Behavior rehearsal with modeling and coaching in assertion training.

McFall, Richard M.; Lillesand, Diane B.

doi:10.1037/h0031010

Cited by 343 publications

(137 citation statements)

References 15 publications

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“…Therapies such as assertive training that are aimed at ameliorating clients' and patients' social-skill deficits have been carefully evaluated both in analogue studies (e.g., Hersen, Eisler, Miller, Johnson, and Pinkston, 1973;Kazdin, 1974;McFall and Marston, 1970) and in clinically oriented investigations using group comparison designs (e.g., Percell, Berwick, and Beigel, 1974) and single case experimental strategies (e.g., Hersen, Turner, Edelstein, and Pinkston, 1975 Lillesand, 1971;McFall and Marston, 1970;McFall and Twentyman, 1973) and by Hersen and his colleagues with unassertive psychiatric inpatients . In addition, specific strategies for remediating dating-skill deficiencies in college students have been evaluated (e.g., Christensen and Arkowitz, 1974;Curran, 1975;Curran and Gilbert, 1975;Twentyman and McFall, 1975).…”

mentioning

confidence: 99%

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹

Bornstein

Bellack

Hersen

1977

J of App Behav Analysis

218

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The effects of social‐skills training consisting of instructions, feedback, behavior rehearsal, and modelling were examined in a multiple‐baseline analysis in four unassertive children. The treatment was effective in that the behaviors selected for modification changed markedly. The effects of treatment generalized from trained to untrained items (interpersonal situations requiring assertive responding) and gains were maintained at the two‐ and four‐week followup probe sessions. In addition, overall assertiveness in all subjects increased from baseline assessment to the conclusion of treatment and into followup.

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mentioning

confidence: 99%

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹

Bornstein

Bellack

Hersen

1977

J of App Behav Analysis

218

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“…Most reported studies have generally fo und assertiveness training to be an effective strategy in producing some long-term changes in the assertive behavior under investigation (92,93). Specifi c health-related problems suc cessfully treated with assertiveness training include drug abuse (48), alcohol abuse (52), and depression (94).…”

Section: Th E Behavioral Strategiesmentioning

confidence: 99%

Behavioral Interventions and Compliance to Treatment Regimes

Benfari¹,

Eaker²,

Stoll³

1981

Annu. Rev. Public Health

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“…Most work in the area has been uncontrolled and the intricate therapeutic technology required is still evolv ing. However, controlled studies are appearing showing various components to be effective (McFall and Lillesand, 1971;O 'Connor, 1972;Ullrich and Ullrich, 1972).…”

Section: Social Anxieties and Abnormal Personalitiesmentioning

confidence: 99%

Empirical Psychotherapeutic Methods

Marks¹

1974

Psychother Psychosom

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Psychotherapy comprises all forms of psychological treatment. Four aims can be distinguished in various psychotherapeutic procedures – to provide a rewarding experience, to increase self-knowledge, to allow confession, or to effect a lasting change in behaviour. During psychotherapy, the therapist uses his behaviour to change that of his patient. Prediction of therapeutic events requires more knowledge of the periodic table of therapeutic elements than we now possess. Low-order empirical hypotheses are currently possible but unitary theories are too far removed from the data to be of predictive value. ‘Empirical’ implies reliance on observation and experiment, and empirical psychotherapeutic methods start with observation of patients’ behaviour outside and inside therapy. From such observation, ideas are formed about operative variables, and these ideas are tested in larger controlled situations. These in turn, suggest further ideas for pilot study. The dialectic between pilot and larger scale study revolves around clinical observation of patient behaviour in response to events outside and inside treatment. Therapist behaviour flexibly follows inferences about variables maintaining patient behaviour in the short- and the long-term. What the therapist actually does may have little relevance to the theory he espouses. Similar psychotherapeutic procedures can be described in many theoretical languages, and a rose by any other name smells just as sweet. When an existentialist logotherapist shows an obsessive-compulsive patient how to approach contaminated material and requests him to follow suit, he is doing the same as self-styled behaviourists who model with flooding in vivo and response prevention. More important than the global theory is the procedure actually employed. Of course, active therapeutic ingredients of most treatment techniques still have to be dissected. Effective psychotherapeutic methods are valuable tools of experimental psychopathology which advance understanding and efficacy simultaneously. Potent treatment changes certain behaviour and so enables the therapist to detect which pathologies are interlocking and which are independent. This is rather like an ablation experiment in neurophysiology. No one aspect of behaviour can be regarded as primary, and confidence can only be placed in psychotherapeutic results which are consistent across different facets of behaviour. ‘Behaviour’ here denotes any or all aspects of a sequence from its initiation in internal imagery and feelings, to its final execution as overt behaviour, together with its physiological concomitants. An empirical psychotherapeutic approach implies multifactorial mechanisms for aetiology and treatment. It allows active ingredients of treatment to be isolated, and delineation of relationships amongst different psychopathologies. In time, higher-order theories will become possible with greater predictive power than at present.

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Behavior rehearsal with modeling and coaching in assertion training.

Cited by 343 publications

References 15 publications

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹

Behavioral Interventions and Compliance to Treatment Regimes

Empirical Psychotherapeutic Methods

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Behavior rehearsal with modeling and coaching in assertion training.

Cited by 343 publications

References 15 publications

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS1

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS1

Behavioral Interventions and Compliance to Treatment Regimes

Empirical Psychotherapeutic Methods

Contact Info

Product

Resources

About

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