Arthur W. Avery

Family Relationships and Social Competence during Late Adolescence.

Data from a large sample of late adolescents was used to examine associations between family relationships (reported closeness to parents and siblings) and perceived social competence. Significant positive relationships were found between family bonds and the social competence measures, which included social self-esteem, instrumentality, expressiveness, shyness, and degree of satisfaction/ease in same- and opposite-sex peer relationships. There was no evidence of differential effects of sibling versus parent relationships upon adolescent social competence.

Relationship enhancement with premarital couples: An assessment of effects on relationship quality.

Abstract The purpose of this study was to assess the effects of a relationship enhancement program on the relationship adjustment; trust and intimacy; empathy, warmth and genuinesness; and communication of premarital couples. Twenty-five experimental couples were given the Guerney Relationship Enhancement program over an eight-week period, while 29 couples participated in a relationship discussion group over the same period of time. Self-report measures designed to assess the dependent variables were administered to the experimental and control groups at pretest and posttest. Results showed that following training the experimental group, relative to the control group, made significant increases on all dependent variables. Discussion centered on the benefits of relationship enhancement on improving both the empathy and self-disclosure behavioral skill levels and the self-report indices of relationship quality.

Conflict Management: A Premarital Training Program in Mutual Problem Solving.

Abstract The purpose of this study was to evaluate the effectiveness of a structured educational program designed to train premarital couples in communication and mutual problem-solving skills. Twenty-six couples participated in an eight-week, 24-hour problem-solving training program, while 28 similar couples participated in an eight-week, 24-hour relationship discussion group. Results indicated that the problem-solving group, as compared to the relationship-discussion group, showed a significant increase in communication and mutual problem-solving skills. Discussion focused on the benefits for premarital couples of learning effective problemsolving procedures as well as the need for follow-up assessments of both behavioral skill level and relationship satisfaction and adjustment.

Escaping loneliness in adolescence: The case for androgyny.

The purpose of the present study was to assess the relationship between sex-role orientation and loneliness in adolescence. Two hundred and twenty-five junior and senior high school students completed the Bem Sex Role Inventory Short Form (Bem, 1981) and the UCLA Loneliness Scale (Russell et al., 1978). Results indicated that androgynous individuals were significantly less lonely than masculine, feminine, and undifferentiated individuals. An assessment of the independent contributions of masculinity and femininity indicated that both masculinity and femininity significantly predicted loneliness. Additional analysis revealed that the impact of sex-role orientation on loneliness varied by sex and tended to be greater for males than females. The need to further examine the relationship between androgyny, sex-role development, and adjustment in adolescence is discussed.

A cognitive-behavioral approach to social skills training with shy persons.

Developed, implemented, and evaluated a social skills training program for shy persons. Twelve Ss (6 males and 6 females) were given 9 hours of social skills training, while 12 other Ss (6 males and 6 females) served as a wait-list control group. Prior to and immediately after training, Ss completed self-report measures to assess social anxiety, cognitive self-statements, and perceived ability to participate actively in social situations. Results indicated that Ss in the experimental group, relative to the control group, significantly: (a) decreased their level of social anxiety; (b) decreased their negative self-statements; and (c) increased their perceived ability to participate actively in social situations. Discussion focused on directions of future research in the area of shyness.

Mutual problem-solving skills training for premarital couples: A six-month follow-up☆

Abstract The purpose of the present study was to undertake a six-month follow-up of the communication and problem-solving skill level of those premarital couples trained in the Ridley, Avery, Harrell, Leslie, and Dent (in press) study. Fifty-nine percent of the original sample (14 experimental couples and 18 control couples) were given a behavioral assessment of communication and problem-solving ability six months after training. Results indicated that the experimental group, relative to the control group, had significantly higher pretest to follow-up scores on communication skills and the problem-solving steps. Discussions centered on the implications of skill maintenance over time and possible directions of future research.

Teaching Family Relations to Dating Couples versus Non-Couples: Who Learns Better?.

The purpose of the present study was to compare a family relations class comprised of dating couples with a similar family relations class comprised of noncouples with regard to their learning course material and their attitude toward the class. Eighteen students (9 couples) were enrolled for a semester in a section of a family relations class limited to couples only, while 28 students were enrolled in a non-couples section of the same family relations course. Results indicated that the couples group, relative to the non-couples group, demonstrated better knowledge of course material and reported that (a) they studied more, (b) they were more motivated to learn, (c) they were more interested in the course, and (d) the course material was more relevant. Discussion centered on the benefits of the course for couples with regard to increasing realistic expectation of marriage and establishing more satisfying relationships.

The effects of interpersonal skills training on sex-role identity of premarital dating partners

Abstract The purpose of the present study was to assess the effects of a problem-solving skills training program on sex-role identity. It was hypothesized that individuals in a problem-solving skills training program would show greater movement toward androgyny relative to a control group. Twenty-six premarital couples were assigned to a problem-solving skills training program and 29 couples served as a contact control group. An analysis of covariance was performed on the Bem Scale masculine and feminine scores to test the effects of group and sex. Results indicated that the experimental group, as compared to the control group, was significantly higher on femininity following treatment. Discussion centered on the implications of being able to change sex-role identity as well as the need to further explore means of facilitating the development of androgyny in adults.

Relationship Enhancement for Single Females: Interpersonal Network Intervention

The present study assesses the effects of relationship enhancement training on the level of communication skills, amount of relationship change, and friendship strength of single female friendship pairs. Pairs of single female friends who indicated an interest in the program were randomly assigned to an experimental group (N = 16) or to a control group (N = 22). The experimental group participated in a four-week, 12-hour relationship enhancement skills training program, while the control group received no training. Results indicated that the experimental group, relative to the control group, significantly increased their level of communication skills and perceived amount of relationship change. No differences were found between the two groups on perceived amount of friendship strength. Discussion centers on: (a) some probable factors contributing to the indicated results, (b) limitations and implications of the study, and (c) suggestions for future research.

The Educational Approach to Social Skills Training in Marriage and Family Intervention

The delivery of mental health services has long been based on a system modelled after methods used by physicians. Criticisms of this so called “medical model” have emerged repeatedly over several decades (McLeMore & Benjamin, 1979; Miller, 1969; Sanford, 1955). Recently a clear conceptual alternative to the medical model has been outlined in a series of related articles by Guerney and associates (Guerney, Stollak & Guerney, 1970; Guerney, Stollak & Guerney, 1971; Guerney, Guerney & Stollak, 1973). The central theme of these papers has been to suggest that an “educational” alternative to the medical model is needed. The educational model can be defined as a systematic attempt to teach personal and interpersonal attitudes and skills which individuals can apply to solve present and future psychological problems and to enhance their satisfaction with life (Guerney et al., 1971). Shifts in conceptual orientation needed to adopt the educational model as well as methods used to apply the model are outlined below.