Harold E. Schroeder

Social skills training with schizophrenics: a meta-analytic evaluation.

A meta-analytic review of 27 studies on social skills training with schizophrenics was conducted to address 3 critical issues in the literature: (a) the magnitude of treatment effects relative to different outcome measures; (b) the extent of the generalization and maintenance of treatment effects; and (c) the impact of 2 methodological issues: diagnostic clarity and training variations. Social skills training has a strong, positive impact on behavioral measures of social skill, self-rated assertiveness, and hospital discharge rate, and a moderate impact on relapse rate. In addition, when behavioral measures are used, the data support generalization and maintenance of skill gains. However, effects are only marginally significant for broader ratings of symptoms and functioning. Diagnostic homogeneity, the number of techniques used, and the amount of training do not appear to be significantly associated with outcome. Specific directions for future research are discussed.

Self-statement modification in the treatment of child behavior disorders: a meta-analysis.

Reviews 48 outcome studies that applied self-statement modification (SSM) to childhood behavior disorders. Selection criteria restricted the review to controlled experimental studies and to children with disorders of clinically relevant severity. Meta-analysis was used to provide summary information about the observed effects of SSM. Collectively, SSM outcomes surpassed no treatment and placebo treatment by roughly a half of a standard deviation, on the average. Efficacy varied considerably with length of follow-up, experience level of therapists, age of children, outcome content area, and a number of other clinical and methodological differences among the studies. These qualifiers of observed efficacy are summarized and discussed in terms of implications for further research and application of SSM in child psychotherapy.

Some interpersonal effects of assertion, nonassertion, and aggression

Females and males responded to a female confederate who behaved either nonassertively, assertively, or aggressively in role-played situations involving refusals and requests for behavior change. Responses to nonassertion were pleasant but did not allow the nonasserter to achieve immediate goals. Responses to aggression did allow the aggressor to achieve goals, but were unpleasant. Responses to assertion allowed for the achievement of immediate goals and were generally pleasant. However, responses to assertion did have more negative effects than expected. Refusals were easier to resist than behavior change requests. There were no consistent differences in the way females and males responded.

The social perception of assertive behavior as a function of response class and gender

Seven distinct response classes of assertiveness were identified through a literature search and the factor structure of assertiveness inventories. Male and female subjects evaluated vignettes of males and females behaving assertively as defined by the seven response classes. Factor analysis of the ratings identified an Evaluative factor and a Perceived Assertiveness factor. Analyses of variance on the factor scores revealed that the potency and social evaluation of the assertive behaviors varied among the response classes and, further, that labeling assertive behavior and the social evaluation of the asserter are independent judgments. Although the response classes closest to dictionary definitions of assertiveness were labeled more assertive, these received mixed social evaluations with some giving approval and others not. Male and female observers perceived assertiveness similarly for both male and female assertion. Unexpectedly, male asserters were consistently devalued by both male and female observers.

Generalized locus of control: An analysis of factor analytic data

Abstract Despite discouraging empirical evidence concerning a general expectancy of internal or external (I-E) locus of control, researchers appear reluctant to abandon Rotters original hypothesis. A possible methodological flaw in most I-E research involves the failure to test the measured tendency against multiple act criteria. Data which address this concern may be found in factor analytic studies of I-E scales. This evidence is reviewed with respect to three predictions derived from a generalized expectancy hypothesis. First the expectancy should be measured by a single dimension. Second, this dimension should have breadth of application across situations. Third, the dimension should generalize to a variety of populations. Factor analytic data provide little support for these predictions. It is suggested that goal-specific multidimensional locus of control scales hold greater promise for predicting behaviour.

Assertiveness Training with Outpatients: The Effectiveness of Skill and Cognitive Procedures

Forty-four community mental health outpatients participated in an assertiveness training program in which three treatment methods were compared. Skill training aimed at training specific assertive responses by means of instruction, modeling, behavioral rehearsal, feedback, and homework assignments. Cognitive training focused on altering the irrational cognitions which theoretically inhibit the expression of assertive responses. A third group (Cognitive–Skill) received both forms of training simultaneously, and a fourth group (Waiting List) was included as a control. A behavioral roleplaying test (B.R.P.T.) and the Social Fear Scale were administered prior to and immediately following four individual training sessions occurring at one week intervals for all three treatment groups. Analyses of covariance of assertive content ratings made by independent judges for B.R.P.T. responses revealed that all three treatment groups evidenced significantly more assertive and effective responses on both refusal and behavior change situations when compared to the Waiting List control. Analyses of paralinguistic dimensions of the B.R.P.T. revealed training generally to be more successful for the Skill group.

Abbreviated Mf and Si Scales for the MMPI

Summary In order to abbreviate the Mf and Si scales of the MMPI, 31 items were selected as representative of the factor dimensions of the two scales. Regression equations were developed to predict standard scale scores from the abbreviated scales for a sample of psychiatric patients and then cross-validated on a similar but independent sample. The correlations between predicted and actual standard scores for the two scales compared favorably with previously reported reliability coefficients for the standard scales. It was concluded that the addition of 20 items to the 71 item Mini-Mult allows for accurate prediction of standard scale scores for the additional two scales.

A comparison of systematic desensitization and reinforced practice procedures in fear reduction.

Abstract A t least two strategies of behavior modification seem possible in the treatment of neurotic disorders. In the first, systematic desensitization is used to reduce the anxiety associated with the avoidance behavior, thus reducing avoidance of the feared stimulus. In the second, anxiety is ignored and approach behavior is shaped by direct reinforcement according to operant conditioning principles. Each procedure enjoys a literature of successful application in both laboratory and clinical settings. Systematic desensitization has been effective in treating fears of small animals (Lang and Lazovik, 1963) interpersonal anxieties (Paul, 1966), and classic phobias (Lazarus, 1961). Operant approaches involving reinforced practice have proved successful in treating agoraphobia (Agras et al., 1968), anorexia nervosa (Bachrach et al., 1965), and various types of behavior of psychotic patients (Risley and Wolf, 1967; Ayllon and Azrin, 1968). The present study was designed to examine the relative therapeutic effectiveness of systematic desenzitization and reinforced practice in the treatment of snake phobia. Although Barlow et al. (1970) have suggested that “shaping” is more effective than systematic desensitization in the reduction of avoidance behavior, Ss in their “shaping” condition were given more experience with the aversive stimulus than desensitization Ss. The present study avoids such confounding.

Validity of Role-Playing Tests and Self-Predictions of Assertive Behavior

Relationships were explored among self-predictions of assertive behavior in specific situations, actual behavior in identical situations, and role-playing tests in similar situations for two negative assertiveness response classes. Consistent with earlier research, role-playing assessments were minimally predictive of in vivo assertiveness. This minimal relationship was generally consistent for both males and females at high, medium, and low levels of assertiveness. In contrast to some earlier research, self-predictions of assertive responses were generally inaccurate with respect to behavior in role playing.