Program

Event Title

Cognitive Remediation Through Social Skills Training for Individuals Diagnosed with a Serious Mental Illness

Location

Edwards Hall Lobby

Document Type

Poster Presentation (1 hour)

Description

This poster will review the Evidence Based Practices of Cognitive Remediation and Social Skills Training, and consider the implications of integrating the models for the treatment of individuals with serious mental illnesses. Cognitive Remediation helps individuals develop, practice, and maintain executive function skills, attention, concentration and memory. Social Skills Training helps individuals develop basic social skills essential for positive engagement with the community, healthy relationships, and employment. This poster will outline the goals and desired outcomes of both treatments, and create an informed argument for combining the practices. This will include explaining the similar and complementary skills required for both curriculum; executive functioning, problem solving, and attention. Current research regarding integrated practice will be presented and analyzed, based on the methodology for developing Evidence Based Practice. Areas for further research and future implications will also be presented.

Start Date

20-4-2013 10:30 AM

Comments

Social Work Poster Session

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Apr 20th, 10:30 AM

Cognitive Remediation Through Social Skills Training for Individuals Diagnosed with a Serious Mental Illness

Edwards Hall Lobby

This poster will review the Evidence Based Practices of Cognitive Remediation and Social Skills Training, and consider the implications of integrating the models for the treatment of individuals with serious mental illnesses. Cognitive Remediation helps individuals develop, practice, and maintain executive function skills, attention, concentration and memory. Social Skills Training helps individuals develop basic social skills essential for positive engagement with the community, healthy relationships, and employment. This poster will outline the goals and desired outcomes of both treatments, and create an informed argument for combining the practices. This will include explaining the similar and complementary skills required for both curriculum; executive functioning, problem solving, and attention. Current research regarding integrated practice will be presented and analyzed, based on the methodology for developing Evidence Based Practice. Areas for further research and future implications will also be presented.