Janet S. St. Lawrence

Interpersonal problem-solving competency: Review and critique of the literature

Abstract Interpersonal problem-solving skill has been identified as one subset of socially competent behavior which is highly correlated with, and predictive of, successful life adjustment. The present paper reviews the theoretical and research-based evidence underlying cognitive/behavioral interpersonal problem-solving training. Current assessment strategies, treatment techniques, and the methodological shortcomings in the existing literature are critically evaluated. The assessment and treatment implications which extend from the review are discussed and suggestions for future research directions are offered.

Treatment of rape-induced trauma: Proposed behavioral conceptualization and review of the literature

Abstract Rape-induced trauma has been identified as a precipitant of post-traumatic stress disorder, a new diagnostic category introduced in DSM III. The present paper reviews the existing theoretical models, assessment strategies, and treatment techniques applied with victims of postrape trauma, and discusses methodological problems in the existing literature. A behavioral theoretical conceptualization adapted from Stampfl and Levis is presented as having heuristic value to explain the development of post-rape trauma. The treatment implications which extend from such a conceptualization are discussed and suggestions for future research directions offered.

Adolescent interpersonal problem-solving skill training: Social validation and generalization *

Effectiveness of social problem-solving skills training with conduct-disordered inpatient adolescents was examined in a multiple baseline design. Training criteria were socially validated with normal adolescents. Generalization from the trained situations to untrained problem situations and from training to identical trained and untrained in vivo situations was assessed. Indirect effects of training on staff ratings of overall adjustment were examined. Verbal problem-solving improved to criteria, generalized to unfamiliar problem situations, and was maintained at a one-month follow-up assessment (for three of eight subjects). Behavior during contrived in vivo problem situations was unimproved immediately following treatment, but some improvement was displayed by follow-up assessment for the three subjects who remained. Staff ratings of overall adjustment failed to reflect improvement in the youths overall behavior. The implications of these results and suggestions for further research are discussed.

Conversational skills training with aftercare patients in the community: Social validation and generalization **

Ten chronic psychiatric patients enrolled in a partial hospitalization program and who had conversational difficulty received group skills training that focused on specific conversational components and on speech content. Components and criterion levels for training were established from an assessment of the conversational skills of “normal” nonpsychiatric persons in their community. Training was evaluated with a multiple baseline design. Effectiveness was demonstrated through (1) behavioral ratings during dyadic and unstructured conversations with other former patients; (2) behavioral ratings during extended conversations with unfamiliar nonpsychiatric persons; and (3) maintenance of improvement at 1-, 3-, and 7-month follow-up.

Situational context: Effects on perceptions of assertive and unassertive behavior

Several recent studies have evaluated interpersonal reactions to assertive and unassertive behavioral styles in social conflict (refusal) situations. To date, no research has examined the influence of different situational contexts on observers judgments. In the present study, college students observed videotapes which showed a model handling either social conflict situations, commendatory situations, or combination of both situations in either an assertive or unassertive manner. Because the actors sex may also influence the way assertiveness is viewed, both male and female models were used. Subjects then completed a 26-item adjective checklist describing the model they observed. Results were factor analyzed, then subjected to multivariate data analyses. The findings indicated that assertive, commendatory skill is a significant moderator variable influencing subjects interpersonal reactions to assertive and unassertive behavior. Implications of the findings for clinical interventions are discussed.

Premature ejaculation: Past research progress, future directions

Abstract An 180 degree conceptual shift has led to effective intervention strategies for the individual experiencing a sexual dysfunction. Sexual performance impediments are no longer viewed as symptoms of underlying psychopathology with a poor prognosis for remediation. Instead, an increasing number of theorists, researchers, and clinicians view sexual dysfunctions from a more behavioral perspective, conceptualizing the problem in terms of individual learning histories, past and current environmental contingencies, and internally-mediated or situationally-based anxiety. The present paper surveys the literature concerning premature ejaculation and addresses the definitional complexity, etiological factors, and current assessment and treatment methodologies. Directions for future research are critically examined.

Sex role orientation. A superordinate variable in social evaluations of assertive and unassertive behavior

In the present study college students (N = 279) completed the Bem Sex Role Inventory, then observed videotapes that showed a model handling several social conflict situations in an assertive or unassertive manner. Both male and female models were used. Subjects then completed a 26-item adjective checklist to evaluate the model they observed. Results indicated that neither subjects sex role orientation nor models sex influenced observers social evaluations. The models actual behavior was the most significant determinant of observers reactions. Evaluations of the models also were influenced, although to a lesser extent, by observers biological sex. Clinical implications of these findings are discussed.

Validation of a component model of social skill with outpatient adults

Little social skills research has been generated from applied outpatient settings. The present study examined the relationship of behavioral social skill components to independent judges social skill judgments. A secondary question was whether nonverbal components would demonstrate a curvilinear relationship to social skill ratings. Forty-two outpatient adults at a community mental health center were videotaped role-playing eight scenes (four commendatory and four refusal). Videotapes were viewed in random order by community members who rated the subjects social skill in the situation. Trained raters scored the videotapes on standard behavioral components. While both nonverbal and verbal components accounted for significant portions of unique variance, the percentage of eye contact was an overwhelmingly large contributor to skill judgments. No curvilinear trend was evidenced for the nonverbal components. The study extended prior findings with psychiatric inpatients into applied outpatient settings and indicated that a component social skills model is equally applicable with outpatient adults. The findings replicated with a second sample of outpatient adults.

External validity of role play assessment of assertive behavior

Forty female subjects, equally divided into high- and low-assertive groups on the basis of self-report data, participated in an assertion-eliciting situation. Half of the subjects were advised that the situation was not real and asked to role play their responses. Half of the subjects were uninformed that the situation was staged (natural behavior condition). High-assertive and low-assertive subjects were significantly different in both their self-report and their behavioral performance. Role play and natural behavior conditions did not differ, nor was the overall multivariate test of interactions significant. The findings indicate that role play assessment was comparable to naturally occurring behavior and provide support for the continued use of role play assessment in social skills research.

An inventory to measure staff knowledge of behavioral methods with inpatient children and adolescents

A 35-item multiple choice inventory to assess inpatient staffs knowledge of behavioral methods with children and adolescents is described. The instrument appears to possess satisfactory content validity for basic behavioral principles and good internal consistency and reliability. It appears useful for research and staff inservice educational assessment in inpatient treatment settings where a measure of this type in needed. The inventory may also be useful in identifying newly employed staff who may benefit from behavioral training before assuming direct services roles on inpatient wards.