Social competence training interventions, especially child-focused ones, have proven to be effective in the treatment of children with conduct disorder. Therapy homework assignments implemented between the therapy sessions are essential for practicing strategies developed during treatment sessions and transferring them to everyday life. However, clinical experience shows that patients' adherence regarding these assignments is often low, thus diminishing the treatment success. One obstacle in this regard is a lack of motivation. The use of smartphone apps in the context of child and adolescent psychotherapy is relatively new, and may provide novel ways to improve the transfer of coping strategies to daily life between treatment sessions. However, only a small number of high-quality studies have analyzed the systematic use of smartphone apps in therapy. The present study will therefore evaluate patients' homework assignment adherence when using a smartphone app as compared to a paper-and-pencil method.The study will be conducted as a randomized controlled trial to evaluate the impact of a smartphone app on the adherence to therapy homework assignments (n = 35) in the treatment of children with aggressive behavior aged 6-12 years compared to paper-and-pencil homework assignments (n = 35).This trial is intended as a pilot study and aims to provide a basis for a subsequent multicenter trial. However, the results may already lead to recommendations for the development and use of mental health-related smartphone apps for children and adolescents with aggressive behavior problems.Trial registration AUTHARK: German Clinical Trials Register (DRKS) DRKS00015625 . Registered on 15th October 2019. 

/pdf/effects-of-a-smartphone-app-augmented-treatment-for-children-3a273hn4.pdf

Effects of a smartphone app-augmented treatment for children with oppositional defiant disorder / conduct disorder and peer-related aggressive behavior – a pilot study

Perilaku agresif menjadi salah satu permasalahan yang dialami oleh anak usia sekolah dan kian meningkat, baik secara nonverbal maupun verbal. Tujuan penelitian ini untuk mengetahui hubungan lingkungan teman sebaya dan bermain game online yang mengandung unsur kekerasan dengan perilaku agresif. Analisis penelitian mengguanakan cross-sectional dan observasi. Populasi penelitian sebanyak 224. Pengambilan sampel dengan cara teknik probability sampling dengan menggunakan proportional stratified random sampling dan diperoleh sebanyak 144 respondent. Analisis data menggunakan uji Spearmen’s Rho. Hasil penelitian didapatkan terdapat hubungan lingkungan teman sebaya dengan perilaku agresif. Tidak adan hubungan bermain game online yang mengandung unsur kekerasan dengan perilaku agresif. Siswa yang mempunyai karakteristik lingkungan teman sebaya yang baik dan intensitas bermain game online rendah akan memiliki sikap dan perilaku yang baik. Lingkungan yang buruk dan intensitas bermain game online yang tinggi dapat mempengaruhi perilaku. Penelitian ini sebagai bahan refferensi dan edukasi bagi orang tua tentang bahaya game online terhadap pembentukan sikap dan kepribadian anak di lingkungan keluarga di era kurangnya komunikasi sosial antar keluarga.

Hubungan Lingkungan Teman Sebaya dan Game Online dengan Perilaku Agresif Anak

Treating Oppositional Defiant Disorders/Conduct Disorders

Disruptive Affektregulationsstörungen in Kindheit und Jugend

The problem is that children's cooperative abilities are still low because teachers tend to give individual assignments and rarely give group assignments that allow children to work with their friends. This study analyzes social skill training on the ability to cooperate in group B Kindergarten children. This research is quasi-experimental research using a non-equivalent pretest-posttest control group design. The research population was 69 students—the sample with cluster random sampling technique. The sample of this study amounted to 33 students. The data on the results of the ability to work together was collected using observational techniques, which were analyzed using descriptive statistical analysis techniques and inferential statistics with a t-test. The results of the analysis obtained tcount = 23,425 while at the 5% significance level with dk = 31 the value of ttable = 2,039 so that tcount = 23,425 > ttable = 2,039. Based on the test, then H0 is rejected, which means that the HA hypothesis is accepted, which states that there is a significant effect between the group of children who receive social skills training and children who do not receive social skills training on children's cooperative abilities. The results showed a significant effect on cooperative skills between groups of children who received social skills training and those who did not receive social skills training on cooperative skills in Kindergarten.

/pdf/the-impact-of-social-skills-training-on-the-ability-to-uegpzftd.pdf

The Impact Of Social Skills Training On The Ability To Cooperate In Early Childhood

Computer-assisted child-focused interventions are expected to improve efficiency and personalization of therapist-led treatments for children and adolescents. However, therapist-led, outpatient interventions using computer assistance are lacking for children with oppositional defiant disorder (ODD) or conduct disorder (CD). The present randomized controlled trial examined the efficacy of individualized computer-assisted social skills training for children with aggressive behavior compared to a resource activation intervention.A total of 100 children aged 6-12 years with a diagnosis of ODD/CD and peer-related aggression were randomly (1:1) assigned to either individually delivered computer-assisted social skills training (ScouT) or an individually delivered supportive resource activation treatment (STARK). The primary outcome was parent-rated peer-related aggression, assessed with the respective scale of the Questionnaire for Aggressive Behavior of Children (FAVK) and measured at pre-assessment and after the 16-week intervention (post-assessment). Further parent-, self-, teacher- and/or clinician-rated outcomes included ODD and CD symptoms, a wide range of behavioral and emotional symptoms, callous-unemotional traits, functional impairment, and quality of life.After correcting for multiple testing, analyses of covariance comparing the efficacy of ScouT to the efficacy of STARK yielded small to moderate treatment effects in favor of the ScouT condition regarding parent-rated peer-related aggression (primary outcome; d = -0.64, 95% CI = -1.05, -0.24), parent-rated callous and uncaring traits, and parent-rated quality of life. However, the analyses did not reveal any significant effects for self- or teacher-rated peer-related aggression assessed with the respective scale of the FAVK (self-report: d = -0.21, 95% CI = -0.69, 0.29; teacher rating: d = -0.17, 95% CI = -0.56, 0.22). Moreover, after controlling for multiple comparisons, no significant effects emerged for the following: parent-, self-, and teacher-rated adult-related aggression; parent-, self-, teacher-, and clinician-rated ODD and CD symptoms; parent-, self-, and teacher-rated emotional and behavioral symptoms; and parent-rated functional impairment.According to parent ratings, school-age children with disruptive behavior disorders and peer-related aggression seem to benefit more from individualized, computer-assisted social skills training than from resource activation treatment. However, this conclusion is limited by the missing effects on the clinician-, self-, and teacher-rated measures.Treatment of Children With Peer Related Aggressive Behavior (ScouT); https://clinicaltrials.gov/; NCT02143427. 

Effects of Computer-Assisted Social-Skills-Training in Children With Disruptive Behavior Disorders: A Randomized Controlled Trial.

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Effects of Computer-Assisted Social-Skills-Training in Children With Disruptive Behavior Disorders: A Randomized Controlled Trial.

Effects of a smartphone app-augmented treatment for children with oppositional defiant disorder / conduct disorder and peer-related aggressive behavior – a pilot study