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Evidence-Informed Assessment and Practice in Child Welfare pp 261–278Cite as

The Empirical Base for the Implementation of Social Skills Training with Maltreated Children

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Abstract

Social skills are the specific behaviors that an individual exhibits to perform competently on a social task (e.g., active listening skills, reciprocal communication, ignoring, etc.) (Gresham 2002). Deficits in social skills may result from developmental delays in language acquisition or motor performance or from faulty learning. Studies have repeatedly shown that children with social competence deficits are at greater risk for poor school adjustment and adult psychopathology than students who are socially competent. (Moffitt et al., Dev Psychopathol 14:179–207, 2002; Patterson et al., Antisocial boys, Eugene, Castalia, 1992). Social Competence is an evaluative term based on judgments that a person has performed a social task completely (Cook et al., J Emot Behav Disord 16(3):131–144, 2008). Children who fail to respond appropriately in social situations may have been exposed to inappropriate models in their environments; parents of withdrawn children tend to display low rates of pro-social behavior with their children, and parents of aggressive children tend to be aggressive themselves. Further, children with social skills deficits are often reared in dysfunctional families in which members feel isolated and respond to each other in a passive, ineffective fashion. (Webster-Stratton and Reid, J Child Serv 5(1):25–42, 2010).

Social skills training programs that depend on social learning principles have proven effective with a variety of clinical populations. Present evidence clearly warrants extending such training to maltreated children. This chapter covers the different components of evidence-informed social skills training for maltreated children.

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Author information

Authors and Affiliations

  1. University of Georgia, Athens, GA, USA

    Prof. Michael J. Holosko

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  1. Prof. Michael J. Holosko
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Correspondence to Michael J. Holosko .

Editor information

Editors and Affiliations

  1. School of Social Work, The University of Tennessee, Knoxville, Tennessee, USA

    John S. Wodarski

  2. School of Social Work, University of Georgia, Athens, Georgia, USA

    Michael J. Holosko

  3. Ethelyn R. Strong School of Social Work, Norfolk State University, Norfolk, Virginia, USA

    Marvin D. Feit

Additional Resources

Additional Resources

Developmental problems of Maltreated Children

http://aspe.hhs.gov/hsp/07/children-cps/litrev/part1.htm

Child Maltreatment

http://www.uiowa.edu/~c07p224/abstracts/child_maltreatment.htm

Understanding the effects of Maltreatment on Brain Development

https://www.childwelfare.gov/pubs/issue_briefs/brain_development/effects.cfm

Social Skills Training Project

http://www.socialskillstrainingproject.com/

The Role of Educators in Preventing and Responding to Child Abuse and Neglect

https://www.childwelfare.gov/pubs/usermanuals/educator/educatorf.cfm

Preventing Child Maltreatment: Evidence and Opportunities

http://futureofchildren.org/publications/journals/article/index.xml?journalid=71&articleid=513&sectionid=3500

Adults and Children Together (ACT) Raising Safe Kids Program

https://www.crimesolutions.gov/ProgramDetails.aspx?ID=311

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Holosko, M. (2015). The Empirical Base for the Implementation of Social Skills Training with Maltreated Children. In: Wodarski, J., Holosko, M., Feit, M. (eds) Evidence-Informed Assessment and Practice in Child Welfare. Springer, Cham. https://doi.org/10.1007/978-3-319-12045-4_14

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