Alexithymia,empathic concern,goal management,and social problem solving in adult male prisoners

Abstract

Social problem-solving skills training forms a major part of many offender treatment programmes. In this study, we explored the influences of alexithymia, empathic concern and goal management on social problem-solving skills in 79 adult male prisoners in an attempt to identify affective and cognitive factors relevant to offenders’ social problem-solving skills. Results showed that alexithymia was associated with less effective social problem solving, whereas empathic concern and perspective taking were associated with more effective social problem solving, but unexpectedly also with a Negative Problem Orientation. Persistence in goal attainment was associated with effective social problem-solving abilities, and inflexibility in adopting new strategies in the face of obstacles was associated with maladaptive problem-solving styles. Implications for developing social problem-solving interventions for offenders are presented.     

Social problem-solving correlates of sexual deviancy and aggression among adult child molesters

Cognitive-behavioral treatment programs for adult sex offenders often include training geared to improve a perpetrator's social problem-solving skills. However, little empirical evidence exists to date that documents the relationship between problem-solving and deviant sexual interest or behavior among child molesters. As such, this study investigated the association between problem-solving and two aspects of sexual offending—self-reported sexual deviancy and clinician-rated sexual aggression among a recruited sample of incarcerated child molesters. To minimize the potential for biased self-reports, criterion scores on a lie scale were employed to exclude individuals who might be prone to misrepresent their responses. Results indicated this sample to be characterized by significant deficits on all measures of social problem-solving as compared to the general population. In addition, a series of correlational analyses indicated that an avoidant problem-solving style was significantly associated with past sexual aggression, whereas a negative problem orientation and an impulsive/careless problem-solving style were significantly related to a measure of current sexual deviancy. Of particular interest is the finding that a rational problem-solving style (i.e., the constructive style that involves the systematic application of specific problem-solving skills geared toward identifying an effective solution) was not significantly related to either sexual offending measure. The implications of these collective results are discussed.     

Cognitive problem-solving training to improve the child-care judgment of child neglectful parents

Child neglect, the failure to adequately meet a youngster's care needs, is the most frequent form of child maltreatment reported to welfare authorities. However, there have been few empirical reports of treatment outcomes for adjudicated, child neglectful parents. In the current study, an initial assessment of three neglectful parents revealed substantial deficits in cognitive problem-solving skills related to child care judgment. Treatment, consisting of modeling, shaping, practice, and feedback was used to improve each parent's child care problem-solving skills in a multiple baseline design. Skill enhancement was also found for untrained (generalization) problem situations, and independent caseworker ratings of each family's functioning provided external validation of the intervention's clinical impact.     

Project SafeCare: Improving Health, Safety, and Parenting Skills in Families Reported for, and At-Risk for Child Maltreatment

Project SafeCare was a 4-year, in-home, research and intervention program that provided parent training to families of children at-risk for maltreatment, and families of children who were victims of maltreatment. Parents were trained in treating children's illnesses and maximizing their own health-care skills (Health), positive and effective parent–child interaction skills (Parenting), and maintaining low hazard homes (Safety). The effectiveness of these training components was evaluated as the change in the parents' scores on roleplay situations for child health problems, hazards present in the home, and the frequency and quality of parent–child interactions during activities of daily living. Statistically significant improvements were seen in child health care, home safety, and parent–child interactions.     

Parental problem-solving skills and child behavior problems: A comparison of physically abusive,neglectful, clinic,and community families

Failure to solve problems related to parenting and other aspects of daily living is hypothesized to result in frustration or inability to cope, and lead to deviant parental behavior such as aggression or neglect. The present investigation provided support for a procedure for measuring parental problem-solving skill and compared the problem-solving abilities and child behavior problems of maltreating and nonmaltreating parents. Subjects were 40 parents with at least one child between the ages of three and twelve. Subjects were assigned to one of four groups: (a) physically abusive parents (n = 9); (b) neglectful parents (n = 9); (c) nonmaltreating clinic parents seeking help for child behavior problems (n = 11); and (d) nonmaltreating, non-help-seeking community parents (n = 11). Abusive and neglectful parents were deficient in problem-solving skill as compared to clinic and community parents, yet there were many similarities in parental reports of child behavior problems for maltreating and nonmaltreating parents. Parental problem-solving skill did not correlate significantly with parental ratings of child behavior problems.     

