Abstract
Provides an overview and update of social skills training (SST) as an intervention approach for children's peer relationship problems. The relative paucity of recent outcome studies on SST was noted. SST research stimulated investigation of children's peer relations; however, problems remain with this intervention approach. Three areas highlighted for further investigation of SST include: (a) broadening intervention models to account for multisystemic influences (e.g., peers, teachers, family) on children's peer relationships, (b) considering other indices of social functioning (e.g., peer friendships and support) as treatment outcomes in addition to peer acceptance and social behavior, and (c) designing treatment studies that are sensitive to the realities of clinical practice.
