NCJ Number
113070
Date Published
1987
Length
32 pages
Annotation
A substantial body of literature has demonstrated that delinquent and other antisocial young persons display widespread interpersonal, planning, aggression-management, and other psychological skill deficiencies.
Abstract
Since the 1970's psychological skills training, or structured learning has been used to remediate these deficiencies. Assessment of proficiency levels of skills to be learned can be based on interviews, direct observation, behavioral testing, and/or skill checklists. Following assessment, modeling, role-playing, and performance feedback are used to train desired skills. Transfer of training to the real-life environment requires the provision of instruction in general principles of learning that govern competent performance of the training tasks. Overlearning procedures are used to extend learning over more trials. These include repeated modeling, role-playing, and practice in real life. Transfer of training also can be facilitated by ensuring maximum similarity between the training and application tasks and by varying the training stimuli. Finally, transfer can be enhanced by providing external social rewards or self-rewards outside the learning setting. These procedures have been used to teach aggression relevant psychological skills to abusive parents, juvenile delinquents, and other highly aggressive individuals. These skills include listening, communication, responding, and other interpersonal competencies. Studies by the authors and other researchers show that this approach is successful in enhancing skill acquisition, although transfer of training and maintenance outcomes have been less reliable. A summary of psychological skills training research with juveniles is included. Two vignettes discuss special education in corrections. 132 references.