Enhancing the effectiveness of social skills interventions with adolescents

Competent social interactions are clearly necessary for adjustment and successful functioning in society. The many developmental events and changing social expectations that occur during adolescence can make it particularly challenging for youth to establish and maintain competent social interactions. Research on social skills training with adolescents began in the mid-tolate 1970’s and it has improved much over the years. The research has gradually moved beyond a focus on basic skill assessment and acquisition in clinical settings toward techniques designed to assess and promote generalization and maintenance of an effective interpersonal repertoire in real world settings and situations. This article discusses major advances and issues in social skills research with adolescents, including efforts to facilitate treatment adherence, social validity, and generalization of interventions. Directions for further improvement of our social skills intervention technology are discussed. Effective social interactions are necessary for emotional and behavioral adjustment, and successful functioning at home, school, work, and social settings (cf. Hansen, Giacoletti, & Nangle, 1995; Hartup, 1989; Kelly & Hansen, 1987; Petersen & Hamburg, 1986). It can be especially challenging for adolescents to establish and maintain competent social interactions because of the many developmental changes that occur. The physical and emotional changes associated with puberty, as well as the more advanced cognitive and verbal abilities, impact the adolescent’s interactions with both peers and adults (Bierman & Montminy, 1993; Hansen et al., 1995; Kelly & Hansen, 1987). Social interactions and relationships become increasingly complicated and adult-like, as the peer group becomes larger and more complex, more time is spent with peers, and interactions with opposite-sex peers increase (Csikszentmihalyi & Larson, 1984; Petersen & Hamburg, 1986). In addition, adolescents may experience a variety of other changes that affect social relationships, including school and peer group changes, changes in