The Factorial Domain of Interpersonal Skills

Spitzberg, Brian H.; Brookshire, Robert G.; Brunner, Claire C.

doi:10.2224/sbp.1990.18.1.137

Cited by 13 publications

(10 citation statements)

References 16 publications

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“…We selected the seven basic helping skills mentioned by Kuntze et al ( 2009 ) which are very general and fit all psychology orientations. Besides, although sometimes named differently, these are the most frequently-reported skills in the scientific literature (e.g., Spitzberg et al, 1990 ; Hill, 2009 ; Hargie, 2011 ). According to Lang and van der Molen ( 2009 ), basic helping skills are used at the beginning of the helping process to explore and clarify the helpee's problems.…”

Section: Methodsmentioning

confidence: 99%

Helpers' Self-Assessment Biases Before and after Helping Skills Training

et al. 2017

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Several studies have shown that therapists are generally biased concerning their performed helping skills, as compared to judges' ratings. As clients' ratings of therapists' performance are better predictors of psychotherapy effectiveness than judges' ratings, this study examined the validity and effectiveness of a helping skills training program at reducing novice helpers' self-enhancement biases concerning their helping skills, in comparison to their clients' ratings. Helping skills were assessed by three objective measures (a knowledge multiple choice test, a video test and a role play), as well as by a self- and peer-reported questionnaire. In addition, some performed helping skills' correlates (relationship quality, session quality, and helpers' therapeutic attitudes) were assessed both by helpers and their simulated helpees. Seventy-two sophomores in psychology participated to this study, 37 being assigned to a 12-h helping skills training program, and 35 to a control group. Helpers were expected to assess the aforementioned performed helping skills and correlates as being better than their helpees' assessments at pretest, thus revealing a self-enhancement bias. At posttest, we expected that trained helpers would objectively exhibit better helping skills than untrained helpers while beginning to underestimate their performance, thus indexing a self-diminishment bias. In contrast, we hypothesized that untrained helpers would continue to overestimate their performance. Our hypotheses were only partly confirmed but results reflected a skilled-unaware pattern among trainees. Trained helpers went either from a pretest overestimation to a posttest equivalence (performed helping skills and performed therapeutic attitudes), or from a pretest equivalence to a posttest underestimation (performed session quality and performed therapeutic relationship), as compared to helpees' ratings. Results showed that trained helpers improved on all helping skills objective measures and that helpees' perceptions of their performance had increased at posttest. In conclusion, helping skills training leads helpers not only to improve their helping skills but also to have more doubts about their skills, two variables associated with psychotherapy outcome.

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Section: Methodsmentioning

confidence: 99%

Helpers' Self-Assessment Biases Before and after Helping Skills Training

et al. 2017

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“…Furthermore, if Brought to you by | New York University Bobst Library Technical Services Authenticated Download Date | 10/10/15 6:04 PM it cross-loads, it would often be excluded from measures for being a noisy item. If this reasoning is extended, therefore, factor analysis is not always a valid representation of underlying unobserved variables, nor a valid framework for deriving ideal measures of competence (Spitzberg, Brookshire, and Brunner 1990). There may be many instances in which behaviors and evaluations of behaviors are more validly viewed as indexes rather than scales.…”

Section: Reliability Issuesmentioning

confidence: 99%

22. Assessing the state of assessment: Communication competence

Spitzberg¹

2015

Communication Competence

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The key concepts, dimensions and decisions involved in assessing communication competence are reviewed. Competence assessment depends first upon locating competence in skills or abilities, or in impressions of those skills and abilities. The criteria of competence, such as accuracy, appropriateness and effectiveness, also require inclusion. A taxonomy of communicative competence measurement dimensions is explicated, and its implications for developing and validating competence assessments are explored. The three basic dimensions are locus, directness and generalization. Key issues and challenges are identified through the exploration of the questions: What, who, where, how, and why assessments are being made.

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“…Many measures of communication competence view communication competence as a single factor construct (e.g., McCroskey and McCroskey 1988;Wiemann 1977). Conversely, many measures of communication competence see it as a multi-factor concept, but the exact number of factors varies widely: 25 factors (Spitzberg 2007), 10 factors (Rubin and Martin 1994), 7 factors (Riggio 1986), 5 factors (Buhrmester et al 1988), 4 or 5 factors (Spitzberg, Brookshire, and Brunner 1990); 3 factors (Large and Giménez 2006), and 2 factors (Monge et al 1982). Bubaš, Bratko, and Marusic (1999) examined 374 items from 23 scales designed to assess interpersonal communication competence, and determined that 2 to 6 dimensions could capture the construct.…”

Section: Conceptualizing and Operationalizing Communication Competencementioning

confidence: 99%

4. Epistemological approaches to communication competence

Wrench¹,

Punyanunt‐Carter²

2015

Communication Competence

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In this chapter we set out to provide an epistemological overview of the world of communication competence research. We start by examining the notion of "competence" as it has weaved in and out of the writings about communication starting with Grecian ideas and ending with postmodern critical perspectives on the topic. We then attempt to explore the various ways modern scholars have attempted to define and explain what "communication competence" is and how it can be studied. Then using Cone's (1978) Behavioral Assessment Grid we outline a variety of different issues related to the study of communication competence. Lastly, we explore some issues regarding the selection and utilization of appropriate measures of communication competence within modern research endeavors.

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The Factorial Domain of Interpersonal Skills

Cited by 13 publications

References 16 publications

Helpers' Self-Assessment Biases Before and after Helping Skills Training

Helpers' Self-Assessment Biases Before and after Helping Skills Training

22. Assessing the state of assessment: Communication competence

4. Epistemological approaches to communication competence

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