Teaching Interpersonal Skills with Videotape

Three methods of teaching interpersonal skills to chronically ill psychiatric clients were compared. It was hypothesized that: (1) there would be no difference in interpersonal skills gain between subjects who planned and produced a videotape about interpersonal skills (group 1) and similar subjects who attended classes to learn interpersonal skills and viewed the videotape produced by group 1 (group 2); and that (2) there would be no difference in interpersonal skill gain between these two groups and similar subjects who attended classes to learn interpersonal skills but do not view the videotape (group 3). Interpersonal skill gain was measured by both subject self-assessment and rater assessment of interaction and task performance behaviors. Group 1 showed the most improvement on the posttest self-assessment scores and made some interpersonal skill gain demonstrated by subjective observations. However, the sample size was too small to detect a significant difference between any of the three treatment groups. Implications for using videotape to teach interpersonal skills are discussed.     

Interpersonal Problem-Solving Skills Training in the Treatment of Self-Poisoning Patients

The present study evaluated the effectiveness of interpersonal problem-solving skills training (IPSST) for the treatment of self-poisoning patients. Thirty-nine self-poisoning patients were assigned randomly either to IPSST or to a control treatment condition (a brief problem-oriented approach). Both conditions were equally effective in reducing the number of presenting problems and in reducing hopelessness levels. However, the IPSST condition was significantly more effective than the control condition as determined by other outcome measures (measures of interpersonal cognitive problem solving, self-rated personal problem-solving ability, perceived ability to cope with ongoing problems, and self-perception). Follow-up studies showed maintenance of IPSST treatment gains at 6 months and a greater reduction of repetition of self-poisoning in the IPSST group at 1 year posttreatment.     

Sex Roles and Social Skills Considerations for Interpersonal Adjustment

In light of claims that sex roles are differentially related to behavioral flexibility, the current study investigated the relationship between sex role orientations and performance in interpersonal situations. Males and females in each of four sex role categories (masculine-typed, feminine-typed, androgynous and undifferentiated) role-played situations requiring the appropriate expression of either commendatory or refusal assertiveness. Androgynous subjects were most effective in rated skills components for both types of situations, while undifferentiated subjects were highly ineffective. Complex interpersonal situations apparently require the use of well-integrated masculine and feminine social skills.     

Social Interpersonal Skills of Handicapped and Nonhandicapped Adults at Work

The pattern and content of social interactions of successful handicapped and nonhandicapped employees were observed in two employment settings. Data suggest that both groups were active social interactants who frequently worked cooperatively, yet interacted relatively infrequently with their supervisors. Implications for future research are discussed.     

The Relationship between Creativity and Interpersonal Problem-Solving Skills in Adults