Social skills training for juvenile delinquents: post-treatment changes

Objectives

To examine the post-treatment effectiveness of an outpatient, individual social skills training for juvenile delinquents in the Netherlands and to conduct moderator tests for age, gender, ethnicity, and risk of reoffending.

Methods

The sample consisted of juveniles who received Tools4U, a social skills training with a parental component, as a penal sanction (N?=?115). Propensity score matching was used to select a control group of juveniles receiving treatment as usual (TAU) of n?=?108 juveniles (of a total of N?=?354). Assessment of impulsivity, social perspective-taking, social problem-solving, critical reasoning, developmental task-related skills, and treatment integrity took place before and immediately after the treatment.

Results

Treatment integrity was found to be sufficient, so that treatment effects could be attributed to the Tools4U training. Tools4U was more effective than TAU in reducing impulsivity, cognitive distortions (self-centering and assuming the worst), and social perspective-taking deficits (hostile intent attribution). No treatment effects were found on adolescents’ social problem-solving skills, and only caretakers of girls showed improvement in parenting skills. Effects on developmental task-related skills were not in the expected direction: after Tools4U, juveniles reported significantly less social acceptance and self-worth than juveniles receiving TAU.

Conclusions

Tools4U showed generally small effects and no effects on protective factors, which might limit the long-term treatment effects on delinquency. Treatment effects may be improved by implementing additional techniques and improving the parental component for boys in particular.

     

A controlled,problem-solving,group-based intervention with vulnerable incarcerated young offenders

Recent research has indicated that vulnerable incarcerated young offenders--such as those at risk of suicidal behaviour, those on formal protection due to their inability to assimilate into mainstream, and those who are bullied but remain in normal circulation--display impoverished problem-solving abilities. Furthermore, deficits in their problem-solving skills are significantly correlated with levels of anxiety, depression, and hopelessness. This study evaluated the effectiveness of a time-limited, group-based problem-solving training intervention compared with a no-treatment control for vulnerable, incarcerated young offenders. A total of 46 young offenders were equally allocated to intervention or control groups. Intervention participants experienced significant reductions in their levels of anxiety, depression, and hopelessness and improvement in their self-assessed social problem-solving abilities. Gains in aspects of self-assessed problem-solving ability and mental health for the intervention group continued to be evident at 3-month follow-up. Methodological concerns in this study and directions for future research are discussed.     

Social-cognitive skills training with a sexually abused and abusive child psychiatric inpatient: Training,generalization, and follow-up

This paper describes the clinical application of a social-cognitive skills training program for an 11 1/2-year-old child psychiatric inpatient with a history of sexual abuse and neglect who was referred for hospitalization after sexually molesting a neighborhood girl. The content and procedures of the program are outlined in detail to facilitate replication. Results indicated that improvements were found on analogue role-play scenarios administered during training-which then generalized to several specific and general measures of social adjustment/competence on the inpatient unit. A 1-year follow-up assessment revealed the maintenance of these therapeutic gains. The implications of this therapeutic approach with maltreated children and need for more rigorous empirical outcome studies are discussed.     

Interpersonal problem-solving skills in battered,counseling, and control women

The present study was designed to examine the interpersonal problem-solving skills of battered women, while controlling for the effects of depression and anxiety. Battered, Counseling, and Control women were administered an interpersonal problem-solving inventory and asked to generate as many behavioral options as possible for each problem and then to select the one option they would chose to use in the given situation. All options were rated for effectiveness by two “blind” raters. Subjects were also administered the BETA intelligence test, the Beck Depression Inventory, and the State-Trait Anxiety Inventory Form-Y. Analysis of variance found no significant differences between the groups for intelligence, but the Counseling women were significantly more depressed and anxious than the Battered or Control women. Analysis of covariance (using BDI and STAI scores as covariates) found that Battered women: (1) generated fewer total options, (2) generated fewer effective options, and (3) chose fewer effective options for use in the situation than both Counseling and Control women. These findings provide indirect support for a general problem-solving skills deficit in battered women and reinforce the importance of problem-solving skills training for battered women.     

