Effectiveness of Social Skills Training on Quality of Life and Functional Performance in Patients with Schizophrenia
Bibliographic record
Abstract
The study aims to determine the effectiveness of social skills coaching on quality of life and functional performance in patients with schizophrenia. Methods: A quasi-experimental study design was chosen and sixty participants (N=60) aged 18 to 55 years were recruited using a convenience sampling approach. The participants were divided into two groups viz. experimental (n = 30) and control (n = 30). Participants in the experimental group received social skills coaching for eight weeks, while participants in the control group received traditional occupational therapy interventions. Two outcome measures, consisting of the Canadian Activity Performance Index (COPM) and a 36-item short survey (SF-36), were used to measure quality of life and functional performance. Results: There was a statistically significant difference between the pre- and post-test scores of the COPM and SF-36 survey in both the experimental and control groups. In addition, the quality of life and functional performance of the patients in the experimental group improved significantly compared to those in the control group. Conclusion: In schizophrenia patients, a social skills training intervention was more successful in improving quality of life and functional performance. Through social skills training exercises, participants' engagement increased, they showed more enthusiasm in completing their everyday tasks, and their role identity and integration into the community also improved.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".