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## Breadcrumb

            -  Evidence for Program Improvement 
            -  Social Competence Family Relations and Parenting Skills 
            -           Provide Opportunities for Youth to Learn and Practice Cognitive and Interpersonal Skills      

# Provide Opportunities for Youth to Learn and Practice Cognitive and Interpersonal Skills

## Outcome

### Social Competence

## Intervention Family

### Family Relations and Parenting Skills Interventions

 Family Relations and Parenting Skills Interventions             Incorporate opportunities for individualized formats             Increase frequency of sessions over longer periods of time             Emphasize cognitive and interpersonal skills       

## Provide Opportunities for Youth to Learn and Practice Cognitive and Interpersonal Skills

## Evidence

The 18 family relations and parenting skills interventions that included  **content for children/adolescents relating to cognitive skills such as problem-solving, cognitive restructuring, or interpersonal skills** showed greater improvements in social competence than those that did not include this content. Ten of these interventions included more than one of these content elements.

Many factors influence the development of children’s social competence. Family relations and parenting skills interventions are more effective when they include content for youth that helps them: a) build cognitive skills to process and apply information about other people and social situations, and b) acquire particular interpersonal skills necessary for positive interactions with others.

It may be important to nurture **both** cognitive and interpersonal skills (see below) – for example, even if a child has the interpersonal skills to start a conversation and work cooperatively in a peer group, if she lacks the cognitive skills needed to identify a problem situation, think of alternative ways to deal with it, and consider the likely outcomes of each option, then she may be less likely to respond to challenging situations productively.

**Cognitive skills.** Consider emphasizing the development of cognitive skills such as the problem-solving sequence and cognitive restructuring to overcome negative thoughts.2 Learning the steps involved in solving a problem can help children manage difficult family or peer issues, giving them the tools to find positive alternatives to a problem. This in turn can reduce their frustration and feelings of isolation, which increases the likelihood of peer acceptance and positive social interactions. Cognitive restructuring helps children find adaptive ways to cope with adverse events such as a divorce, helping them dispel common misconceptions and change irrational beliefs about their role in the event that otherwise may manifest in anger and associated problem behaviors.

**Interpersonal skills.** Focus interpersonal skills content on communication skills with family and peers, friendship skills, peer interaction skills, and how to cooperate with and support others. Family and parenting interventions have the best chance at improving these skills by teaching them directly to children, whether through individual therapy or through their parents who are appropriately trained and supported by a therapist or parenting skills provider.

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**COGNITIVE SKILLS CONTENT**- Problem-solving sequence for resolving interpersonal problems:  1.Identify the problem   2.Brainstorm possible solutions  3.Anticipate consequences of different solutions  4.Evaluate solutions and try the best alternative  5.Decide if the solution worked
- Conflict Resolution

**INTERPERSONAL SKILLS CONTENT**- General interpersonal communication skills (e.g., active listening, giving and receiving feedback).
- Family communication and relationships (e.g., how to ask for what you need from a parent).
- Making friends and engaging in teamwork.
- Peer communication, peer relationships, peer group interaction.
- Prosocial behavior (voluntarily helping, sharing, cooperating with others).

2 Cognitive restructuring refers to a person learning how to identify and change negative or irrational thought processes that inhibit one’s ability to have positive, functional social interactions and relationships.
Assess Feasibility- Current content.  Assess the extent to which your program already covers cognitive or interpersonal skills. See Box 1 above for specific content elements.
- Program structure.  Assess whether there is room to add cognitive or interpersonal skills content to your lesson plans or program guidance. Where would it fit? What would need to change? For example, would you need to add sessions? Increase time spent on this content relative to other areas?
- Program resources.  Review current resources and any funding constraints. What resources might need to be added or shifted to accommodate content changes?
- Staff development and resources.  Engage your team for input on the type of support they will need to add this content. What kind of information, development, or resources do they need to implement these changes to content?
Take Action
Consider any of the following depending on the results of your feasibility assessment:
- Ensure your program covers  interpersonal skill-building to address family relationships and communication, and prosocial peer relationships.
- Ensure your program includes the  cognitive problem-solving sequence to address interpersonal problems, and cognitive restructuring  to help challenge negative thoughts.
- Identify subject matter experts  who can provide in-service training to your organization and teams to learn best practices for teaching cognitive and interpersonal skills, as needed.
- Revise lessons plans, staff training content or internal program guidance  to ensure coverage of cognitive and interpersonal skills. You may need to reduce other types of content to ensure coverage.
- Incorporate cognitive and interpersonal skills as a  case management goal  for counseling and therapy clients.
- Engage youth and parents in planning  to ensure content is relevant and designed to meet their needs.
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