The effects of group counseling program on theory of cognitive behavioral modification to social skills of undergraduate students
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Published:
Nov 26, 2019
Keywords:
Group counseling Social skills Cognitive behavioral modification
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Abstract
The purposes of this research were to study the effect of the development of Social skills to undergraduate students with a group consulting based on the theory of cognitive behavior modification. The samples were undergraduate students of Faculty of Humanities and Social Sciences, Nakhon Pathom Rajabhat University, academic year 2017, had a low-level of Social skills scores. There were 30 volunteers in the experimental, of which 15 were experimental group and 15 control group. The experimental group received a counseling group based on the theory of cognitive behavioral modification for the development of Social skills, 10 sessions, 60 minutes, twice a week for 5 weeks, and the control group did not receive the counseling group. Data were collected by three phases of measurement; pre-test, post-test and follow-up. The data were analyzed by average, standard deviation and t-test.
The results showed that the experimental group had higher Social skills score at the post-test and follow-up than the control group was statistically significant at .05 level. The experimental group had Social skills scores in the post-test and the follow-up higher than pre-test was a statistically significant at .05 level.
Article Details
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Research Article
References
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Baumeister, R. F., & Bushman, B. J., (2011). Social Psychology and Human Nature. (2 ed.). Belmont, CA: Wadsworth.
Caceda, R., James, G. A., Gutman, D. A., & Kilts, C. D. (2015). Organization of intrinsic functional brain connectivity predicts decisions to reciprocate social behavior. Behavioural brain research, 29(2), 478-483.
Chou, W. J., Huang, M. F., Chang, Y. P., Chen, Y. M., Hu, H. F., & Yen, C. F. (2016). Social skills deficits and their association with Internet addiction and activities in adolescents with attention-deficit/hyperactivity disorder. Journal of behavioral addictions, 6(1), 42-50.
Cingel, D. P., & Krcmar, M. (2017). Prosocial Television, Preschool Children’s Moral Judgments, and Moral Reasoning: The Role of Social Moral Intuitions and Perspective-Taking. Communication Research, doi: 0093650217733846.
Clark, D. A., & Beck, A. T. (2010). Cognitive theory and therapy of anxiety and depression: convergence with neurobiological findings. Trends in cognitive sciences, 14(9), 418-424.
Corey, G. (2015). Theory and practice of counseling and psychotherapy. Belmont, CA: Nelson Education.
Edmonds, W. A., & Kennedy, T. (2017). An applied guide to research designs, Thousand Oaks, CA: SAGE Publications.
Einfeld, S. L., Beaumont, R., Clark, T., Clarke, K. S., Costley, D., Gray, K. M., ... & Taffe, J. R. (2018). School-based social skills training for young people with autism spectrum disorders. Journal of Intellectual & Developmental Disability, 43(1), 29-39.
Eslami, A. A., Mazaheri, M. A., Mostafavi, F., Abbasi, M. H., & Noroozi, E. (2014). Farsi version of social skills rating system-secondary student form: Cultural adaptation, reliability and construct validity. Iranian journal of psychiatry and behavioral sciences, 8(2), 97-104.
Essau, C. A., Olaya, B., Sasagawa, S., Pithia, J., Bray, D., & Ollendick, T. H. (2014). Integrating video-feedback and cognitive preparation, social skills training and behavioural activation in a cognitive behavioural therapy in the treatment of childhood anxiety. Journal of affective disorders, 167(1), 261-267.
Glick, B., & Gibbs, J. C. (2010). Aggression replacement training: A comprehensive intervention for aggressive youth. Champaign, IL: Research Press.
Hanapi, Z., & Nordin, M. S. (2014). Unemployment among Malaysia graduates: Graduates’ attributes, lecturers’ competency and quality of education. Procedia-Social and Behavioral Sciences, 112(1), 1056-1063.
