Citation

Derosier ME, Marcus SR. J. Clin. Child Adolesc. Psychol. 2005; 34(1): 140-150.

Affiliation

3-C Institute for Social Development and Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, USA.

Copyright

(Copyright © 2005, Informa - Taylor and Francis Group)

DOI

10.1207/s15374424jccp3401_13

PMID

15677288

Abstract

This study tested the long-term effectiveness of a social-skills program (Social Skills GRoup Intervention) for peer-rejected, victimized, and socially anxious children. Third-grade children with peer problems were randomly assigned to treatment (TX; n = 187) or no-treatment control (CO; n = 194) groups. One year after the intervention, the pattern of findings was similar to that at postintervention; however, several new group differences emerged. Additional positive treatment effects were found, including higher social acceptance and self-esteem and lower depression and anxiety. Lower aggressive behavior was found, particularly for initially more aggressive children. Several gender differences emerged where treatment effects were present for girls but not boys. The demonstrated value of teaching social skills to children experiencing peer problems is discussed and suggestions for future research are offered.