Social Skills Training for Schizophrenia A Step-by-Step Guide

by Bellack, Alan S.; Mueser, Kim T.; Gingerich, Susan; Agresta, Julie

• ISBN13: 9781572308466
• ISBN10: 157230846X
• Edition: 2nd
• Format: Paperback
• Copyright: 2004-04-07
• Publisher: The Guilford Press

Summary

Incorporating the most up-to-date concepts and clinical tools, the newly revised and expanded second edition of this popular manual is even more user-friendly than its predecessor. Presented are an empirically tested format and ready-made curricula for skills training groups in a range of settings. Part I takes therapists and counselors step by step through assessing clients' existing skills, teaching new skills, and managing common treatment challenges. Part II comprises over 60 ready-to-photocopy skill sheets (15 more than the previous edition), each one a complete lesson plan in itself. Other features of the second edition include an important new chapter on working with dually diagnosed clients; an overview of the empirical support for the approach; and additional assessment forms. Of special value for practitioners, the new 8.5" x 11" format makes it easier than ever to reproduce and use the practical materials in the book.

Author Biography

Full author listing:
Alan S. Bellack, PhD, ABPP, Mental Illness Research Education Clinical Center (MIRECC), VA Maryland Health Care System, and Department of Psychiatry, University of Maryland School of Medicine, Baltimore, MD; Kim T. Mueser, PhD, Departments of Psychiatry and Community and Family Medicine, Dartmouth Medical School, Hanover, NH; Susan Gingerich, MSW, independent consultant and trainer, Narberth, PA; and Julie Agresta, MSS, MEd, LSW, PhD candidate, private practice, Philadelphia, and Temple University, Philadelphia, PA

About the Authors
Alan S. Bellack, PhD, ABPP, is Professor of Psychiatry and Director of the Division of Psychology at the University of Maryland School of Medicine and Director of the VA Capitol Health Care Network Mental Illness Research, Education, and Clinical Center (MIRECC).

Kim T. Mueser, PhD, is a licensed clinical psychologist and a Professor in the Departments of Psychiatry and Community and Family Medicine at the Dartmouth Medical School in Hanover, New Hampshire.

Susan Gingerich, MSW, is a full-time trainer and consultant based in Narberth, Pennsylvania.

Julie Agresta, MSS, MEd, is a licensed social worker in private practice in Cheltenham, Pennsylvania.

Table of Contents

Part I Principles, Format, and Techniques for Social Skills Training of Clients with Schizophrenia
Schizophrenia and Social Skills	3	(15)
The Behavioral Model of Social Skills	4	(13)
Summary	17	(1)
Social Skills Training as an Evidence-Based Practice	18	(12)
Evidence-Based Practices	18	(1)
Research on the Effectiveness of Social Skills Training	19	(4)
Recent Research on Social Skills Training	23	(4)
Future Directions for Social Skills Training	27	(2)
Summary and Conclusions	29	(1)
Assessment of Social Skills	30	(16)
General Issues	31	(2)
Assessing Social Skills and Social Functioning	33	(7)
Identifying and Measuring Progress toward Social Skills Goals	40	(3)
Assessing Progress in Social Skills Training Groups	43	(1)
Monitoring Homework	44	(1)
Evaluating Effectiveness at Using Specific Social Skills	44	(1)
Summary	45	(1)
Teaching Social Skills	46	(32)
Social Learning Theory	46	(2)
Steps of Social Skills Training	48	(21)
Pacing of Social Skills Training	69	(1)
Systematically Following the Model of Social Skills Training	69	(1)
Additional Teaching Strategies	70	(5)
Different Training Modalities	75	(1)
Summary	76	(2)
Starting a Skills Group	78	(11)
Practical Considerations When Planning a Group	78	(1)
Group Composition	79	(2)
Logistics	81	(1)
Incentives for Participation	81	(1)
Selecting Group Leaders	82	(1)
Co-Leading Groups	83	(1)
Leader Training	83	(1)
Selecting Clients for Group	84	(1)
Preparing Clients for Participation in Group	84	(2)
Working with Other Mental Health Professionals to Generalize Skills	86	(2)
Summary	88	(1)
Using Curricula for Social Skills Training Groups	89	(12)
Using an Existing Curriculum	89	(1)
Guidelines for Using Skill Sheets	90	(2)
Developing Curriculum Menus and Lesson Plans	92	(2)
Adding Skills to Existing Lesson Plans	94	(2)
Problem-Solving Training	96	(1)
Developing a New Curriculum	97	(1)
Special Considerations	98	(2)
Summary	100	(1)
Tailoring Skills for Individual Needs	101	(13)
The Role of Assessment in Setting Individual Client Goals	101	(2)
Using Client Goals to Design Social Skills Training Groups	103	(4)
Managing the Range of Skill Levels	107	(2)
Keeping All Members Involved in the Group Process	109	(1)
Ongoing Assessment of Progress Made in Group	110	(2)
Summary	112	(2)
Troubleshooting: Common Problems and Challenging Clients	114	(31)
General Issues	114	(1)
Common Problems in Conducting Social Skills Training Groups	115	(5)
Problems Related to Clients Who Experience Severe Symptoms	120	(7)
Problems Related to Clients Who Have Less Social Impairment	127	(4)
Problems Related to Older Clients	131	(3)
Problems Related to Clients Who Have Mild Mental Retardation	134	(4)
Problems Related to Clients Who Have Criminal Justice Involvement	138	(3)
Problems Related to Young Clients	141	(3)
Summary	144	(1)
Working with Clients Who Abuse Drugs and Alcohol	145	(25)
Reasons for Substance Abuse in Schizophrenia	145	(1)
Factors Complicating Behavior Change	146	(1)
Treatment of Substance Abuse in Schizophrenia	147	(1)
Behavioral Treatment for Substance Abuse in Schizophrenia	148	(16)
Strategies for Special Problems	164	(5)
Summary	169	(1)
Reducing Relapse by Creating a Supportive Environment	170	(16)
Recognizing a Stressful Environment	170	(2)
The Importance of Family Members and Staff Members in Creating a Supportive Environment	172	(1)
Characteristics of Supportive Staff Members and Family Members	172	(4)
Characteristics of a Supportive Living Situation	176	(1)
Improving Stress Management in the Client's Environment	177	(3)
Developing a Social Learning Milieu in a Residential or Inpatient Program	180	(3)
Special Considerations for Family Members	183	(1)
Summary	184	(2)
Parting Tips for Social Skills Training	186	(89)
Part II Steps for Teaching Specific Social Skills: Curricular Skill Sheets
Four Basic Social Skills	195	(6)
Conversation Skills	201	(12)
Assertiveness Skills	213	(10)
Conflict Management Skills	223	(8)
Communal Living Skills	231	(8)
Friendship and Dating Skills	239	(12)
Health Maintenance Skills	251	(10)
Vocational/Work Skills	261	(8)
Coping Skills for Drug and Alcohol Use	269	(6)
Appendix A. Materials Useful to Group Leaders	275	(18)
Appendix B. Materials Related to Assessment	293	(30)
References	323	(6)
Index	329