Relationship Between Middle School Students' Social Skills and Their Characteristics in Child and Adolescent Psychiatry

2.50
Hdl Handle:
http://hdl.handle.net/10755/616148
Category:
Full-text
Type:
Poster
Title:
Relationship Between Middle School Students' Social Skills and Their Characteristics in Child and Adolescent Psychiatry
Author(s):
Sugaya, Tomokazu; Mori, Chizuru
Lead Author STTI Affiliation:
Non-member
Author Details:
Tomokazu Sugaya, RN, tomokaz-sugaya14@ob.md.tsukuba.ac.jp; Chizuru Mori, RN
Abstract:
Session presented on Friday, July 22, 2016 and Thursday, July 21, 2016: Introduction' ' 'In child and adolescent psychiatry, children were visited suffering from various difficulties of daily life. 45% of patients came to a child and adolescent psychiatry in Japan because of interpersonal troubles. It indicated nearly half children in child and adolescent psychiatry had interpersonal troubles. ' ' 'Social skills are based on intelligence, personality, language, nonverbal behavior and cognition. These are also used in interpersonal communication. Many patients in child and adolescent psychiatry had interpersonal problems, for that reason, it was considered that those patients had low social skills. It was pointed out that patients must raise social skills, so some patients took social skills trainings in child and adolescent psychiatry. '''' Basic communication skills are not needed in a particular scene or situation but these are involved in overall interpersonal relations. The patients have many interpersonal troubles in various situations, so that those social skills are investigated by basic communication skills. '''' Social skills are learned from family members? behavior (e.g. mother, father, senior sibling, junior sibling and grandparents). These are strengthened from breeding and learning of socially desirable behavior. It was pointed out that students who have low social skills are bad interpersonal relation, so they tend to make troubles such as getting bullied, quarrel and school refusal. '''' It was pointed that middle school students have developmental themes that are independence from parents and establishment of their identity. When it is revealed that relationship between middle school students? social skills and family structure or school refusal in child and adolescent psychiatry, nurses get one of the evidence for considering intervention in the patients. Purpose' ' 'The purpose of this study is to clarify the relationship between middle school students? basic communication skills and family structure or school refusal in outpatient child and adolescent psychiatry. MethodsSubjects' ' '227 subjects visited child and adolescent psychiatry were recruited in the present study. It was recruited from 3 hospitals in Japan. Inclusion criteria were as follows: 1) middle school student; 2) not intellectual disability. Measurement Instrument:'Social skills assessment'''' A basic communication skills scale for middle school students is an appropriate instrument to assess middle school students? social skills involved in overall interpersonal relations, which is a self-administered questionnaire. There are 24 items and 4 subscales: behavioral expression (the skill that people convey their own feelings and though properly; 8 items), emotional regulation (the skill to deal with when their emotions is disturbed; 7 items), cognitive decoding (the skill that suitably receive the feelings and thoughts of others; 4 items) and cognitive monitoring (the skill that is thinking about their current feelings and thoughts and considering to stand in another?s position; 5 items). An item score ranges is from 1 (No) to 3 (Yes). The high score indicated high skills. Demographic'''' Demographic information (age, gender, grade, family structure and diagnosis) was investigated from medical record in hospitals. School refusal was investigated by asking participants. Analyses'''' The Mann-Whitney U test and Kruskal-Wallis test were used to detect difference in family structure and school refusal in the basic communication skills scale. The Statistical Package for Social Sciences (SPSS) version 22, at the 95% confidence level was used. Ethical consideration ' ' 'This study was approved by University of Tsukuba Faculty of Medicine, Ethics Committee. Written informed consent that the aim and method of this study was obtained from participants and their parents or guardian caregivers before the initiation of any research procedures. Results'''' This study was involved 188 outpatients (participation rate=82.8%) (boy n=96, girl n=92) (7th-grade n=43, 8th-grade n=53, 9th-grade n=92) (attending school n=145, school refusal n=43) who were 13.7(+/-0.9) 'years old. Living with one parent were 44, with two parents were 139 and with no parent were 5. Living with grandparents were 36 and with no grandparents were 152. 17 participants had junior and senior siblings, 77 had junior sibling, 41 had senior sibling and 53 had no sibling. '''' There was no statistically significant differences between the number of parent, living with grandparents or not, sibling structure in the basic communication skills scale and all of its subscale. Scores from attending school in the basic communication skills, total score (median=48.0) was greater than those from school refusal (median=45.0, U=2336.5, p=.013). Behavioral expression score from attending school (median=15.0) was greater than those from school refusal (median=12.0, U=2433.0, p=.028). Emotional regulation from attending school (median=13.0) was greater than those from school refusal (median=10.0, U=2492.0, p=.045). No significant differences between attending school and school refusal in cognitive decoding score and cognitive monitoring score. Discussion'''' There were no statistically significant differences among family structure in the basic communication skills. Whereas that the basic communication skills score from attending school was greater than those from school refusal. The results indicated that social skills in middle school students had a greater relevance to the relationship with others outside the family than the relationship with family member. It was considered that nurses will need to be involved in patients in child and adolescent psychiatry to create patients? interpersonal relations with others outside the family member and prompt in order to communicate. Nurses have to be aware that it can be made the target of middle school students? interpersonal relationship, and should construct the interpersonal relationship and communication with patients in child and adolescent psychiatry.
