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Documenting the Effects of Social Skill Training With Children: Process and Outcome Assessment

  • Chapter
Children’s Peer Relations: Issues in Assessment and Intervention

Abstract

Although social scientists have long been interested in methods for guiding children’s behavior and development, the use of skill training procedures as a means of influencing the course of children’s peer interactions and relationships is a relatively recent undertaking. Concern for socially disadvantaged children has been a primary impetus for this work, and recent findings from research on the correlates and antecedents of peer status (see Ladd & Asher, 1985), as well as evidence linking childhood peer problems with later maladjustment (see Kohlberg, LaCrosse, & Ricks, 1972; Ladd & Asher, 1985) have intensified the search for effective interventions. At present, however, little is known about how skill-based interventions may affect children’s social skills or lead to changes in their peer relations.

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Authors
  1. Gary W. Ladd
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Editors and Affiliations

  1. Child Study Center, School of Psychology, University of Ottawa, K1N 6N5, Ottawa, Ontario, Canada

    Barry H. Schneider  & Jane E. Ledingham  & 

  2. Department of Psychology, University of Waterloo, N2L 3G1, Waterloo, Ontario, Canada

    Kenneth H. Rubin

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Ladd, G.W. (1985). Documenting the Effects of Social Skill Training With Children: Process and Outcome Assessment. In: Schneider, B.H., Rubin, K.H., Ledingham, J.E. (eds) Children’s Peer Relations: Issues in Assessment and Intervention. Springer, New York, NY. https://doi.org/10.1007/978-1-4684-6325-5_15

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  • DOI: https://doi.org/10.1007/978-1-4684-6325-5_15

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4684-6327-9

  • Online ISBN: 978-1-4684-6325-5

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