Compared Effectiveness of 10-Session Social Skill Training for Korean Early Elementary School Children in Two Groups Diagnosed as Pure ADHD and ADHD with Comorbidity

OBJECTIVES: Children with attention-deficit hyperactivity disorder (ADHD) have problems in social interactions. We compared the effect of 10-session social skill training (SST) among two groups, children with pure ADHD, and those with ADHD with comorbidity. METHODS: Consecutive 10-session SST was conducted for 34 children from 2006 to 2012. There were 22 children with pure ADHD (male 20, female 2), and 12 children suffering from ADHD with comorbidity (male 11, female 1). All children took medication as prescribed by their doctors before the start of SST. The Child Behavior Checklist (CBCL), the Korean Personality Inventory for Children (K-PIC), the Conner's Rating Scale, the ADHD Rating Scale, and the Home Situation Questionnaire were completed by mothers before and after the SST. All children completed the Child Depression Inventory, the Stat-Trait Anxiety Inventory for Children, the Self-Concept Scale and the ADHD Diagnostic System before and after the SST. RESULTS: Only children with pure ADHD showed improvement in anxiety and self-concept in scales rated by children. In the CBCL rated by parents, the pure ADHD group and the ADHD with comorbidity showed improvement in both externalizing and internalizing subscales. In the K-PIC rated by parents, the pure ADHD group showed improvement in most outcomes and ADHD with comorbidity showed positive change in verbal development. CONCLUSION: These results suggest that SST has significant positive effects on both the pure ADHD and ADHD with comorbidity group. Further research is needed in order to target diverse comorbidity groups with ADHD to improve the effectiveness of the SST.

School-Based Short Term Mental Health Awareness and School Bullying Prevention Programs: Preliminary Report

OBJECTIVES: The purpose of this study is to evaluate the preliminary effects of school-based short term mental health awareness and school bullying prevention programs. METHODS: From April to December 2013, the Child and Adolescent Mental Health Promotion team of Seoul National Hospital conducted school-based short term social skill training (N=56, 4 sessions), mental health awareness (N=84, 4 sessions) and school bullying prevention programs (N=171, 1 session) in elementary and junior high schools located in Seoul. The changes in the subjects before and after the program were assessed. RESULTS: The a social skills training program improved the 'helping' behaviors in boys (t=-2.355, p<.05) and 'sharing' (t=-3.223, p<.01), 'cooperation' (t=-2.235, p<.05), and 'comforting' (t=-2.830, p<.01) behaviors in girls, assessed using the Prosocial Behavior Questionnaire. The mental health awareness program improved 'general health awareness' (t=2.620, p<.05), measured using the Korean General Health Questionnaire. The school bullying prevention program resulted in decreased 'self esteem' (t=3.769, p<.01), measured using the Self Esteem Scale and decreased 'anger' (t=4.198, p<.01), assessed using the Novaco Anger Scale. CONCLUSION: The results of our preliminary analysis suggest that school-based mental health awareness and school bullying prevention programs may be effective even when conducted for a short term. Future investigation is necessary in order to validate the long term effects of these programs.

The Effect of Social Skills Training for Children with Attention-Deficit Hyperactivity Disorder and Asperger's Disorder : Preliminary Study

OBJECTIVES: Attention-deficit hyperactivity disorder (ADHD) and Asperger's disorder (AD) in children are associated with attentional problems, impulsivity, hyperactivity, and difficulties with social interactions. Pharmacological treatment may alleviate symptoms of ADHD, but seldom solves difficulties with social interactions. Social skills training (SST) may assist in improving their social interactions. We examined the effects of SST on children's social competences, general behavior, and ADHD symptoms. METHODS: Thirty four children, aged 7 to 12 years, participated in the cognitive behavioral SST program once a week at the outpatient division of child-adolescent psychiatry. SST was composed of 24 sessions (ninety minutes) for 6 months. Twenty-five children were diagnosed with ADHD, and 9 children were diagnosed with AD. Parents of the children rated Korea-Child Behavior Checklist (K-CBCL), Conner's rating scales, Korean-ADHD Rating Scale (K-ARS), Social Skill Rating System (SSRS), and Matson's Social Skill Rating Scale as an evaluation of the treatment effect, before the first session and after the final session of the training. RESULTS: The ADHD group showed significantly increased scores of social and social competence of CBCL and SSRS. Further, scores of externalizing problems of CBCL, CRS, and ARS were significantly decreased. The Asperger's group showed significantly increased scores of social competence of CBCL, SSRS, and MESS. There was a significant difference of the improvement in CBCL's school and total behavior problem score, CRS between drug change group and no drug change group. CONCLUSION: The result of this study suggests that SST is effective in improving social skills for children with ADHD and AD. In addition, SST has shown its effectiveness in treating attentional problems for children with ADHD. To prove objective usefulness of SST, further studies with a more structured design and long-term duration along with a sufficient number of AD participants will be necessary.

