Two investigations of students entering college ( N s = 84 and 262), and one of the students completing high school (N = 147) explored the presence of a psychological competence configuration as a component of personality-functioning. That configuration was hypothesized to consist of self-attitudes (Rotter I-E ), world attitudes (Rotter Trust), and behavioral attributes (Tyler, Behavioral Attributes of Psychosocial Competence). The configuration held across all 3 samples, with the self-attitudes-behavioral attributes relation strongest. Configural measures were independent of aptitude and grade point measures, but somewhat related to social desirability (Crowne-Marlowe). In the high school study, the BAPC significantly differentiated students selected by counselors as exemplary ("getting their lives and school together well" ) in contrast to those selected as marginal. The differentiating power of the BAPC proved to be completely independent of social desirability and aptitude effects and partially independent of grade point average. Thus these studies establish the presence of a functionally relevant behavioral attributes component of effectiveness.EFFORTS to define patterns of psychosocial effectiveness from a scientific perspective have only recently been undertaken. Jahoda first accorded psychological legitimacy to conceptions of positive mental health slightly more than a decade ago (1958). Within the realm of 1 This study required the support of more people and institutions than can be listed, however some deserve particular mention. Included are: (a) The counseling personnel and student participants; (b
Unidirectional influence models are the predominant models underlying the interactions between psychologists-as teachers, investigators, consultants, therapists, and change agents-and those they seek to understand and influence. Among psychologists, clinical and community psychologists have most directly found themselves faced with an essential paradox in their helping models. They see a basic incongruity between the roles of helping relationships, which involve them as expert and their clients as dependent, and the goal of those relationships, which is to foster the clients' independence. Somewhat comparable incongruities characterize typical teaching and research approaches. Proposed alternatives have emphasized collaboration and mutual exchange. A critique of their implementation, however, suggests that they fall short of establishing a model that is a complete alternative to traditional helping models. In this article the resource collaborator role is proposed as one such alternative in which expert-nonexpert interactions are viewed as a reciprocal process. All participants acknowledge their own and each other's resources and limitations, share their resources, and recognize their reciprocal gains. The resource collaborator model is suggested to be more congruent with positive menial health goals and with viable scholarly and professional roles than are traditional helping models. In addition, issues that arise in constructing and evaluating resource-collaborative approaches are discussed.
The relationship of parental psychosocial competence to parent interaction behaviors in a joint problem-solving/play session with children was studied in 23 adult-preschool child pairs. Parents were assessed using self-report questionnaires to determine degrees of self-efficacy, optimistic trust, and an active, planful coping style (i.e., competence). Children and parents participated in a semistructured problem-solving/play task with observers rating the parental behaviors in the interactions; child responses were not specifically studied. More competent parents interacted with a different, consistent set of behaviors. They treated the child as being more capable and resourceful, showed generally warm and positive feelings, and were more helpful with problem solving. Thus, these parental competence attributes are confirmed as significant variables relating to parental behavior and to their styles of interaction, which are part of the socialization context of their children.
An ethnic validity model is presented as an alternative framework from which psychotherapy can be conceptualized and practiced within and across ethnic groups. This model is advanced in response to research findings, to evidence of ethnocentric biases in American psychology, and to criticisms of public policy. An ethnic validity model emphasizes that there are a variety of ways of living (of being human) each of which offers strengths and limitations. The model addresses the convergence, divergence, and conflict between different ethnic world views and their consequent emergence in cross-ethnic patterns of interaction. It emphasizes the importance of attending to those possibilities in understanding and conducting psychotherapy and the potentials of growth for both therapist and client from doing so.Over the past two decades researchers and practitioners representing a variety of interests and perspectives have criticized the paradigms of
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