Date of Award:
5-2006
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Psychology
Department name when degree awarded
School Psychology
Committee Chair(s)
Donna M. Gilbertson
Committee
Donna M. Gilbertson
Committee
Gretchen Gimpel Peacock
Committee
Thomas S. Higbee
Abstract
Socially withdrawn children are at increased risk for various maladaptive outcomes. One intervention suggested to mediate these outcomes is the use of peermediated social skills training. However, little research supports its use with socially withdrawn children; even less research has investigated the role of peer mediators in the generalization of treatment effects. The purpose of this study was to evaluate a generalization training package on the generalization of socially withdrawn students and their peer mediators' interactions. This study compared the effectiveness of various procedures in a peer-mediated intervention on the generalization of prosocial interactions with socially withdrawn students and examined how students' perceptions of social support, bullying experiences, and intervention acceptability changed as a result of the peer-mediated social skills training intervention. Results indicated that the socially withdrawn participants engaged in more prosocial behavior following the intervention and that it generalized to a highly unstructured, novel setting with multiple students.
Checksum
f60d212775a9784b041b1a28e68636a4
Recommended Citation
Hancock, Kyle Max, "Social Interactions and Bullying in Withdrawn Children: An Evaluation of Generalization Strategies Within a Social Skills Training Intervention" (2006). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 6245.
https://digitalcommons.usu.edu/etd/6245
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