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A randomized control intervention trial to improve social skills and quality of life in pediatric brain tumor survivors
Author(s) -
Barrera Maru,
Atenafu Eshetu G.,
Sung Lillian,
Bartels Ute,
Schulte Fiona,
Chung Joanna,
Cataudella Danielle,
Hancock Kelly,
Janzen Laura,
Saleh Amani,
Strother Douglas,
Downie Andrea,
Zelcer Shayna,
Hukin Juliette,
McConnell Dina
Publication year - 2018
Publication title -
psycho‐oncology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.41
H-Index - 137
eISSN - 1099-1611
pISSN - 1057-9249
DOI - 10.1002/pon.4385
Subject(s) - social competence , randomized controlled trial , social skills , competence (human resources) , psychology , quality of life (healthcare) , medicine , physical therapy , clinical psychology , developmental psychology , nursing , social change , surgery , social psychology , economics , economic growth
Background To determine if a group social skills intervention program improves social competence and quality of life (QOL) in pediatric brain tumor survivors (PBTS). Methods We conducted a randomized control trial in which PBTS (8‐16 years old, off therapy for over 3 months) were allocated to receive social skills training (eg, cooperation, assertion, using social cognitive problem solving strategies, role playing, games, and arts and crafts) in 8 weekly 2‐hour sessions, or an attention placebo control (games and arts and crafts only). Outcomes were self‐reported, proxy‐reported (caregiver), and teacher‐reported using the Social Skills Rating System (SSRS), to measure social competence, and the Pediatric Quality of Life (PedsQL4.0, generic) to measure QOL at baseline, after intervention, and at 6 months follow‐up. At baseline, SSRS were stratified into low and high scores and included as a covariate in the analysis. Results Compared to controls (n = 48), PBTS in the intervention group (n = 43) reported significantly better total and empathy SSRS scores, with improvements persisting at follow‐up. The PBTS in the intervention group who had low scores at baseline reported the greatest improvements. Proxy and teacher reports showed no intervention effect. Conclusions Participating in group social skills intervention can improve self‐reported social competence that persisted to follow up. The PBTS should be given the opportunity to participate in social skills groups to improve social competence.