Training Parents Reported for or at Risk for Child Abuse and Neglect to Identify and Treat Their Children's Illnesses

Parents at-risk or reported for child abuse or neglect may demonstrate deficits in infant and child health care skills, placing their children at greater risk for health problems. Research assistants, caseworkers, and a nurse provided health care skills training to parents at risk or reported for child abuse or neglect. A health reference guide and other training materials were validated by health care professionals. Training involved teaching parents to follow a series of steps to identify symptoms, use reference and record-keeping materials, determine the best form of treatment, and either treat the illness at home, consult a physician, or seek emergency treatment. Skill acquisition was assessed through observations of parent behavior in simulated health care scenarios. A series of multiple baselines across parents demonstrated effectiveness of this training in the context of these scenarios. Six out of seven parents met the 100% mastery criterion. All parents provided positive ratings of the content of the training program, the training strategies, and the counselors who provided training.     

Family and social factors associated with substantiation of child abuse and neglect reports

One hundred fifty-nine families who were reported for child abuse or neglect to a country social services agency in a single fiscal year were studied empirically to test the ecological model of child abuse and neglect. Several family and social factors were studied. Only two, size of family and stage in family developmental cycle, were significantly associated with an increased risk of substantiation of the report. Two potential sources of social support, the use of regular child care and the presence of an extended family member, were tested for their effect on substantiation in those cases where risk factors such as the two mentioned above and combinations of risk factors such as single parenthood and unemployed head of household were associated with higher rates of substantiation. In every case, these two examples of social support reduced the substantiation rate. The influence of the use of regular child care was especially strong in mitigating the effect of the family and social risk factors.     

The assessment of mother-child interactions in physically abusive and nonabusive families

Physically abusive mothers and their children were compared with matched nonabusive mothers and their children in a laboratory playroom setting. Parenting skills, as well as mother-child interaction patterns, were assessed using three different tasks designed to create varying levels of parental stress and child frustration. Mother-child interactions were observed and coded. Questionnaire measures of knowledge of child behavior and a measure of social desirability were also administered. Discriminant function analyses revealed that 10 of the 11 abusive mothers and 10 of the 12 control mothers could be correctly identified, representing an 87% classification rate. The main difference between the two groups was in the overall rate of activity. Abusive mothers engaged in significantly less behavior toward their children than control mothers; behavior rates were essentially similar for both groups of children. Abusive mothers contingently praised appropriate behavior significantly less often than controls, and abused children complied significantly less often to requests. The implications of these findings for the understanding and treatment of abusive parent-child interactions were discussed.     

Perceived social support and competence in abused children: A longitudinal perspective

The stress-social support-psychological well-being model and the social network theory of child development were used to examine the impact of child abuse and maternal perceptions of social support and competence on child perceptions of social support and competence at two points in time. The influence of child social support on child competence was also assessed. The sample consisted of 165 abused children and their mothers and a matched comparison group of 169 nonabused children and their mothers. As a source of stress, abuse had no significant independent effects on children's perceptions of social support and competence at either time period. The strongest predictors of children's views of their competence were perceived support from mothers, peers, and teachers. The findings underscore the importance of social support for the psychological well-being of children.     

The modification of criminogenic factors on addicted offenders. The effectiveness of the Reasoning and Rehabilitation Program

At the Clinic of Forensic Psychiatry in Rostock, Germany, we treat addicted offenders in a closed psychiatric setting. In 2009 we implemented the "Reasoning and Rehabilitation Program" (R & R, Ross & Fabiano, 1986), a cognitive skills program, in our clinic. There are several international studies confirming the efficacy of this training in diminishing recidivism. We examined a sample of 31 inpatients randomly distributed among the experimental (R & R) and the control group. Most of the study participants had committed homicide or other serious violent offenses. Prisoners with schizophrenia, organic mental disorders and mental retardation were excluded from the study. The target skills were assessed by treating psychotherapists, primary nurses and by the patients themselves. Our findings indicated that problem-solving, awareness of consequences, social perspective-taking, cognitive style, the ability to learn by experience, and persistence in the experimental group were significantly improved. The awareness of consequences has changed significantly in the assessment of the treating psychotherapists, the primary nurses, and the offenders themselves. Our current data are similar to our recent work, where we found significant changes in mental flexibility, planning, and problem-solving and positively assessed tendencies in some skills (Wettermann et al., 2012, 2011). Verification of these findings in a larger sample would strengthen the research foundation for this important training to diminish prisoner recidivism.     

