پیش بینی مهارت‌های اجتماعی بر اساس تروماهای دوران کودکی و منبع کنترل بیرونی در نوجوانان دارای اضطراب اجتماعی

Angélico, A. P., Crippa, J. A. D. S., & Loureiro, S. R. (2013). Social anxiety disorder and social skills: A critical review of the literature. International Journal of Behavioral Consultation and Therapy, 7(4), 16.

Bernstein, D. P., Stein, J. A., Newcomb, M. D., Walker, E., Pogge, D., Ahluvalia, T., ... & Zule, W. (2003). Development and validation of a brief screening version of the Childhood Trauma Questionnaire. Child abuse & neglect, 27(2), 169 - 190.

Berzenski, S. R. (2019). Distinct emotion regulation skills explain psychopathology and problems in social relationships following childhood emotional abuse and neglect. Development and psychopathology, 31(2), 483-496.

Brien, A., Hutchins, T. L., & Westby, C. (2021). Autobiographical memory in autism spectrum disorder, attention-deficit/hyperactivity disorder, hearing loss, and childhood trauma: Implications for social communication intervention. Language, Speech, and Hearing Services in Schools, 52(1), 239-259.

Cheng, F., Cui, S., Zhang, C., Zhang, L., Wang, L., Yuan, Q., ... & Zhou, X. (2020). Association between cognitive function and early life experiences in patients with alcohol use disorder. Frontiers in Psychiatry, 11, 792.

Dart, L., & Ciccia, A. (2024). Exploring health-related social needs and components of social competence following childhood traumatic brain injury. American Journal of Speech-Language Pathology, 33(4), 1792-1801.

Dong, X., Burke, M. D., Ramirez, G., & Bowman-Perrott, L. (2023). A meta-analysis of social skills interventions for preschoolers with or at risk of early emotional and behavioral problems. Behavioral Sciences, 13(11), 940.

Downey, C., & Crummy, A. (2022). The impact of childhood trauma on children's wellbeing and adult behavior. European Journal of Trauma & Dissociation, 6(1), 100237.

Dublin, S., Abramovitz, R., Katz, L., & Layne, C. M. (2021). How do we get to trauma-informed practice? Retention and application of learning by practitioners trained using the core curriculum on childhood trauma. Psychological Trauma: Theory, Research, Practice, and Policy, 13(2), 258.

Fatta, L. M., Laugeson, E. A., Bianchi, D., Italian Peers® team support group, Laghi, F., & Scattoni, M. L. (2025). Program for the education and enrichment of relational skills (PEERS®) for Italy: A randomized controlled trial of a social skills intervention for autistic adolescents. Journal of Autism and Developmental Disorders, 55(1), 202-220.

Leme, V. B. R., Del Prette, Z. A. P., & Coimbra, S. (2015). Social skills, social support and well-being in adolescents of different family configurations. Paidéia (Ribeirão Preto), 25(60), 9-17.

McKay, E., Kirk, H., Martin, R., & Cornish, K. (2023). Social difficulties in adolescent attention deficit hyperactivity disorder: Social motivation, social anxiety and symptom severity as contributing factors. Journal of Clinical Psychology, 79(4), 1113-1129.

Mirella, & Lucas. (2021). Social skills and social anxiety in childhood and adolescence: A literature review. Psicologia: teoria e prática, 23, 1-24.

Patterson, D. S., Jolivette, K., & Crosby, S. (2006). Social Skills Training for Students Who Demonstrate Poor Self-Control. Beyond Behavior, 15(3).

Reitz, K. M., Kennedy, J., Li, S. R., Handzel, R., Tonetti, D. A., Neal, M. D., ... & Seymour, C. W. (2022). Association between time to source control in sepsis and 90-day mortality. JAMA surgery, 157(9), 817-826.

Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological monographs: General and applied, 80(1), 1.

Russomano, L. (2000). Achievement, locus of control, self-concept, social problem-solving training and the acquisition of prosocial skills in children. Seton Hall University, College of Education and Human Services.

Shi, Z., Wang, S., Chen, M., Hu, A., Long, Q., & Lee, Y. (2024). The effect of music therapy on language communication and social skills in children with autism spectrum disorder: a systematic review and meta-analysis. Frontiers in Psychology, 15, 1336421.

Shingo, S. (2021). Zero quality control: Source inspection and the poka-yoke system. Routledge.

Su, Y., Meng, X., Yang, G., & D’Arcy, C. (2022). The relationship between childhood maltreatment and mental health problems: coping strategies and social support act as mediators. BMC psychiatry, 22(1), 359.

Taş Torun, Y., Gul, H., Yaylali, F. H., & Gul, A. (2022). Intra/interpersonal functions of non-suicidal self-injury in adolescents with major depressive disorder: the role of emotion regulation, alexithymia, and childhood traumas. Psychiatry, 85(1), 86-99.

Walsh, O., Linehan, C., & Ryan, C. (2025). Is there evidence that playing games promotes social skills training for autistic children and youth?. Autism, 29(2), 329-343.

Yang, D., Ziems, C., Held, W., Shaikh, O., Bernstein, M. S., & Mitchell, J. (2024). Social skill training with large language models. arXiv preprint arXiv:2404.04204.

Yang, X., Wu, J., Ma, Y., Yu, J., Cao, H., Zeng, A., ... & Ren, Z. (2025). Effectiveness of Virtual Reality Technology Interventions in Improving the Social Skills of Children and Adolescents with Autism: Systematic Review. Journal of Medical Internet Research, 27, e60845.

You, Z., You, R., Zheng, J., Wang, X., Zhang, F., Li, X., & Zhang, L. (2024). The role of sense of control and rumination in the association between childhood trauma and depression. Current Psychology, 43(34), 27875-27885.

Zhang, Z., Dang, J., Li, J., He, Y., Huang, S., Wang, Y., & Yang, X. (2021). Childhood trauma and self-control: the mediating role of depletion sensitivity. Journal of child and family studies, 30(6), 1599-1606.