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Social Skills across the Life Span: Theory, Assessment, and Intervention provides coverage of the theory, assessment and intervention surrounding social skills. Divided into three sections, the book begins with the definition of social competence, developmental factors and relationship to adjustment. Other sections cover assessment and intervention across the lifespan and specific interventions for clinical populations. Social skills are critical to psychological adjustment and are necessary for attaining a variety of emotional and interpersonal goals. As social skill deficits and the resulting negative social interactions are associated with a wide variety of adjustment problems and psychological disorders, this book is a welcomed resource.
- Identifies how social skills influence social competence and peer acceptance
- Summarizes research linking social skills and well-being
- Reviews methods to assess social skills in children and adults
- Provides social skills intervention programs for children and adults
Section I. Theory
1. Defining Social Skills
2. Developing Social Skills
3. Linking Social Skills and Adjustment
Section II. Assessment and Intervention
4. Assessing Youth
5. Assessing Adults
6. Intervening with Youth
7. Intervening with Adults
Section III. Specific Intervention Programs for Children and Adolescents
8. Conduct problems
10. Autism Spectrum Disorders
13. Social Anxiety Adults
14. Bipolar Disorder
16. Autism Spectrum Disorders
17. Serious Mental Illness/Schizophrenia
- No. of pages:
- © Academic Press 2020
- 1st August 2020
- Academic Press
- Paperback ISBN:
Douglas W. Nangle, PhD, is Professor and Director of the Doctoral Program in Clinical Psychology at the University of Maine. He has published extensively in the areas of social skills assessment and treatment, child and adolescent peer relations, and cognitive-behavioral treatments. An award-winning teacher and mentor, he has advised, taught, and provided clinical supervision for doctoral students for more than 20 years. His research examines the influence of close peer relationships on the psychological adjustment of children and adolescents. Ongoing investigations include the further validation of a measure of adolescent heterosocial competence, a short-term longitudinal examination of the effects of three dyadic interaction processes (i.e., negative feedback seeking, excessive reassurance seeking, and co-rumination) within girl friendships on the onset and worsening of depressive symptoms, and a developmental test of the protective value of children’s friendships. Other areas of interest include social skills assessment and intervention, ADHD, aggression, and cognitive behavioral treatments. As a licensed psychologist, Dr. Nangle also provides supervision for students in the doctoral program, directs an ADHD clinic, and maintains a forensic psychology practice, in which he serves as a consultant for the Maine State Forensic Service, Department of Health and Human Services, and the Child Abuse and Neglect Evaluators Project.
Professor and Director, Doctoral Program in Clinical Psychology, University of Maine, Orono, ME, USA
Dr. Cynthia A. Erdley is a Professor of Developmental Psychology at the University of Maine. For over 20 years, she has mentored students in the Developmental-Clinical track of the Doctoral Program in Clinical Psychology and has taught courses focused on child and adolescent development. Her research has investigated the ways in which children’s and adolescents’ peer experiences relate to their adjustment, including depression. She has also examined the role of social-cognitive processes in behavior and psychological adjustment. Her work has been published in leading child clinical and developmental psychology journals.
Professor of Developmental Psychology, University of Maine, Orono, ME, USA
Dr. Schwartz-Mette’s research focuses on the intersection of emotional adjustment and peer relationships in childhood and adolescence. This work has two primary aims: a) to understand the ways in which distress and health-related behaviors impact the important context of youths’ friendships and vice versa, and b) to understand the mechanisms of positive and negative peer influence. She is also a licensed clinician working with children, families, adults and couples struggling with mood disorders, anxiety disorders, eating and body image issues, adjustment problems, behavior issues, self-injury and suicidality, grief, and trauma.
Director, Peer Relations Lab, University of Maine, Orono, ME, USA
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