Four experiments on the relative contributions of rehearsal, modeling, and coaching to assertion training.

McFall, Richard M.; Twentyman, Craig T.

doi:10.1037/h0034567

Cited by 324 publications

(139 citation statements)

References 31 publications

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“…However, it is worth considering that these dimensions also provide a natural classification of methods used in the treatment of anxiety disorders. That is, therapists either attempt to reduce arousal through drugs or relaxation training (Wolpe, 1958;Klein, 1981); try to modify the valence of negative contexts by, for example, providing success experiences in the aversive context and by reinterpreting the meaning of negative situations (e.g., Ellis, 1971;Meichenbaum, 1977); or focus on training the subject in self-control, efficacy, and competency, b.y teaching skills and modeling (Bandura, 1977;McFall & Twentyman, 1973). It may well prove that the most effective therapy will not be similarly unimodal but will depend on careful consideration of all three affective parameters.…”

Section: Future Directionsmentioning

confidence: 99%

Affective information processing and the assessment of anxiety

Lang

Cuthbert

1984

Journal of Behavioral Assessment

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A conceptualization of anxiety as comprising three loosely coupled response systems of overt behavior, verbal report, and physiological activation has proven useful in clinical and theoretical work. With this framework as a starting point, an information-processing approach to the study of emotion is described. Emotions are conceived as affective programs within the brain, with information coded as propositions organized into associative networks. Affective expression results when such a network is accessed and processed, which can occur when a sufficient number of propositions are activated by environment stimuli and/or internal associations. It is hypothesized that information about the expressive physiology is an integral component of the associative structure, and that processing of the network accordingly results in measurable psychophysiological response. Data from studies of emotional imagery, as well as other areas of research, are reviewed in support in these theories. The utility of this approach for the assessment of anxiety disorders is discussed, and results of clinical studies are presented to suggest that individual differences in accessing and processing emotional information may bear significant implications for prognosis and treatment selection. It is speculated that differences among the anxiety disorders could be interpreted in terms of the degree of cognitive organization of the network, leading to potential refinement of current diagnostic categories. In conclusion, cognitive psychology paradigms are discussed in terms of their application to the assessment and treatment of anxiety disorders.

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Section: Future Directionsmentioning

confidence: 99%

Affective information processing and the assessment of anxiety

Lang

Cuthbert

1984

Journal of Behavioral Assessment

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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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“…Active as opposed to passive participation has been used as the manipulative device in studies by Watts (1967), Mitnich and McGinnies (1958) and McFall and Twentyman (1970). These studies indicate that over periods ranging from one month to six weeks, that those groups that actively participated in the manipulative situation retained a higher degree of attitude change than did those that merely observed.…”

Section: The Identification Processmentioning

confidence: 99%

Temporal Persistence of Attitudes Induced Through Required Training

Tansik¹,

Driskill²

1977

Group & Organization Studies

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A posttest-only control group design procedure was used with a semantic differential questionnaire to examine the persistence of changes in racial attitudes induced via a required training course for supervisors at a large military installation. Overall, a general, but small, positive change in attitude was observed immediately following the course. This attitude change subsequently decayed over a twelve- to thirteen-week period. Surprisingly, a "sleeper effect" seemed to emerge four to five weeks after the training session, resulting in significant, but short-term, positive attitude changes. The sleeper effect emerged in the absence of previously postulated conditions for its occurrence, such as close interaction of participants and reward systems to encourage behavior consistent with the changed attitudes.

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Four experiments on the relative contributions of rehearsal, modeling, and coaching to assertion training.

Cited by 324 publications

References 31 publications

Affective information processing and the assessment of anxiety

Affective information processing and the assessment of anxiety

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

Temporal Persistence of Attitudes Induced Through Required Training

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Four experiments on the relative contributions of rehearsal, modeling, and coaching to assertion training.

Cited by 324 publications

References 31 publications

Affective information processing and the assessment of anxiety

Affective information processing and the assessment of anxiety

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

Temporal Persistence of Attitudes Induced Through Required Training

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