Compared inductive social skills training (ISST), skill assembly social skills training (SASST), and cognitive-relaxation coping skills (CRCS) training with no-treatment control group for general anger reduction. At four-week follow-up, compared with controls, all treatment groups showed equivalent reductions of amount of anger experienced in wide…

Investigated comparability of self-statements generated by different cognitive assessment methods; effect of an assessment delay on cognitive phenomena; and interrelationships among different cognitive variables. Subjects were heterosocially anxious women (N=64) who engaged in a conversation with a male confederate. Self-statements generated by…

Defined verbal behavior categories for clients (the Client Verbal Behavior System, CL-VBS), and for counselors (the Counselor Verbal Behavior System, CO-VBS), to match the categories in the Carkhuff and Ivey training models, in order to study the acquisition of the skills and their impact on client responses and outcomes. (Author/JAC)

Compared Coyne's interpersonal model of depression to Lewinsohn's social skill model of depression in a large sample of nonreferred college students (N=202). Contrary to both Coyne and Lewinsohn, no evidence of a direct relation between social support and depression was found. Results suggest social skills deficits are a consequence, not a cause,…

Examined parental attachment, family structure, and social and psychological functioning among 226 college freshmen. For females only, insecure attachment and two dimensions of maladaptive family structure were associated with difficulties in social competence and presence of psychological symptoms. Findings suggest that, for college women, close…

Female students (28 black, 28 white) viewed videotape of a counseling session in one of four conditions: (a) two female counselors (one black, one white), and (b) two counselor roles (active, passive). Analysis of students' ratings revealed (a) no differences among conditions in perceived attentiveness or friendliness, (b) significant differences…

Compared cognitive-relaxation and social skills training interventions for general anger reduction in college students. After one year, participants in both interventions reported less general anger, personal-situational anger, anger-related psychophysiological reactivity, and trait anxiety than did untreated controls. Findings suggest long-term…

The present study evaluates the effectiveness of diverse ways of teaching an interpersonal inquiry technique. When subjects were exposed to delayed feedback plus perceptual cues, they learned at a significantly higher level than when receiving immediate feedback. (Author)

Compared social skills and cognitive-relaxation interventions for general-anger reduction with a no-treatment control in a pretreatment, postreatment, and five-week follow-up design. By follow-up, treatment groups reported significantly less anger, lowered tendencies to suppress or exhibit anger, and lowered state anger, and greater constructive…

Compared alternative methods for examining relationship between two constructs and estimated true relationship between social skill and depression. Data from 68 subjects suggest that multitrait-multimethod data sets, analyzed via confirmatory factor-analytic techniques, can greatly enhance theory testing and development. (Author/NB)

Results of individaul evaluations of four classes of medical students' (N=213) performance in a communication and interview skills curriculum were synthesized using methods typically used in literary meta-analytic reviews. Results showed a significant positive effect. Implications for program evaluation are discussed. (JAC)

Compared cognitive and interpersonal-process group therapies in treatment of depression among college students to each other and to waiting-list control group. Both treatments led to significant reductions in depression and depressed thinking and to increments in self-esteem at midtreatment, posttreatment, and follow-up assessments but did not…

Three behavioral training programs for college men with dating inhibitions were evaluated. All treatment groups received a dating manual, contact with female confederates, and group discussion meetings. The discussion group received only these treatment components, while the other two treatment groups received behavior rehearsal. All treatment…

Evaluated the incremental effects of a cognitive map and a symbolic code in undergraduate students (N=55) learning the modeled social skill of job interviewing. Results indicated that these techniques appeared to be strong in facilitating the acquisition and retention of modeled social skills. (LLL)

Assessed the effectiveness of a technique for reducing heterosocial anxiety in college males (N=26). "Real life," pleasant, prearranged social interactions with females produced a highly significant change in self-perceptions concerning anxiety as measured by three self-report questionnaires and an increase in self-confidence as measured…