The present study evaluated whether creativity training and interpersonal problem-solving training reflect equivalent or complementary skills in adults. A sample of 74 undergraduates received interpersonal problem-solving training, creativity training, neither, or both. Dependent variables included measures of problem-solving and creative performance, and problem-solving and creative style. The results suggested that creativity and interpersonal problem-solving represent complementary skills, in that each training program specifically affected performance only on related measures of performance. A combination of programs affected both abilities. Creativity training and interpersonal problem-solving training are popular psychoeducational interventions that developed in isolation from each other. Originally thought of as a mysterious process, the empirical analysis of the creative act can be traced to the work of Wallas (1926). Under the assumption that creativity is a desirable trait, a number of scales and training programs have been developed to measure and enhance creative skills. Creativity training has been used primarily in educational and industrial settings (e.g., Basadur, 1981). The principles of interpersonal problem-solving training have emerged more recently, in the work of Spivack and Shure (1974; Spivack, Platt, & Shure, 1976) and D'Zurilla (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982). These authors conceptualized interpersonal problem-solving training in the context of behavior therapy, and for this reason the literature on interpersonal problem-solving is more closely associated with therapeutic settings. Creativity and interpersonal problem-solving skills can be conceptually distinguished on the basis of their goals. Interpersonal problem-solving refers to one's skill in determining the means by which to achieve a specific end or overcome a specific problem. Creativity, on the other hand, need not be oriented towards achieving specific ends; it is associated with the capacity for thinking in new and different ways. Koestler (1964) has even argued that these two goals can be inimical, at least in adults, in that the ability to combine information in unique ways may be. hindered when the individual focuses his or her thinking on a specific problem. At the same time, there are clear similarities between the two domains of skills. Guilford (1977) noted that “creative thinking produces novel outcomes, and problem-solving involves producing a new response to a new situation, which is a novel outcome” (p. 161). Edwards and Sproull (1984) saw creativity training as a method for improving the quality of solutions to problems and increasing personal effectiveness. They considered problem-solving synonymous with creativity, since both training programs offer a variety of techniques to help identify useful solutions to problems. Similarly, Noller (1979) and others (e.g., Isaksen, Dorval, & Treffinger, 1994) have discussed the concept of creative problem solving, which attempts to integrate principles in the literature on creativity and on problem solving. Isaksen et al. conceptualized the process of creative problem solving as consisting of six steps which fall within three stages. The first stage involves understanding the problem, consisting of three steps: mess-finding, data-finding, and problem-finding. This is followed by the stage of generating ideas, involving the idea- finding step. Finally, there is planning for action, which involves solution-finding and acceptance-finding. The most important difference between the various creativity training models and the interpersonal problem-solving model lies in their emphasis. Creativity training models focus primarily on enhancing skill at generating solutions. The interpersonal problem-solving model places equal emphasis on the implementation and evaluation of potential solutions. Although many authors have suggested that participation in creativity training will have positive effects on social and interpersonal functioning (e.g., Parnes, 1987), only two studies have been conducted examining the relationship between the interpersonal problem-solving training model and creativity skills. Miller, Serafica, and Clark (1989) and Shondrick, Serafica, Clark, and Miller (1992) found that interpersonal problem-solving training for children also enhanced creativity skills, and that children's creative abilities appear to be predictive of their interpersonal problem-solving skills. The question of whether creativity and interpersonal problem-solving are equivalent, complementary, or even inimical has not been adequately addressed in the existing literature. For one thing, there are no studies examining the relationship between the two constructs in adults. This is an important question, given Koestler's (1964) conclusion that they are potentially inconsistent among adults. Second, there are no studies at all regarding the impact of creativity training on problem-solving skills in adults. The purpose of the present study was to evaluate whether creativity and interpersonal problem-solving skills can be distinguished in an adult sample.     

The Importance of Interpersonal Skills in Consultee-Centered Consultation: A Review

This review explores the empirical research on the importance of interpersonal communication skills in consultation. Studies have found consultants' facilitative characteristics, along with an appropriate use of verbal and nonverbal skills, to be important in the consultation process. Because of the state of the research literature, however, the need for more studies on verbal and nonverbal communication skills is suggested.     

Item Level Improvements for Use of the MMPI With Adolescents

The decision to develop a separate adolescent form of the Minnesota Multiphasic Personality Inventory (i.e., the MMPI-A) raised questions about continued use of 20 original items that seemed unnecessarily ambiguous in content when employed with younger students (Ss). The responses of 362 academically gifted boys, aged 14 to 17 years, from an urban Catholic high school were compared on the experimental 704-item Form TX of the MMPI and a form containing 20 rewritten and 9 control items. The psychometric properties of the rewritten items indicated the same or better performance than that on the original versions while improving the items' face validity and reducing item ambiguity. Responses from 321 Ss to a follow-up questionnaire suggested eliminating offensive or irrelevant items and reducing the test's length would increase acceptance of the MMPI-A.     

