{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,29]],"date-time":"2026-04-29T17:21:05Z","timestamp":1777483265616,"version":"3.51.4"},"reference-count":49,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2022,10,30]],"date-time":"2022-10-30T00:00:00Z","timestamp":1667088000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Clin Child Psychol Psychiatry"],"published-print":{"date-parts":[[2023,7]]},"abstract":"<jats:p>Tailoring treatments to individual needs may be beneficial for treatment adherence and treatment effects. However, individualizing a group-based Social Skills Training (SST) may be complicated. Therefore, in this feasibility study, we examined outcomes after engagement in an individualized SST provided to 33 children aged 7\u201311 years ( M = 9.39, SD = 1.09; 13 girls), who were referred to a mental health care center for various psychosocial problems. To analyze outcomes, we combined a top-down (including researcher-chosen measures: Questionnaires on pro-social, socially inadequate, and problem behavior) and a bottom-up (including participant-driven measures: Ratings of personal goals and evaluation reports) approach and used a mixed-methods design. After the SST, personal goals and pro-social behavior increased (large and small effects respectively). Also, socially inadequate behavior and problem behavior decreased (both small effects). Evaluation reports mainly showed improvements in social responsiveness, emotion regulation, and internalizing problems. At the same time, however, most parents also reported limitations (e.g., a lack of generalization). Altogether, we can conclude that (1) tailoring a group-based SST to the individual needs of children, as well as measuring progress on personal goals, is feasible and (2) mixed-method designs to study intervention effectiveness should be encouraged.<\/jats:p>","DOI":"10.1177\/13591045221137195","type":"journal-article","created":{"date-parts":[[2022,10,30]],"date-time":"2022-10-30T21:43:58Z","timestamp":1667166238000},"page":"1053-1071","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Examining an individualized, group-based social skills training using a mixed-methods design: A feasibility study"],"prefix":"10.1177","volume":"28","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6116-5376","authenticated-orcid":false,"given":"Julia E","family":"Offermans","sequence":"first","affiliation":[{"name":"Academic Treatment Center for Parents and Children, UvA Minds, Amsterdam, Netherlands"},{"name":"Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Esther I","family":"de Bruin","sequence":"additional","affiliation":[{"name":"Academic Treatment Center for Parents and Children, UvA Minds, Amsterdam, Netherlands"},{"name":"Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Francisca JA","family":"van Steensel","sequence":"additional","affiliation":[{"name":"Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2022,10,30]]},"reference":[{"key":"bibr1-13591045221137195","unstructured":"Achenbach T. 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