See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/328228107
Cognitive Behavioral Social Skills Training for Youth at Risk of Developing Psychosis
Article in Early Intervention in Psychiatry · October 2018
DOI: 10.1111/eip.12724
CITATIONS
4
READS
946
9 authors, including:
Kali Brummitt The University of Calgary 12PUBLICATIONS 84CITATIONS
SEE PROFILE
Skylar Kelsven
University of California, San Diego 15PUBLICATIONS 58CITATIONS
SEE PROFILE
All content following this page was uploaded by Daniel J Devoe on 12 October 2018.
The user has requested enhancement of the downloaded file.
Cognitive Behavioral Social Skills Training for Youth at Risk of Psychosis
Kali Brummitt
1, Andrea Author
2, Skylar Kelsven
3, Dan Devoe
1, Lauren Stern
3, Eric Granholm
3, Barbara Cornblatt
2, Kristen Cadenhead
3, Jean Addington
11
University of Calgary,
2Zucker Hillside Hospital,
3University of California at San Diego
Introduction
Youth at clinical high risk (CHR) for psychosis often exhibit significant
deficits in social and role functioning and poor social functioning may be a predictor for later conversion to psychosis. Even in those at CHR who do not ultimately develop psychosis, a large proportion have persisting
functional deficits. Cognitive Behavioral Social Skills Training (CBSST) is a
intervention that may improve functioning and is increasingly being used in psychosis treatment.
CBSST combines cognitive behavioral therapy (CBT) and social skills training (SST) interventions to target functional impairment in people with
psychotic disorders and has been adapted for youth at CHR.
The goal of this study is to compare the effectiveness of CBSST compared to psychoeducation and support, for the improvement of functioning and
prevention of disability.
Acknowledgements: The National Institute of Mental Health (NIMH) funding provided to Jean Addington (University of Calgary), Kristin Cadenhead (University of California at San Diego), and Barbara Cornblatt (Zucker Hillside Hospital)
Method
v One hundred and ninety-five individuals at CHR have been recruited and randomized to one of two treatment groups (CBSST or psychoeducation) that run weekly for 18 weeks.
v The primary outcome will be changes in social and role functioning. This will be measured at baseline, end of treatment, and 6 months post treatment as assessed by global social and role functioning scales.
v Secondary outcomes will include change in prodromal symptoms, depression, and anxiety.
v Participants are randomized and stratified by sex and current antipsychotic medication use to CBSST or Psychoeducation at 3 sites: The University of
Calgary, Zucker Hillside Hospital (New York), and The University of California at San Diego.
v Each site will enroll 75 participants for a total of 225 CHR participants.
Measures
Discussion
v Adapting CBSST to fit into community based programs for youth at CHR of psychosis creates an opportunity to increase the number of youth who
could have access to and benefit from CBSST or psychoeducation.
v As part of the implementation learning process, training materials and
treatment workbooks have been revised to promote easier use of CBSST in the environment of brief community based visits.
v Additionally, we will identify key elements for developing effective CBSST strategies for youth at CHR.
References
1. Addington J, Cornblatt B, Cadenhead K et al. At clinical high risk for
psychosis: outcome for non-converters. American Journal of Psychiatry 2011.
2. Carrion RE, McLaughlin D, Goldberg TE et al. Prediction of functional
outcome in individuals at clinical high risk for psychosis. JAMA Psychiatry 2013;70:1133-1142.
3. Granholm E, Holden J, Link P.C, McQuaid J.R. Randomized controlled trial of cognitive behavioral social skills training for schizophrenia: improvement in functioning and experiential negative symptoms. J. Clin. Consult. Psychol.
2014.
CBSST Modules
1) Cognitive Module: Cognitive behavioral therapy is the main focus of this module and CBT techniques are also used throughout the
Social Skills and Problem Solving Modules.
2) Social Skills Training Module: The primary goal of this module is to improve communication and interpersonal skills (e.g., how to be an active listener).
3) Problem Solving Module: Basic problem solving skills are taught using the acronym, SCALE – Specify the problem, Consider all
possible solutions, Assess the best possible solution, Lay out a plan, and Execute and Evaluate the outcome.
Clinical Interview: Self Reports: Functioning:
Structured Interview for Psychosis Risk Syndromes (SIPS)
Social Interaction Anxiety Scale (SIAS) & Social Anxiety Scale (SAS)
Global Functioning: Social (GF:S) & Role (GF:R)
Scale of Psychosis Risk
Symptoms (SOPS) Self-Efficacy Scale Premorbid Adjustment Scale (PAS)
Structured Clinical
Interview for DSM-V Defeatist Performance Beliefs (DPAS) & Asocial Beliefs Scale (ABS)
Social Skills Performance Assessment (SSPA)
Neurocognition: Social Cognition: Treatment Logs:
Matrics The Awareness of Social
Inference Test (TASIT) Medication
Wechsler Abbreviated Scale of Intelligence (WASI-II)
Facial Affect Psychosocial
Analysis
Differences in participant characteristics between groups will be examined using chi-square analysis (categorical variables), and independent t-test or Wilcoxon rank sum test for continuous variables.
Participant Eligibility
1. Male and female between 12-30 years old
2. Understand and sign informed consent (assent for minors) in English
3. Currently meet or have met in the past four years diagnostic criteria for a prodromal syndrome as per COPS criteria
4. At least one SOPS attenuated symptom rated 3 and no symptom rated a 6 5. Ratings on the Global Functioning Social or Role Scale must be 7 or less
Contact: [email protected]
View publication stats
