Examining the relation between social skill acquisition and attachment status in children at-risk for the development of emotional and behavioral disorders

Abstract

Risk factors such as low academic performance, poor relationships with peers, parents, and teachers have been documented to negatively impact the mental health and development of children over time (Buchanan, Flouri & Brink, 2002). This study implemented a 4-week summer program intervention with 19 children who had a variety of risk factors in their lives. The aims of this study were to increase the participant's frequency of pro-social behavior by teaching a manualized social skills curriculum; and to explore the role of caregiver attachment in relation to social skill acquisition. Information from multiple informants was used to assess children's social and behavioral performance from the beginning to the end of the program. Results indicate that for this sample the intervention was effecting in increasing pro-social behavior for some of the participants and that the attachment status of children was not related to their ability to make pro-social gains.