Jurado, M., Cumba-Avilés, E., Collazo, L. C., & Matos, M. (2006). Reliability and validity of a spanish version of the social skills rating system–Teacher form. Journal of Psychoeducational Assessment, 24(3), 195-209.
Kosciw, J. G., Palmer, N. A., & Kull, R. M. (2015). Reflecting Resiliency: Openness About Sexual Orientation and/or Gender Identity and Its Relationship to Well‐Being and Educational Outcomes for LGBT Students. American Journal of Community Psychology, 55(1-2), 167-178.
Kostelnik, M. J., Gregory, K. M., Soderman, A. K., & Whiren, A. P. (2012). Guiding Children’s Social Development and Learning. (7 ed.). Belmont, CA: Wadsworth.
Laugeson, E. A., Gantman, A., Kapp, S. K., Orenski, K., & Ellingsen, R. (2015). A randomized controlled trial to improve social skills in young adults with autism spectrum disorder: The UCLA PEERS® program. Journal of Autism and Developmental Disorders, 45(12), 3978-3989.
Leddy, M. A., Anderson, B. L., & Schulkin, J. (2013). Cognitive-behavioral therapy and decision science. New Ideas in Psychology, 31(1), 173–183.
Li, Y., Coplan, R. J., Wang, Y., Yin, J., Zhu, J., Gao, Z., & Li, L. (2016). Preliminary evaluation of a social skills training and facilitated play early intervention programme for extremely shy young children in China. Infant and Child Development, 25(6), 565-574.
Lievens, F., & Sackett, P. R. (2012). The validity of interpersonal skills assessment via situational judgment tests for predicting academic success and job performance. Journal of Applied Psychology, 97(2), 460-468.
Lindenberg, K., Halasy, K., & Schoenmaekers, S. (2017). A randomized efficacy trial of a cognitive-behavioral group intervention to prevent Internet Use Disorder onset in adolescents: The PROTECT study protocol. Contemporary Clinical Trials Communications, 6(1), 64-71.
Maddox, B. B., Miyazaki, Y., & White, S. W. (2017). Long-term effects of CBT on social impairment in adolescents with ASD. Journal of autism and developmental disorders, 47(12), 3872-3882.
Matson, J. L., Hess, J. A., & Mahan, S. (2013). Moderating effects of challenging behaviors and communication deficits on social skills in children diagnosed with an autism spectrum disorder. Research in Autism Spectrum Disorders, 7(1), 23-28.
Miltenberger, R, G. (2012). Behavior Modification: Principles and Procedures, (5 ed.). Belmont, CA: Wadsworth.
Myers, D. G. (2012) Social Psychology. (10 ed.). New York, NY: McGraw-Hill Companies.
Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting children's social-emotional skills in preschool can enhance academic and behavioral functioning in kindergarten: Findings from Head Start REDI. Early Education & Development, 24(7), 1000-1019.
Ozabaci, N. (2012). Cognitive behavioural therapy for violent behaviour in children and adolescents: A meta-analysis. Children and Youth Services Review, 33(1), 1989–1993.
Perren, S., Forrester-Knauss, C., & Alsaker, F. D. (2012). Self-and other-oriented social skills: Differential associations with children's mental health and bullying roles. Journal for educational research online, 4(1), 99-123.
Pereira-Lima, K., & Loureiro, S. R. (2015). Burnout, anxiety, depression, and social skills in medical residents. Psychology, health & medicine, 20(3), 353-362.
Powers, J. D., Swick, D. C., Wegmann, K. M., & Watkins, C. S. (2016). Supporting prosocial development through school-based mental health services: A multisite evaluation of social and behavioral outcomes across one academic year. Social Work in Mental Health, 14(1), 22-41.
Seevers, R. L., & Jones-Blank, M. (2008). Exploring the Effects of Social Skills Training on Social Skill Development on Student Behavior. Online Submission, 19(1), 1-12.
