Social skills are critical to psychological adjustment across the lifespan. These skills are necessary for attaining a variety of important social, emotional, and interpersonal goals. Social skill definits and resulting negative social interactions are associated with a wide variety of adjustment problems and psychological disorders. Social Skills across the Life Span: Theory is a comprehensive social skills volume providing in-depth coverage of theory, assessment, and intervention. Divided into three major sections, the volume begins with the definition of social competence, developmental factors, and relations to adjustment. This is followed by coverage of general assessment and intervention issues across the lifespan. In the third section, program developers describe specific evidence-based interventions.
- Identifies how social skills influence social competence and well being
- Addresses the full lifespan
- Reviews methods to assess and intervene with children and adults
- Details evidence-based interventions for children and adults
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Part I: Theory 1. Defining Social Skills Rachel L. Grover, Douglas W. Nangle, Michelle Buffie, and laura A. Andrews 2. Developing Social Skills Julie Newman Kingery, Cynthia A. Erdley, and Emily Scarpulla 3. Linking Social Skills and Adjustment Kimberly E. Kamper-DeMarco, Jessica Shankman, Eliot Fearey, Hannah R. Lawrence, and Rebecca A. Schwartz-Mette Part II: Assessment and Intervention 4. Assessing Youth Cynthia A. Erdley and Melissa S. Jankowski 5. Assessing Adults Sarah Fischer, Peter J. Norton, William Spaulding, and James A. Courtney 6. Intervening with Youth Laura A. Andrews, Rachel L. Grover, Michelle L. Buffie, and Douglas W. Nangle 7. Intervening with Adults Samantha J. Gregus, Elissa R. Failes, Elizabeth Ramirez, Raegan Harrington, Phoebe Welcome, and Rebecca A. Schwartz-Mette Part III: Social Skills Interventions Section A: Children and Adolescents 8. Play Skills for Shy Preschoolers: A Social Skills Training and Facilitated Play (SST-FP) Early Intervention Program Robert J. Coplan 9. The Fast Track Friendship Group Program Karen L. Bierman 10. The PATHS Curriculum: Thirty-Five Years and Counting Carol A. Kusché 11. Superheroes Social Skills Keith C. Radley and Kate A. Helbig 12. School-Based Treatment for Children and Adolescents with Social Anxiety Disorder Samantha Coyle, Farah Mahmud, Cody Weeks, and Carrie Masia Warner 13. The Program for the Education and Enrichment of Relational Skills (PEERS) Emily Moulton and Elizabeth Laugeson Section B: Adults 14. Emotional and Social Competence (ESC) for Adults: Keys for Health, Happiness, and Success Carol A. Kusché, Anna-Lisa Mackey, and Julian B.R. Kusché 15. CharismaT: A virtual Reality Training to Promote Social BrainHealth in Adults Tandra T. Allen, Lara Ashmore, Shelly Gordon, Aaron Tate,Lori G. Cook, and Sandra Bond Chapman 16. PREP4Work: A Social Skills Intervention to Prepare Adults with Autism Spectrum Disorder and Intellectual Disabilities to Access the Workplace Jennifer Holloway, Helena Lydon, and Edith Walsh 17. Social Skills Training for Persons with Schizophrenia Julia Browne, Kim T. Mueser, and Sarah I. Pratt
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.
Erdley, Cynthia A.
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.
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.