Journal List > J Korean Acad Psychiatr Ment Health Nurs > v.20(4) > 1057924

Kim, Park, and Kim: Effects of a Social Skill Training Program on Attention Deficit Hyperactivity, Communication Ability, and Peer Relations in Children Using a Community Child Center

Abstract

Purpose

In this study the effects of a social skill training program on attention deficit hyperactivity, communication ability, and peer relations in children using a community child center were examined.

Methods

A quasi-experimental design was used. Data were collected from November 10 to December 15, 2009. To test the effects of the social skill training program, the children using a community child center were divided into two groups, an experimental group (21) and a control group (21). The outcomes were measured by the Korean ADHD Rating Scales (K-ARS), communication ability scales, and peer relations scales.

Results

Significant differences were found in attention deficit hyperactivity scores and peer relations scores between the experimental group and the control group.

Conclusion

The results suggest that the social skill training program applied cognitive behavior therapy is a useful nursing intervention for decreasing the attention deficit hyperactivity and improving the peer relations of these children using a community child center.

Figures and Tables

Table 1
Social Skill Training Program: Theme and Specific Contents
jkapmhn-20-414-i001
Table 2
Homogeneity Test of General Characteristics between Experimental and Control Group (N=42)
jkapmhn-20-414-i002

Exp.=experimental group; Cont.=control group.

Fisher's exact test.

Table 3
Homogeneity Test for the Experimental and Control Groups in Pretest (N=42)
jkapmhn-20-414-i003

Exp.=experimental group; Cont.=control group.

Table 4
Comparisons of Attention Deficit Hyperactivity, Communication Ability, and Peer Relations between the Experimental and Control Groups (N=42)
jkapmhn-20-414-i004

Exp.=Experimental group; Cont.=Control group.

References

1. Ban GN. The effects of social skills improvement program on the ego-resilience and interpersonal relations for elementary school students. Seoul: Seoul National of Education;2008. Unpublished master's thesis.
2. Bienvenu MJ. An interpersonal communication inventory. J Commun. 1971; 21:381–388.
3. Coleman WL, Lindsay RL. Interpersonal disabilities: Social skills deficits in order children and adolescents. Pediatr Clin North Am. 1992; 39:551–567.
4. Dupaul GJ, Power TJ, Anastopoulos AD, Robert R. ADHD rating scale-IV. New York: Guilford Press;1998.
5. Frankel F, Myatt R, Cantwell DP, Feinberg D. Parent-assisted transfer of children's social skills training: Effects on children with and without attention-deficit hyperactivity disorder. J Am Acad Child Adolesc Psychiatry. 1997; 36:1056–1064.
6. Gim TH. The effect-growth program on the self-concept and peer-relationship of elementary school student. Korean J Elem Couns. 2005; 4(1):215–236.
7. Gresham FM, Elliot SN. Social skills rating system manual. Circle Pines, MN: American Guidance Service;1990.
8. Guevremont D. Social skills and peer relationship training. In : Barkley RA, editor. Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press;1990. p. 540–572.
9. Han ES, Ahn DH, Lee YH. The social skill training in children with attention-deficit hyperactivity disorder (ADHD). J Child & Adolesc Psychiatry. 2001; 12(1):79–93.
10. Headquarters for Community Child Center. The survey of 2009 community child center. Seoul: Author;2009. Issue Brief No. 10-006.
11. Jeong YM. The relationship between communication with parents of vocational girls' high school students and their problem behaviors. J Korean Home Econ Assoc. 1998; 36(3):31–45.
12. Kang KJ. The effects of the communication training program. Changwon: Changwon National University;1996. Unpublished master's thesis.
13. Kim HS, Chae YS, Park GR. Effects of a selfgrowth program on self-esteem, inferiority, and peerrelationships in children using a community child center. J Korean Acad Child Nurs. 2010; 16:1226–1815.
14. Kim IH. The effect of social skills training with attention-deficit hyperactivity disorder (ADHD). J Korean Acad Psychiatr Ment Health Nurs. 2007; 16:420–428.
15. Kim JK, Yoo AJ. Preadolescent's communication skills and the quality of peer relationships according to institutionalized or not, sex, age. Korean Assoc Child Stud. 2002; 23:121–135.
16. Korea Council of Children's Organizations. 2005 Children's planning forum report-3. 2005. November 1, 2011. fromhttp://www.kocconet.or.kr.
17. Landau S, Moor L. Social skill deficits in children with attention-deficit hyperactivity disorder. Sch Psychol Rev. 1991; 20:235–251.
18. Lee SJ. A case study on improvement of peer relationship of ADHD children through the social skills training. Jinju: Jinju National University of Education;2008. Unpublished master's thesis.
19. Lee YM. Strengthening practices for peer group counseling's effect on peer counselors' human relations attitude and communication skills. Ulsan: Ulsan University;2004. Unpublished master's thesis.
20. Lim YH. Effects of social skill training program for children with tendency of attention-deficit hyperactivity. Deagu: Kyungpook National University;2009. Unpublished master's thesis.
21. Oh HS. Development of social skill training program for children with ADHD disposition and study on its effect: Utilizing computer-assisted social skill training and mental rehearsal. Korean J Clin Psychol. 2007; 26(1):21–37.
22. Pfiffner LJ, Mcburnett K. Social skills training with parent generalization: Treatment effects for children with attention deficit disorder. J Consult Clin Psychol. 1997; 65:749–757.
23. Seo JY, Park WJ. The meta analysis of trends and the effects of non-pharmacological intervention for school aged ADHD children. J Korean Acad Psychiatr Ment Health Nurs. 2010; 19:117–132.
24. So YK, Noh JS, Kim YS, Ko SG, Koh YJ. The reliability and validity of Korean parent and teacher ADHD rating scale. J Korean Neuropsychiatr Assoc. 2002; 41:283–289.
25. Yu HJ. The effects of the peer relation improvement program for the elementary school students on selfconcept and communication ability. Gwangju: Gwangju National University of Education;2008. Unpublished master's thesis.
26. Yun SY, Koo YJ, Jeon JA, Hyun MH, Kim HC. The effects of parent training program combined cognitive behavioral social skill training on symptoms and social behaviors of children with ADHD. Korean J Health Psychol. 2007; 12:529–545.
TOOLS
Similar articles