Sentse, M., Prinzie, P., & Salmivalli, C. (2017). Testing the direction of longitudinal paths between victimization, peer rejection, and different types of internalizing problems in adolescence. Journal of abnormal child psychology, 45(5), 1013-1023.
Soorya, L. V., Siper, P. M., Beck, T., Soffes, S., Halpern, D., Gorenstein, M., & Wang, A. T. (2015). Randomized comparative trial of a social cognitive skills group for children with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(3), 208-216.
Spain, D., Blainey, S. H., & Vaillancourt, K. (2017). Group cognitive behaviour therapy (CBT) for social interaction anxiety in adults with autism spectrum disorders (ASD). Research in Autism Spectrum Disorders, 41(2), 20-30.
Spence, S. H., Donovan, C. L., March, S., Kenardy, J. A., & Hearn, C. S. (2017). Generic versus disorder specific cognitive behavior therapy for social anxiety disorder in youth: A randomized controlled trial using internet delivery. Behaviour research and therapy, 90(3), 41-57.
Sturmer, S., & Snyder, M. (Eds.). (2009). The psychology of prosocial behavior: Group processes, intergroup relations, and helping. Malden, MA: John Wiley & Sons.
Vesperini, S., Askenazy, F., Renaudo, N., Staccini, P., Hun, S., Legall, E., & Serret, S. (2015). Prosocial intervention in children and adolescents with autism spectrum disorder without intellectual disability: benefits of videotaping therapy sessions. L'Encephale, 41(1), 47-55.
Whitted, K. S. (2011). Understanding how social and emotional skill deficits contribute to school failure. Preventing School Failure: Alternative education for children and youth, 55(1), 10-16.
Wolstencroft, J., Robinson, L., Srinivasan, R., Kerry, E., Mandy, W., & Skuse, D. (2018). A Systematic Review of Group Social Skills Interventions, and Meta-analysis of Outcomes, for Children with High Functioning ASD. Journal of autism and developmental disorders, 48(1), 1-15.
กาญจน์กมล สุวิทยารัตน์. (2557). การศึกษาและพัฒนาความฉลาดทางสังคมของนักศึกษาในสถาบัน อุดมศึกษาภาคใต้. วารสารสุทธิปริทัศน์, 28(86), 126-161.
ชัชนีวรรณ วังนาค. (2553). ผลของโปรแกรมพัฒนาการรับรู้พฤติกรรมสังคมแห่งตนทางบวกต่อพฤติกรรมเอื้อต่อสังคมของนักเรียนระดับชั้นมัธยม ศึกษาปีที่ 5 โรงเรียนวัดหลักสี่ (ทองใบทิวารีวิทยา) กรุงเทพมหานคร. วารสารวิชาการศรีปทุม ชลบุรี, 7(1), 90-97.
วรรณพร กระต่ายทอง. (2559). การพัฒนาหลักสูตรเสริมเพื่อพัฒนาทักษะทางสังคมสำหรับการอยู่ร่วมกันในสังคมพหุวัฒนธรรมของนักศึกษา. วารสารมนุษยศาสตร์สังคมศาสตร์ มหาวิทยาลัยทักษิณ, 11(2), 141-165.
Baumeister, R. F., & Bushman, B. J., (2011). Social Psychology and Human Nature. (2 ed.). Belmont, CA: Wadsworth.
Caceda, R., James, G. A., Gutman, D. A., & Kilts, C. D. (2015). Organization of intrinsic functional brain connectivity predicts decisions to reciprocate social behavior. Behavioural brain research, 29(2), 478-483.
Chou, W. J., Huang, M. F., Chang, Y. P., Chen, Y. M., Hu, H. F., & Yen, C. F. (2016). Social skills deficits and their association with Internet addiction and activities in adolescents with attention-deficit/hyperactivity disorder. Journal of behavioral addictions, 6(1), 42-50.
