A literature review of Social Competence in 22q11 adolescents and the intervention methods it offers. Design of an integrative and procedural intervention program for 22q11 adolescents (IPISCA-22)

Details

Supervisors

Baurain, Céline

Faculty

Faculté de psychologie, logopédie, sexologie et des sciences de la famille

Degree label

Master [120] en sciences psychologiques

Abstract

Microdeletion of the 22q11 gene sequence is the most common form of genetic deletions occurring. One in four-thousand live births show the alteration (Scamber, 2000). A high variety of pathological afflictions are overrepresented in the 22q11 population compared to the typically developing one, due to the deletion. Social Competence: the skills needed to be effective in social interaction (Rose-Krasnor, 1997) is significatively impaired in 22q11 adolescents. It plays a crucial role in the ability they have to navigate social situations, their quality of life and the development of psychiatric disorders for which presenting the deletion is a risk factor on itself. Following Nader-Grosbois (2009)’s version of the Yeates (2007)’s model of integrative Social Competence we have assessed what literature can teach us about this notion. Literature thoroughly describes Social information processing and Social Competence characteristics in 22q11 adolescents. Some key social competence notions are impaired in 22q11 adolescents. They express difficulties in perceptual and cognitive treatment of social features and in inferring thoughts and beliefs of other individuals (Theory of Mind). These impairments influence the build-up of cognitions surrounding socio-emotional problem solving and their behavioural outcomes in social interaction. Social Interaction and Social adjustment should be further investigated. Social competence is dependent on other psychological and psychiatric notions in 22q11 adolescents. It has a bidirectional correlation with psychotic disorders, anxiety disorders and depressive disorders. Executive functions, Attention deficits (ADHD) and Intellectual quotient are predictive of Social Competence impairment. This renders intervention more difficult. To palliate to those difficulties caused by comorbidities, we’ve pitched an intervention program based an individualized procedural approach: the IPISCA-22 program (Integrative and Procedural Intervention on Social Competence in 22q11 Adolescents). Two interventions on Social Competence already exist. The strengths and limitations have been integrated in our recommendations for IPISCA. To further shape the program, professional expertise with clinical experience with 22q11 adolescents will be needed.