The Assessment of Dimensionality for Use in Item Response Theory

The application of item response theory (IRT) models requires the identification of the data's dimensionality. A popular method for determining the number of latent dimensions is the factor analysis of a correlation matrix. Unlike factor analysis, which is based on a linear model, IRT assumes a nonlinear relationship between item performance and ability. Because multidimensional scaling (MDS) assumes a monotonic relationship this method may be useful for the assessment of a data set's dimensionality for use with IRT models. This study compared MDS, exploratory and confirmatory factor analysis (EFA and CFA, respectively) in the assessment of the dimensionality of data sets which had been generated to be either one- or two-dimensional. In addition, the data sets differed in the degree of interdimensional correlation and in the number of items defining a dimension. Results showed that MDS and CFA were able to correctly identify the number of latent dimensions for all data sets. In general, EFA was able to correctly identify the data's dimensionality, except for data whose interdimensional correlation was high.     

Interpersonal analysis of grandiose and vulnerable narcissism

This article examines the validity of grandiose and vulnerable subtypes of narcissistic character styles through an analysis of personality disorder criteria, interpersonal problems, and adult attachment styles in a nonclinical population. The grandiose personalities in this sample were rated high in the dramatic traits associated with narcissistic, antisocial, and histrionic personality disorders based on a diagnostic interview, and they reported domineering and vindictive interpersonal problems. However, despite the observation of narcissistic personality pathology, they denied interpersonal distress related to their interpersonal problems and the majority reported adult attachment styles reflective of positive self-representations (Secure, Dismissive). Vulnerable narcissistic individuals were represented by high ratings on avoidant personality disorder based on a diagnostic interview. They reported high interpersonal distress and greater domineering, vindictive, cold, and socially avoidant interpersonal problems. The majority reported adult attachment styles reflective of negative self-representations (Fearful, Preoccupied). The validity of grandiose and vulnerable narcissism based upon the results of this study was discussed in terms of clinical theory and with reference to the implications of two subtypes of narcissism for diagnosis and treatment.     

The Use and Consequences of Verbal Influence Strategies During Interpersonal Disagreements

Interpersonal influence refers to the strategies and tactics communicators use to establish, reinforce, or alter one another's cognitions, emotions, and behaviors. It is argued that influence functions to attain instrumental goals, manage the relationship, and preserve desired identities. These three functions guided the development of a categorical system for classifying 36 verbal influence tactics according to six major strategy types applicable to the context of resolving disagreements. Videotaped interactions of 50 married couples were coded for strategy use by eight trained raters. The most frequently used strategies were content validation, self-assertions, and other accusations, whereas content invalidation, self-defense, and other-support received far less use. Correlational results between strategy use and consequences revealed that: (a) males were more persuasive when using content validation and self-assertions and less persuasive when using content invalidation and other-accusations, (b) females were more persuasive when using other-support and less persuasive when using content invalidation, and (c) greater communication satisfaction was experienced by both partners when the other used supportive tactics and did not use accusatory ones. Analyses of couples'behavior suggests the predominant interaction pattern was reciprocal rather than compensatory.     

Item factor analysis: current approaches and future directions

The rationale underlying factor analysis applies to continuous and categorical variables alike; however, the models and estimation methods for continuous (i.e., interval or ratio scale) data are not appropriate for item-level data that are categorical in nature. The authors provide a targeted review and synthesis of the item factor analysis (IFA) estimation literature for ordered-categorical data (e.g., Likert-type response scales) with specific attention paid to the problems of estimating models with many items and many factors. Popular IFA models and estimation methods found in the structural equation modeling and item response theory literatures are presented. Following this presentation, recent developments in the estimation of IFA parameters (e.g., Markov chain Monte Carlo) are discussed. The authors conclude with considerations for future research on IFA, simulated examples, and advice for applied researchers.     