Keywords:
Child and Adolescent Psychiatry; Social Skills; Middle School Students
Repository Posting Date:
13-Jul-2016
Date of Publication:
13-Jul-2016 ; 13-Jul-2016
Other Identifiers:
INRC16PST25; INRC16PST25
Conference Date:
2016
Conference Name:
27th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Cape Town, South Africa
Description:
Theme: Leading Global Research: Advancing Practice, Advocacy, and Policy

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleRelationship Between Middle School Students' Social Skills and Their Characteristics in Child and Adolescent Psychiatryen
dc.contributor.authorSugaya, Tomokazuen
dc.contributor.authorMori, Chizuruen
dc.contributor.departmentNon-memberen
dc.author.detailsTomokazu Sugaya, RN, tomokaz-sugaya14@ob.md.tsukuba.ac.jp; Chizuru Mori, RNen
dc.identifier.urihttp://hdl.handle.net/10755/616148-
dc.description.abstractSession presented on Friday, July 22, 2016 and Thursday, July 21, 2016: Introduction' ' 'In child and adolescent psychiatry, children were visited suffering from various difficulties of daily life. 45% of patients came to a child and adolescent psychiatry in Japan because of interpersonal troubles. It indicated nearly half children in child and adolescent psychiatry had interpersonal troubles. ' ' 'Social skills are based on intelligence, personality, language, nonverbal behavior and cognition. These are also used in interpersonal communication. Many patients in child and adolescent psychiatry had interpersonal problems, for that reason, it was considered that those patients had low social skills. It was pointed out that patients must raise social skills, so some patients took social skills trainings in child and adolescent psychiatry. '''' Basic communication skills are not needed in a particular scene or situation but these are involved in overall interpersonal relations. The patients have many interpersonal troubles in various situations, so that those social skills are investigated by basic communication skills. '''' Social skills are learned from family members? behavior (e.g. mother, father, senior sibling, junior sibling and grandparents). These are strengthened from breeding and learning of socially desirable behavior. It was pointed out that students who have low social skills are bad interpersonal relation, so they tend to make troubles such as getting bullied, quarrel and school refusal. '''' It was pointed that middle school students have developmental themes that are independence from parents and establishment of their identity. When it is revealed that relationship between middle school students? social skills and family structure or school refusal in child and adolescent psychiatry, nurses get one of the evidence for considering intervention in the patients. Purpose' ' 'The purpose of this study is to clarify the relationship between middle school students? basic communication skills and family structure or school refusal in outpatient child and adolescent psychiatry. MethodsSubjects' ' '227 subjects visited child and adolescent psychiatry were recruited in the present study. It was recruited from 3 hospitals in Japan. Inclusion criteria were as follows: 1) middle school student; 2) not intellectual disability. Measurement Instrument:'Social skills assessment'''' A basic communication skills scale for middle school students is an appropriate instrument to assess middle school students? social skills involved in overall interpersonal relations, which is a self-administered questionnaire. There are 24 items and 4 subscales: behavioral expression (the skill that people convey their own feelings and though properly; 8 items), emotional regulation (the skill to deal with when their emotions is disturbed; 7 items), cognitive decoding (the skill that suitably receive the feelings and thoughts of others; 4 items) and cognitive monitoring (the skill that is thinking about their current feelings and thoughts and considering to stand in another?s position; 5 items). An item score ranges is from 1 (No) to 3 (Yes). The high score indicated high skills. Demographic'''' Demographic information (age, gender, grade, family structure and diagnosis) was investigated from medical record in hospitals. School refusal was investigated by asking participants. Analyses'''' The Mann-Whitney U test and Kruskal-Wallis test were used to detect difference in family structure and school refusal in the basic communication skills scale. The Statistical Package for Social Sciences (SPSS) version 22, at the 95% confidence level was used. Ethical consideration ' ' 'This study was approved by University of Tsukuba Faculty of Medicine, Ethics Committee. Written informed consent that the aim and method of this study was obtained from participants and their parents or guardian caregivers before the initiation of any research procedures. Results'''' This study was involved 188 outpatients (participation rate=82.8%) (boy n=96, girl n=92) (7th-grade n=43, 8th-grade n=53, 9th-grade n=92) (attending school n=145, school refusal n=43) who were 13.7(+/-0.9) 'years old. Living with one parent were 44, with two parents were 139 and with no parent were 5. Living with grandparents were 36 and with no grandparents were 152. 17 participants had junior and senior siblings, 77 had junior sibling, 41 had senior sibling and 53 had no sibling. '''' There was no statistically significant differences between the number of parent, living with grandparents or not, sibling structure in the basic communication skills scale and all of its subscale. Scores from attending school in the basic communication skills, total score (median=48.0) was greater than those from school refusal (median=45.0, U=2336.5, p=.013). Behavioral expression score from attending school (median=15.0) was greater than those from school refusal (median=12.0, U=2433.0, p=.028). Emotional regulation from attending school (median=13.0) was greater than those from school refusal (median=10.0, U=2492.0, p=.045). No significant differences between attending school and school refusal in cognitive decoding score and cognitive monitoring score. Discussion'''' There were no statistically significant differences among family structure in the basic communication skills. Whereas that the basic communication skills score from attending school was greater than those from school refusal. The results indicated that social skills in middle school students had a greater relevance to the relationship with others outside the family than the relationship with family member. It was considered that nurses will need to be involved in patients in child and adolescent psychiatry to create patients? interpersonal relations with others outside the family member and prompt in order to communicate. Nurses have to be aware that it can be made the target of middle school students? interpersonal relationship, and should construct the interpersonal relationship and communication with patients in child and adolescent psychiatry.en
dc.subjectChild and Adolescent Psychiatryen
dc.subjectSocial Skillsen
dc.subjectMiddle School Studentsen
dc.date.available2016-07-13T11:05:35Z-
dc.date.issued2016-07-13-
dc.date.issued2016-07-13en
dc.date.accessioned2016-07-13T11:05:35Z-
dc.conference.date2016en
dc.conference.name27th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationCape Town, South Africaen
dc.descriptionTheme: Leading Global Research: Advancing Practice, Advocacy, and Policyen
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