Trauma Resilience Training for Police: Psychophysiological and Performance Effects

The objective of this study is to test the effects of police trauma resilience training on stress and performance during a critical incident police work simulation. Rookie police officers (N = 18) participated in a randomized trial of a 10-week imagery and skills training program versus training as usual. Twelve months later, psychophysiological stress and police work performance were assessed during a live critical incident simulation. Training resulted in significantly less negative mood, less heart rate reactivity, a larger increase in antithrombin, and better police performance compared to controls. Trends for cortisol and self-reported stress also suggested benefits of training. This novel training program is a promising paradigm for improving police well-being, stress resiliency, and optimizing job performance.     

Families of Origin,Foster Care Experience,and the Transition to Adulthood

The rising number of young adults transitioning to adulthood from the foster care system has been a focus of prior research. The current study explored foster care youths transitions to adulthood to identify factors that contribute to or inhibit prosocial adult outcomes. Structured data derived from interviews with foster care‐experienced adults and child welfare professionals as well as focus groups with foster care‐experienced adults and foster parents were analyzed using content analysis to examine the transition to adulthood from foster care. Positive or negative life outcomes resulted from two key mechanisms: a) issues related to family of origin (inadequate parenting, abuse); and b) foster care experiences (including a pattern of “drift”). We explore disidentification, a new social psychological concept. Throughout, key players provide policy recommendations for the child welfare system.     

Cognitive-behavioral skills,social supports,and child abuse potential among mothers of handicapped children

This study examined the relationship among cognitive functioning, social support networks, and risk for child abuse in a sample of 92 mothers of developmentally disabled children. Mothers found to be at highest risk for child abuse potential tended to score low on cognitive skills, social support networks, and life satisfaction. Beck Depression Inventory scores were found to explain 57% of the variance in the Child Abuse Potential Scores. Single mothers differed significantly from married mothers on child abuse potential, relationship satisfaction, community involvement, and loneliness. The authors discuss implications of the study and the need for future research with families of handicapped children.     

Changes in coping following treatment for child molesters

Relapse prevention theory assumes that specific coping skills deficits contribute to sexual reoffending. Recent research suggests that the general coping style of sexual offenders is also ineffective. In this study changes were examined in specific and general coping deficits following a treatment program that incorporated specific skills training as well as modifying general styles. Treated incarcerated child molesters were compared to a group of incarcerated child molesters on a waiting list for treatment. Groups completed various measures aimed at identifying coping strategies used in specific high-risk situations and general coping styles. Compared to the waiting list group, treated child molesters identified more effective coping strategies in specific high-risk situations. Changes are noted in their general coping styles with an increase in the endorsement of task-focused strategies and social diversion strategies. No changes in their endorsement of ineffective strategies such as emotion-focused or distraction strategies occurred. Implications for treatment are discussed.     

The foster family in Poland,a custodial and educational environment (XX – the early XXI centuries)

ABSTRACT

A thorough study of the sources made it possible to conduct a retrospective analysis as well as outline normative and legal principles of the foster family in Poland as one of the main forms of child custody in the XX – early XXI centuries rooted in national traditions and social legacy. Foster family formation and early functioning indicate that its value depends on who is entrusted with a child to care for, what child is to be placed in foster care, what kind of support a foster family could expect, what control is exercised over it. The second half of the XX – the early XXI centuries mark the evolution of the legal and regulatory framework underlying foster care, one of the main institutional forms of child custody in Poland. It appears that the foster family provides a child with proper living conditions and a favourable environment for its education and socialisation, closest possible to those in a natural family. To this end, the state is to make sure that potential foster parents are properly trained. The development of foster care speeds up in the 1970’s and 1990’s. We have discovered that at the turn of the century, foster family functioning, provision of care and adequate conditions for a child’s development and upbringing etc. are defined by the social policy of the state. Of great significance for the international community is the Polish experience regarding the requirements for foster family candidates, children’s placement in such families, material assistance, foster parent salary calculations; the amount of money biological parents must pay for their child’s placement in a foster family. In modern Poland the foster family is an important social institution which promotes the development of a child deprived of parental care and is prioritized over other institutional forms of care.