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Commentary on “A Multi-Component Social Skills Training Program for Pre-Adolescent Girls with Few Friends”

It was with great interest that I read Berner, Fee, and Turner’s (2001) article titled “A Multi-Component Social Skills Training Program for Pre-Adolescent Girls with Few Friends.” As a startlingly high percentage of children and adolescents are exposed to peer neglect and rejection (Slee, 1994), interventions such as this one must continue to be devised and implemented within the school setting by mental health professionals. In addition to the implications for clinical practice discussed by Berner et al. (2001), two other points deserve mention regarding the significance of this study and the rationale for the findings. First, that Berner et al. (2001) conducted this intervention within a school setting marks an important step forward in the treatment of problematic peer relations. Researchers have increasingly advocated school-based intervention, particularly for problems that manifest themselves within this environment (Masia, Klein, Storch, & Corda, 2001). School-based intervention has a number of advantages over treatment in mental health clinics including opportunities for qualitatively rich assessment, im-