Cingel, D. P., & Krcmar, M. (2017). Prosocial Television, Preschool Children’s Moral Judgments, and Moral Reasoning: The Role of Social Moral Intuitions and Perspective-Taking. Communication Research, doi: 0093650217733846.
Clark, D. A., & Beck, A. T. (2010). Cognitive theory and therapy of anxiety and depression: convergence with neurobiological findings. Trends in cognitive sciences, 14(9), 418-424.
Corey, G. (2015). Theory and practice of counseling and psychotherapy. Belmont, CA: Nelson Education.
Edmonds, W. A., & Kennedy, T. (2017). An applied guide to research designs, Thousand Oaks, CA: SAGE Publications.
Einfeld, S. L., Beaumont, R., Clark, T., Clarke, K. S., Costley, D., Gray, K. M., ... & Taffe, J. R. (2018). School-based social skills training for young people with autism spectrum disorders. Journal of Intellectual & Developmental Disability, 43(1), 29-39.
Eslami, A. A., Mazaheri, M. A., Mostafavi, F., Abbasi, M. H., & Noroozi, E. (2014). Farsi version of social skills rating system-secondary student form: Cultural adaptation, reliability and construct validity. Iranian journal of psychiatry and behavioral sciences, 8(2), 97-104.
Essau, C. A., Olaya, B., Sasagawa, S., Pithia, J., Bray, D., & Ollendick, T. H. (2014). Integrating video-feedback and cognitive preparation, social skills training and behavioural activation in a cognitive behavioural therapy in the treatment of childhood anxiety. Journal of affective disorders, 167(1), 261-267.
Glick, B., & Gibbs, J. C. (2010). Aggression replacement training: A comprehensive intervention for aggressive youth. Champaign, IL: Research Press.
Hanapi, Z., & Nordin, M. S. (2014). Unemployment among Malaysia graduates: Graduates’ attributes, lecturers’ competency and quality of education. Procedia-Social and Behavioral Sciences, 112(1), 1056-1063.
Jurado, M., Cumba-Avilés, E., Collazo, L. C., & Matos, M. (2006). Reliability and validity of a spanish version of the social skills rating system–Teacher form. Journal of Psychoeducational Assessment, 24(3), 195-209.
Kosciw, J. G., Palmer, N. A., & Kull, R. M. (2015). Reflecting Resiliency: Openness About Sexual Orientation and/or Gender Identity and Its Relationship to Well‐Being and Educational Outcomes for LGBT Students. American Journal of Community Psychology, 55(1-2), 167-178.
Kostelnik, M. J., Gregory, K. M., Soderman, A. K., & Whiren, A. P. (2012). Guiding Children’s Social Development and Learning. (7 ed.). Belmont, CA: Wadsworth.
Laugeson, E. A., Gantman, A., Kapp, S. K., Orenski, K., & Ellingsen, R. (2015). A randomized controlled trial to improve social skills in young adults with autism spectrum disorder: The UCLA PEERS® program. Journal of Autism and Developmental Disorders, 45(12), 3978-3989.
Leddy, M. A., Anderson, B. L., & Schulkin, J. (2013). Cognitive-behavioral therapy and decision science. New Ideas in Psychology, 31(1), 173–183.
Li, Y., Coplan, R. J., Wang, Y., Yin, J., Zhu, J., Gao, Z., & Li, L. (2016). Preliminary evaluation of a social skills training and facilitated play early intervention programme for extremely shy young children in China. Infant and Child Development, 25(6), 565-574.
Lievens, F., & Sackett, P. R. (2012). The validity of interpersonal skills assessment via situational judgment tests for predicting academic success and job performance. Journal of Applied Psychology, 97(2), 460-468.
Lindenberg, K., Halasy, K., & Schoenmaekers, S. (2017). A randomized efficacy trial of a cognitive-behavioral group intervention to prevent Internet Use Disorder onset in adolescents: The PROTECT study protocol. Contemporary Clinical Trials Communications, 6(1), 64-71.
