“Because I Love You …” The Tactical Use of Attributional Expressions in Conversation

While attributional processes are traditionally regarded as intrapersonal phenomena, attributional statements are a common feature of interpersonal communication. This study sought to explore the nature of attributions that are used tactically in conversation. Among other tasks, participants were asked to describe conversations in which causal statements had been posited for some “ulterior” purpose—perhaps to evoke an emotion, obtain a behavior, or receive some sort of compliment. Results revealed that the most commonly cited tactical attributions included excuses, justifications, and affiliation moves. Nontactical attributions, in contrast, rarely included affiliation moves. Attributions that were used tactically also tended to focus more frequently on positive events, behaviors, or qualities and tended to emphasize interpersonal, stable sources more often than nontactical attributions. The most frequently perceived goal for tactical attributions was to obtain an object or behavior. Implications for an extension of the literature on accounts are discussed.     

Indirect support seeking and perceptions of spousal support: An examination of a reciprocal relationship

Indirect support seeking has been theoretically identified as a support seeking strategy that may backfire and elicit negative responses or decreases in positive support. Moreover, past support responses that are either inadequate or negative have been theoretically linked to the use of indirect support seeking. Yet, no empirical studies have examined the potential reciprocal relation between indirect support seeking and perceived support in intimate relationships. Utilizing data from 204 new parents, we tested longitudinal cross‐lagged path models to examine the reciprocal relation between indirect support seeking and support perceptions. Results provided partial support for a reciprocal relation between indirect support seeking and perceived negative support responses. Furthermore, indirect support seeking negatively predicted relationship satisfaction across time, through perceived negative support responses.     

Gender effects on social support provision and receipt

This study was conducted to examine the influence of gender on social support provision and receipt using both self-report and observational methodologies. In response to another person sharing a problem, we predicted that men would be more likely than women to provide advice, and women would be more likely than men to provide emotional support. We also predicted women would be more likely than men to receive emotional support, and men would be more likely than women to receive negative support. Sixty-one pairs of college students, same-sex and mixed-sex dyads, shared a problem with each other. Problem-sharing transactions were audiotaped and transcribed for content analysis. Opposite-sex providers offered more emotional support than did same-sex providers, whereas same-sex providers listened more than did opposite-sex providers. No gender differences were found for advice-giving. Men were more likely than women to receive negative support. These results suggest that gender composition of the dyad has a greater influence on support provision and receipt than provider or recipient gender alone.     

Behavioral Treatment of Test Anxiety in a Drug Abuse Vocational Rehabilitation Day Program

Anxiety is one of the critical factors present in initiating and maintaining a drug-dependent pattern of behavior. This study examines test anxiety. The objective was to determine if a behavioral approach can be applied to the treatment of test anxiety in a vocational rehabilitation program for drug abuse clients. A case history is presented. Procedural details for applying behavioral techniques are discussed. The results of the study indicate that the treatment strategies selected were effective in reducing test anxiety. One of the side effects of using an approach that puts the technology of behavior change into the hands of the client is that the skills learned during treatment can be used to cope with problems other than those discussed with the counselor.