Contributes to the normative data pool for the Leary Interpersonal Checklist by presenting scores for 246 female and 228 male college students. These data include standard scores for DOM and LOV (dominance and love, loosely) as subjects rated self, mother, father, and ideal. (Author)

Identifies six field-specific and generic skills necessary for instructional developers, i.e., interpersonal communication, receiving and assimilating large amounts of new information, creative problem solving, applying behavioral sciences to instruction, seeking and locating new information, and specific instructional development skills. The…

The development of an interpersonal communications skills component in the curriculum of the Massachusetts College of Pharmacy is traced from its conceptualization through design of course objectives, materials, and methodology. Student reactions to the course are reported. (MSE)

Participants indicated perceived effectiveness and expected satisfaction for two programs of communication-skills training: Interpersonal Process Recall and Human Relations Training. Although both programs were positively evaluated by the premedical students, anxious and defensive students perceived the Interpersonal Process Recall program as more…

Counseling skills of concreteness enable clients to get a more specific awareness of their present problems and develop more functional strategies for taking action. A conceptual framework for recognizing and eliciting client material that needs to be explored concretely is presented. (Author)

Examines the relationship between family members' perceptions of the communication environment in their homes (socio-oriented or concept-oriented) and the ways in which these individuals say they use television for the accomplishment of interpersonal objectives in the family context. (JMF)

Shyness clinic groups were offered in a university counseling center. The program focused on anxiety management, assertiveness in social relationships, and development of conversational skills. Participants improved in social skills and ability to manage anxiety. (Author)

Examined the relationship between interpersonal intimacy and loneliness, social skills, and social activity. Dispositional level of self-disclosure was found to be inversely related to loneliness. Results suggest that lonely individuals have difficulty appropriately revealing personal information in new relationships and nonstructured social…

Subjects were randomly assigned to one of three treatment conditions: assertion training; discussion; or no-treatment. Roommates of trainees obtained significantly higher assertiveness scores than did roommates of students in the other two groups. (Author)

A highly structured approach produced significantly greater empathy, improved interpersonal functioning, and reduced the frequency of serious rule violations relative to a more traditional nondirective approach. (Author)

Tests for Everyday Living (TEL) is a series of tests which assess adolescents' knowledge and performance in daily living and prevocational skill areas. Tests include a practical reading scale. Content of TEL and psychometric characteristics determined during standardization provide evidence for utility and validity of the battery. (Author)

Examines individual differences in psychological development among prospective teachers as these affect the adaptive, "person-centered" quality of their communication with students. Discusses implications of the results in terms of the impact of differences in teachers' communicative development upon development of students. (JMF)

Verbalizations from 540 subjects experiencing different events were used to establish the validity of the sociality scale. High scorers related more positively and maintained better relationships with others, exhibited more interpersonal skills, and experienced less anxiety than low scorers. (Author)

Coaching and modeling were equivalent procedures for teaching social skills to isolated children. The abbreviated combination of coaching and modeling did not add to the effects. Peer orientation proved to be only a relatively weak modulator of responsiveness to social skills training. (Author)

Presents a model of meanings in coherent conversation taking the form of a hierarchy of levels of cognitive interpolations between the stream of behavior and archetypal patterns in conversations. A study of indirect responses in conversation is reported which supports the hierarchical structure of the model. (JMF)