Maddox, B. B., Miyazaki, Y., & White, S. W. (2017). Long-term effects of CBT on social impairment in adolescents with ASD. Journal of autism and developmental disorders, 47(12), 3872-3882.
Matson, J. L., Hess, J. A., & Mahan, S. (2013). Moderating effects of challenging behaviors and communication deficits on social skills in children diagnosed with an autism spectrum disorder. Research in Autism Spectrum Disorders, 7(1), 23-28.
Miltenberger, R, G. (2012). Behavior Modification: Principles and Procedures, (5 ed.). Belmont, CA: Wadsworth.
Myers, D. G. (2012) Social Psychology. (10 ed.). New York, NY: McGraw-Hill Companies.
Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting children's social-emotional skills in preschool can enhance academic and behavioral functioning in kindergarten: Findings from Head Start REDI. Early Education & Development, 24(7), 1000-1019.
Ozabaci, N. (2012). Cognitive behavioural therapy for violent behaviour in children and adolescents: A meta-analysis. Children and Youth Services Review, 33(1), 1989–1993.
Perren, S., Forrester-Knauss, C., & Alsaker, F. D. (2012). Self-and other-oriented social skills: Differential associations with children's mental health and bullying roles. Journal for educational research online, 4(1), 99-123.
Pereira-Lima, K., & Loureiro, S. R. (2015). Burnout, anxiety, depression, and social skills in medical residents. Psychology, health & medicine, 20(3), 353-362.
Powers, J. D., Swick, D. C., Wegmann, K. M., & Watkins, C. S. (2016). Supporting prosocial development through school-based mental health services: A multisite evaluation of social and behavioral outcomes across one academic year. Social Work in Mental Health, 14(1), 22-41.
Seevers, R. L., & Jones-Blank, M. (2008). Exploring the Effects of Social Skills Training on Social Skill Development on Student Behavior. Online Submission, 19(1), 1-12.
Sentse, M., Prinzie, P., & Salmivalli, C. (2017). Testing the direction of longitudinal paths between victimization, peer rejection, and different types of internalizing problems in adolescence. Journal of abnormal child psychology, 45(5), 1013-1023.
Soorya, L. V., Siper, P. M., Beck, T., Soffes, S., Halpern, D., Gorenstein, M., & Wang, A. T. (2015). Randomized comparative trial of a social cognitive skills group for children with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(3), 208-216.
Spain, D., Blainey, S. H., & Vaillancourt, K. (2017). Group cognitive behaviour therapy (CBT) for social interaction anxiety in adults with autism spectrum disorders (ASD). Research in Autism Spectrum Disorders, 41(2), 20-30.
Spence, S. H., Donovan, C. L., March, S., Kenardy, J. A., & Hearn, C. S. (2017). Generic versus disorder specific cognitive behavior therapy for social anxiety disorder in youth: A randomized controlled trial using internet delivery. Behaviour research and therapy, 90(3), 41-57.
Sturmer, S., & Snyder, M. (Eds.). (2009). The psychology of prosocial behavior: Group processes, intergroup relations, and helping. Malden, MA: John Wiley & Sons.
Vesperini, S., Askenazy, F., Renaudo, N., Staccini, P., Hun, S., Legall, E., & Serret, S. (2015). Prosocial intervention in children and adolescents with autism spectrum disorder without intellectual disability: benefits of videotaping therapy sessions. L'Encephale, 41(1), 47-55.
Whitted, K. S. (2011). Understanding how social and emotional skill deficits contribute to school failure. Preventing School Failure: Alternative education for children and youth, 55(1), 10-16.
Wolstencroft, J., Robinson, L., Srinivasan, R., Kerry, E., Mandy, W., & Skuse, D. (2018). A Systematic Review of Group Social Skills Interventions, and Meta-analysis of Outcomes, for Children with High Functioning ASD. Journal of autism and developmental disorders, 48(1), 1-15.