David J. Hansen

Social behavior of physically abused and neglected children: A critical review

Abstract This paper reviews investigations of the social behavior of physically abused and neglected children. The magnitude of the problem of child maltreatment as well as literature addressing assumed consequences of physical abuse and neglect are presented as rationales for examining this area. Investigations that examined social behavior of physically abused and neglected children are methodologically critiqued. Categories of social behavior that have been researched include aggression, social skills and social competence, peer and family interactions, compliance, as well as other related behaviors. Methodological problems in a variety of areas are discussed, including subject selection, design, control groups and procedures, and dependent measures. Implications of the results in light of these methodological issues are discussed, and specific suggestions for future research are made.

Parental problem-solving skills and child behavior problems: A comparison of physically abusive, neglectful, clinic, and community families

Failure to solve problems related to parenting and other aspects of daily living is hypothesized to result in frustration or inability to cope, and lead to deviant parental behavior such as aggression or neglect. The present investigation provided support for a procedure for measuring parental problem-solving skill and compared the problem-solving abilities and child behavior problems of maltreating and nonmaltreating parents. Subjects were 40 parents with at least one child between the ages of three and twelve. Subjects were assigned to one of four groups: (a) physically abusive parents (n = 9); (b) neglectful parents (n = 9); (c) nonmaltreating clinic parents seeking help for child behavior problems (n = 11); and (d) nonmaltreating, non-help-seeking community parents (n = 11). Abusive and neglectful parents were deficient in problem-solving skill as compared to clinic and community parents, yet there were many similarities in parental reports of child behavior problems for maltreating and nonmaltreating parents. Parental problem-solving skill did not correlate significantly with parental ratings of child behavior problems.

Effectiveness of a peer-helper intervention to increase children's social interactions. Generalization, maintenance, and social validity

Peer-mediated interventions are being used increasingly with a variety of populations. This study examined the impact of a peer-helper intervention on the low rates of prosocial interactions of three elementary-school children. Two peers from each childs classroom were trained as helpers to increase the social interactions of the socially isolated children. A multiple-baseline across-subjects design was used to demonstrate the impact of the intervention, and a within-subject A-B-A withdrawal design was used to assess maintenance. Behavioral observations during recess periods indicated that positive interactions with peer helpers and other classmates increased during intervention and were maintained in withdrawal and follow-up phases. Increases in positive interactions generalized to a second recess setting in which the peer-helper intervention was not introduced. The positive social interactions of all subjects reached social-validation levels of comparison groups of peers in the observation settings. Classroom sociometric assessment and teacher and self-report measures provided variable support for the effectiveness of intervention.

Clinical issues in social-skills training with adolescents

Abstract Adolescence is a transitional period in which interpersonal interactions and behaviors necessary for successful social functioning become increasingly complex. Fortunately, social-skills training has moved beyond basic skill acquisition toward a method characterized by techniques designed to promote generalization and maintenance of an effective interpersonal repertoire. The present paper reviews relevant empirical literature for clinical issues in social-skills training with adolescents. Clinical issues are discussed in the context of the developmental stage of adolescence, and include: (a) Generalization and maintenance; (b) social validation; (c) compliance and resistance; (d) confidentiality; (e) practicality; and (f) termination. Future directions for research and clinical intervention are also discussed.

Group conversational-skills training with inpatient children and adolescents. Social validation, generalization, and maintenance.

Two groups of inpatient youths (n = 4 and n = 5) received group conversational skills training. Conversational component behaviors of both groups at baseline were compared to the behaviors of normal youth from the community. For each inpatient group, component behaviors on which they were most discrepant from normal youths were selected for training. Multiple baseline designs across component behaviors were used and patients were trained to socially validated criterion levels. Effectiveness of training was demonstrated through (a) behavioral ratings during dyadic, unstructured conversations with other members of their group, (b) behavioral ratings during conversations with unfamiliar nonpsychiatric persons, (c) global ratings of conversational effectiveness by nonpatient peers, (d) generalization to in vivo conversations, and (e) maintenance of improvement at 1 and 3-month follow up assessments. Results were replicated across both groups and indicated that training effects were socially validated, generalized to conversations with unfamiliar persons and to in vivo conversations, and maintained over time.

Problem-solving training with a multiply distressed abusive and neglectful mother: effects on social insularity, negative affect, and stress

Multiple sources of stress and deficient problem-solving skills have been identified among maltreating parents. In the present study, a problem-solving intervention was evaluated with a multiply distressed, abusive and neglectful mother. Problem-solving skills were trained sequentially in a multiplebaseline design. Training focused on improving judgments related to child care and managing daily stress. The impact of training was examined in relation to problem-solving skill improvements, as well as social insularity, affect, and stress which appeared to compromise child care abilities. Problem-solving training resulted in a substantial increase in generation of alternative solutions and in the quality of plans to implement solutions on both training and generalization vignettes. Moreover, training resulted in positive changes in social insularity, negative affect, and self-reported stress and anxiety. Most of these gains were maintained at 1- and 5-month follow-ups. There were no further reports of child maltreatment during the 21 months following intervention.

Evaluation of state efforts to improve systems of care for children and adolescents with severe emotional disturbances: The CASSP initial cohort study

In 1984, the National Institute of Mental Health (NIMH) began funding its Child and Adolescent Service System Program (CASSP). In this paper, we present findings from a descriptive study of the experiences of the initial cohort of states to receive CASSP grants, conceived and conducted when the projects were approaching the end of their fifth and final year of NIMH funding. Detailed case studies were conducted of each of the 10 initial cohort projects, and the findings analyzed across projects. Data were collected from three major sources: (1) existing documentation about the projects, (2) site visits to each of the projects, and (3) information from relevant secondary sources. Findings suggest that the initial cohort projects utilized a variety of strategies and encountered a variety of barriers and facilitating factors. The projects generally implemented the intended CASSP program and did so by using a variety of strategies. The projects were judged by stakeholders in their states to have influenced the service systems in their states in the intended directions: toward a more comprehensive system of care that emphasizes community-based treatment; toward better integrated, more collaborative efforts among the state agencies involved; toward a more detailed understanding on the part of system stakeholders of the mental health problems of children and adolescents who have severe emotional disturbances, and of the influence of those problems on the lives of the children and their families; and toward increased involvement by parents and other family members in the care of these children and adolescents.

Low and high deviance analogue assessment of parent-training with physically abusive parents

This study examined the utility of a parent-training program which included training to facilitate generalization to high-demand child-management situations, and employed structured analogue assessments of parent discipline performance in high-demand situations. A single-subject design was used to evaluate the effects of intervention with three physically abusive parents. The use of parenting skills was observed during free-play assessments (in clinic and home) with their child and two home-simulation assessments (low- and highdeviance) with clinical assistants enacting scripted child behaviors. Results support the effectiveness of the parent-training package and the use of low- and high-demand home-simulation assessments. Attempts to assess the impact of treatment on child management related to high-demand situations is particularly important given that these situations may function as antecedents to abuse behavior. The findings contribute to the literature on parent-training withphysically abusive parents and suggest directions for future research and practice.