Conceptualization and Treatment of Social Withdrawal in the Schools

Abstract

Social withdrawal represents a class of behavior problems that are not as frequently referred by teachers in school settings as are disruptive, acting-out behaviors. Approximately 15% of all children referred to school psychologists and other mental health professionals in the schools are socially withdrawn. This paper provides several definitions of social withdrawal from a social skills perspective and presents a four-fold classification system of children's social skills deficits. Assessment procedures for identifying socially withdrawn children are briefly reviewed. Four social skills training strategies (i.e., modeling, coaching, peer-mediated interventions, and group contingencies) are reviewd and the relative efficacy of each are evaluated. Several commercially-available social skills training curricula designed for school settings are described at the conclusion of this paper.