Effects of a Social Skill Training Program on Attention Deficit Hyperactivity, Communication Ability, and Peer Relations in Children Using a Community Child Center / 정신간호학회지

PURPOSE: In this study the effects of a social skill training program on attention deficit hyperactivity, communication ability, and peer relations in children using a community child center were examined. METHODS: A quasi-experimental design was used. Data were collected from November 10 to December 15, 2009. To test the effects of the social skill training program, the children using a community child center were divided into two groups, an experimental group (21) and a control group (21). The outcomes were measured by the Korean ADHD Rating Scales (K-ARS), communication ability scales, and peer relations scales. RESULTS: Significant differences were found in attention deficit hyperactivity scores and peer relations scores between the experimental group and the control group. CONCLUSION: The results suggest that the social skill training program applied cognitive behavior therapy is a useful nursing intervention for decreasing the attention deficit hyperactivity and improving the peer relations of these children using a community child center.

The History and Achievement of Psychosocial Treatment for Patients with Schizophrenia / 신경정신의학

OBJECTIVES: Psychosocial treatment combined with pharmacological treatment has been established as one of the most important interventions for schizophrenia. However, it still does not show Editor's note: I was not certain whether you intended the highlighted text to convey "psychosocial treatment + pharmacological treatment is an important treatment" or "psychosocial treatment is an important treatment, and pharmacological treatment is also an important treatment." My edit reflects the former. If you actually intended the latter meaning, please change this sentence to read, "Psychosocial treatment has been established alongside pharmacological treatment as one of the most important interventions for schizophrenia." satisfactory results with regard to patients' social adjustment and independent living abilities. For this study, we reviewed the psychosocial treatment of schizophrenia: its therapeutic concepts, methods, effects of clinical application, and therapeutic limitations. METHODS: We searched four areas of the English website Pubmed: family therapy, social skills training, cognitive remediation, and vocational rehabilitation, which are the main psychosocial treatment areas for schizophrenia. RESULTS: Family therapy can reduce the relapse rate through psychoeducation, stress management, and behavioral intervention for family members when the therapy lasts longer than 9 months. This effect seems to last longer than 2 years. Social skills training allows patients to acquire specific skills but shows a relatively small effect on symptom improvement and relapse prevention. However, it is possible that social skills training has a lasting or generalized effect on the obtained skills if practiced long term (longer than 1 year). Basic neurocognitive function training shows a relatively small effect on social functioning, while additive and comprehensive social interventions, such as social cognition, social skill training, and context appraisal show a moderate effect on patients' social functioning. The success of vocational adjustment is related to premorbid functioning, negative symptoms, and cognitive functioning, and direct expert support can help patients' vocational functioning in the workplace. CONCLUSION: The psychosocial treatment of schizophrenia has many important achievements during the past 30 years. However, several limitations of each type of psychosocial therapy have been ascertained during this same period. Researchers in the field of psychosocial treatment for schizophrenia have recently been trying to find more efficient treatments, by correcting distortions of social cognition, combining various treatment modules, and attempting new therapeutic approaches to psychosocial treatment.

Effectiveness of Social Skills Training in Patients with Chronic Schizophrenia / 中国心理卫生杂志

Objective:To study the efficacy of social skill-training on the positive symptoms, negative symptoms and cognitive function of patients with chronic schizophrenia.Method:100 subjects who met with the criteria of Chinese Classification and Diagnostic Criteria of Schizophrenia were randomly assigned to the skill-training group (50 patients) and the control group (50 patients). Under the condition of stable antipsychotic medication, the skill-training group received the skill-training course offered by Liberman RP for 12 weeks. BPRS and SANS were used to evaluate every four weeks; WCST and SDSI were evaluated before and after the treatment.Result:(1) 45 patients of skill-training group and 46 patients of control group completed the study. (2) There were significant differences between skill-training group and control group in total score, anxiety depression and lacking active factor of BPRS (P