应用项目反应理论对瑞文测验联合型的分析

使用BILOG-MG3.0软件,边际极大似然估计,3参数Logistic模型对354名不同能力水平的男性青年的瑞文测验联合型数据进行了分析。结果显示:大多数瑞文测验联合型的题目都适合3参数Logistic模型(有6道题不适合)。整个测验的信息函数峰值的位置在难度量表的-3到-2之间,其值为16.82。共有18道题的信息函数峰值在0.2以下。从区分度来看,72道题目的区分度均大于0.5,比较理想。难度参数显示所有题目均较低,绝大部分都在0以下,最高的只有1.01。题目的难度主要由所需的操作水平决定。伪猜测参数在0.07-0.24之间。综合分析表明瑞文测验联合型对正常青年的智力评价精度较差。     

Revisiting Reciprocity: How Accountability,Proactivity, and Interpersonal Skills Shape Obligations to Reciprocate Citizenship Behavior

Across two studies, we directly test the widely held tenet in the scholarship of organizational citizenship behavior (OCB) that individuals choose to engage in OCB as a result of felt obligations to reciprocate. We further examine how obligations to reciprocate operate against a backdrop of relevant contextual factors (accountability) and individual differences (proactive personality and interpersonal skill). Using an experimental method, we find evidence supporting the proposition that reciprocity obligations increase OCB engagement and that these effects are amplified by contexts high in accountability and when individuals possess high levels of proactive personality. In a subsequent field study, we find further corroborating evidence for the effects of reciprocity obligations on OCB and reaffirm the moderating influences of proactive personality and accountability. Overall, the convergent evidence supports the causal relationship between reciprocity obligations and OCB, as well as explicates the conditions under which this foundational effect operates across individuals and varying contexts.

     

Interpersonal process in psychotherapy through the lens of the structural analysis of social behavior

As psychotherapy research focuses more and more on mechanisms of therapeutic change, increased attention has naturally been directed at therapy process. Over the past several decades, a variety of researchers have successfully applied Benjamin's 1974 Structural Analysis of Social Behavior (SASB) to the study of in-session psychotherapy events. This system for conceptualizing and analyzing interpersonal and intrapsychic processes has been shown to provide theoretically rigorous and empirically tractable instantiations of both helpful and hindering therapeutic exchanges. In this article the therapeutic alliance is conceived in terms of interpersonal processes as demarcated according to the SASB. This article also provides a review of SASB's wide-ranging applications to observing and studying the therapeutic relationship, therapy process, and client outcome. Also discussed are several data analytic and methodological considerations related to the SASB model and several new ancillary measures based on the SASB. Finally, the applied and clinical utility of the SASB system is discussed in light of a variety of contemporary empirical findings.     

Motivational Profiles and Psychological Skills Use within Elite Youth Sport

This study investigated associations between achievement goal orientations and reported psychological skill use in sport. Five hundred seventy three elite young athletes completed the Perceptions of Success Questionnaire (POSQ; Roberts, Treasure, & Balague, 1998 Roberts, G. C., Treasure, D. C. and Balague, G. 1998. Achievement goals in sport: The development and validation of the Perceptions of Success Questionnaire. Journal of Sport Sciences, 16: 337–347. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) and the Test of Performance Strategies (TOPS; Thomas, Murphy, & Hardy, 1999 Thomas, P. R., Murphy, S. M. and Hardy, L. 1999. Test of performance strategies: Development and preliminary validation of comprehensive measure of athletes' psychological skills. Journal of Sports Sciences, 17: 697–711. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). Cluster analysis revealed three distinct goal profile groups: Cluster 1—Higher-task/Moderate-ego (n = 260); Cluster 2—Lower-task/Higher-ego (n = 120); and Cluster 3—Moderate-task/Lower-ego (n = 119). A MANOVA revealed a significant multivariate effect, Pillai's Trace = .11, F(16, 1076) = 3.75, p = .001, η² = .05, with post hoc tests determining that higher-task/moderate-ego athletes reported using significantly more Imagery, Goal setting, and positive Self-talk skills when compared with Lower-task/Higher-ego and/or Moderate-task/Lower-ego athletes. These findings are discussed with respect to the potential role that achievement goals play in the application and development of psychological skills in youth sport.