONTING
COMPROMISING /
RECONCILING
WITHDRAWING /
AVOIDING
FORCING /
COMPETING
ACCOMODATING

29. INDICATIONS FOR CONFLICT MANAGEMENT
•Disagreements
•Strong statement desires
•Non-compliance
•Misunderstandings

30. RESEARCH ON CONFLICT RESOLUTION SKILL
S.
No
Researcher and
Year
Title Method used Result
1Tavakoli F., Zahrani
H.K., Masoumeh S.
(2017)
The Impact of
Behavior Therapy on
Interpersonal Conflict
Resolution in Patients
with Coronary Heart
Disease
conflict resolution
questionnaire (CRQ)
multivariate analysis of
covariance
(MANCOVA)
Behavior therapy
intervention can
positively affect
interpersonal conflict
resolution in patients with
coronary heart disease.

31. BIBLIOTHERAPY
•Karen L. Parker (2005) defined Bibliotherapy as the process of reading books with
a therapeutic intent, which is an effective means to implement character
education within curriculum and to resolve emotional problems
•Sridhar (2000) gave three basic elements of Bibliotherapy –
1.Identification
2.Involvement
3.Insight

32. INDICATIONS FOR BIBLIOTHERAPY
•Lack of insight
•Low self-esteem
•Trauma or grief related challenges
•Breaking a habit

33. CONTRA- INDICATION FOR BIBLIOTHERAPY
•Limited Intellectual ability
•Is unable to distinguish reality from fantasy
•Who does not like to read

34. RESEARCH ON PROBLEM -SOLVING SKILL
S.
No
Researcher and
Year
Title Method used Result
1Naylor et al. (2010)Bibliotherapy as a
Treatment for
Depression in
Primary Care
Experiment
self-help book,Feeling
Good(Burns, D. D.
(1999).
Study provided empirical
evidence that a
behavioral prescription
forFeeling Goodmay be
as effective as standard
care

35. RECORD KEEPING
•Record-keeping is recording selected useful information, usually focused for a
specific purpose (for ex. To assess one’s own thoughts)
•It is a record of events, thoughts, feelings and emotions or past experiences
•Useful for avoidant personality disorder, if there is presence of distortions in
thinking
Christopher Campbell , & David J. Hansen (2010). Social Skills and Psychological Assessment. In Douglas W.
Nangle (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99-245). Springer.

36. REFERENCES
•Albano, A. M., Marten, P. A., Holt, C. S., Heimberg, R. G., & Barlow, D. H. (1995). Cognitive-behavioral
group treatment for social phobia in adolescents: A preliminary study. Journal of Nervous and Mental
Disease, 183, 649–656.
•Alvarez, J., Cotler, S., & Jason, L. A. (1984). Developing a problem-solving program in an elementary
school setting. Education, 104, 281–286.
•Antshel, K. M., & Remer, R. (2003). Social skills training in children with attention deficit hyperactivity
disorder: A randomized-controlled clinical trial. Journal of Clinical Child and Adolescent Psychology,
32, 153–165.
• Asher, S. R., & Renshaw, P. D. (1981). Children without friends: Social knowledge and social skill training.
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• Beach, S. R., Arias, I., & O'Leary, K. D. (1986). The relationship of marital satisfaction and social support
to depressive symptomatology. Journal of Psychopathology and Behavioral Assessment, 8, 305±316.

37. REFERENCES
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treatment. New York: Guilford Press.
•Bebbington, P. (1987). Marital status and depression: A study of English national admission statistics. Acta
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•Billings, A. G., & Moos, R. H. (1983). Psychosocial processes of recovery among alcoholics and their families:
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personality and environmental precursors. Child Development, 59, 336±355.

38. REFERENCES
•Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
•Barkley, R. A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.).
New York: Guilford.
•Barkley, R. A., Edwards, G., Laneri, M., Fletcher, K., & Metevia, L. (2001). The efficacy of problem-solving
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•Bourke, M. L., & Van Hasselt, V. B. (2001). Social problem solving skills for incarcerated offenders: A treatment
manual. Behavior Modification, 25, 163–188

39. REFERENCES
•Butler, M. H., & Wampler, K. S. (1999). A meta-analytic update of research on the couple communication
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40. REFERENCES
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41. BEHAVIOURAL COUNSELLING
•By Sunil Krishnan Stages of Behavioural
counselling
Intervention
•of behavioural counselling Potential Limitations
•Based on counselling and techniques Research Papers
•Behavioural Modification techniques

42. STAGES OF BEHAVIOURAL COUNSELLING
Stage – 1
Initial
Disclosure
Stage – 2
Exploration
Stage – 3
Commitment to
action
Sunil Krishnan (2015)

43. INTERVENTION TECHNIQUES USED IN BEHAVIOURAL
COUNSELLING
Behaviour modification uses different techniques to modify a person’s behaviour.
•Acting as if
•Activity scheduling
•Behavioral rehearsal
•Expressive and creative activities
•Modeling
•Reinforcements
•Relaxation
•Skills training

44. APPLICATION FOR BEHAVIOURAL COUNSELLING
•Substance use
•Diabetes
•Cancer patients
•Cardio-vascular patients
•Conduct disorder
(Shaffer, 2006)

45. POTENTIAL LIMITATIONS OF BEHAVIOURAL COUNSELLING
•Focuses only on current situation or problems
•Not focused on emotional responses
•Link of past experiences on present is not known
•May seem to be cold and mechanical approach
(Gladding, 1996)

46. RESEARCH STUDIES ON BEHAVIOURAL INTERVENTION
S.
No
Researcher and year Title of the Paper Methods used Result
2. Dennis N. (2009) Behavior
Modification of
Aggressive Children
in Child
Welfare:Evaluation
of a Combined
Intervention
Program
Pre-test–post-test
control group
design. Parent and
teacher rating
scale was used.
Children
participating in child
welfare and TAC to
show a stronger
decline in social and
conduct problems as
well as a clearer
increase in prosocial
behavior. Results
confirm that the TAC
can enhance effects
of a child welfare
program.

47. References –
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anticipated benefits, and attitudes on the decision of seek professional help: An
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effectiveness of psychotherapy client decision making. Professional Psychology: Research
and Practice, 39, 581-588.

48. THANK YOU!