Therapeutic interventions to increase social competence in teens with impulse control deficits

This study was designed to determine whether cognitive-behavioral and social problem solving therapy was effective for a group of impulsive adolescents. Group therapy sessions to increase leadership, self-control and social competence were contrasted to an individual coaching/goal setting condition and a control group. Although significant group differences were not found, individual students in each group showed improvements on teacher and student rating scales, and/or classroom and school adjustment outcome measures.