We developed a 12-item, short form of the Experiences in Close Relationship Scale (ECR; Brennan, Clark, & Shaver, 1998) across 6 studies. In Study 1, we examined the reliability and factor structure of the measure. In Studies 2 and 3, we cross-validated the reliability, factor structure, and validity of the short form measure; whereas in Study 4, we examined testretest reliability over a 1-month period. In Studies 5 and 6, we further assessed the reliability, factor structure, and validity of the short version of the ECR when administered as a standalone instrument. Confirmatory factor analyses indicated that 2 factors, labeled Anxiety and Avoidance, provided a good fit to the data after removing the influence of response sets. We found validity to be equivalent for the short and the original versions of the ECR across studies. Finally, the results were comparable when we embedded the short form within the original version of the ECR and when we administered it as a stand-alone measure.

2004) highlighted a normal theory method popularized by R. M. Baron and D. A. Kenny (1986) for testing the statistical significance of indirect effects (i.e., mediator variables) in multiple regression contexts. However, simulation studies suggest that this method lacks statistical power relative to some other approaches. The authors describe an alternative developed by P. E. Shrout and N. Bolger (2002) based on bootstrap resampling methods. An example and step-by-step guide for performing bootstrap mediation analyses are provided. The test of joint significance is also briefly described as an alternative to both the normal theory and bootstrap methods. The relative advantages and disadvantages of each approach in terms of precision in estimating confidence intervals of indirect effects, Type I error, and Type II error are discussed.

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A panel of 9 therapists generated items for an instrument designed to measure the psychotherapy relationship from the perspective of attachment theory. The initial version of the Client Attachment to Therapist Scale (CATS) contained 100 items that were administered at 4 counseling agencies in survey packets to 138 clients who had completed at least 5 sessions with their therapists. Factor analysis suggested that 36 items loaded on 3 subscales, which we labeled Secure, kvoidant-Fearful, and Preoccupied-Merger. CATS factors correlated in expected directions with survey measures of object relations, client-rated working alliance, social self-efficacy, and adult attachment. Cluster analysis identified 4 types of client attachment. Significant differences in social competencies (object relations, etc.) were evident across types of attachment. Implications of attachment patterns for the understanding of client transference are discussed.

In this survey study of 430 undergraduates, elements of the social competencies and interpersonal processes model (B. Mallinckrodt, 2000) were tested. Two social competencies were hypothesized to mediate the direct effects of 2 independent variables, attachment anxiety and avoidance, on 2 outcomes, psychological distress and perceived social support. Social self-efficacy was expected to be a significant mediator only for attachment anxiety. Emotional awareness, construed as low levels of alexithymia, was expected to be a significant mediator only for attachment avoidance. A bootstrap method was used to estimate the significance of indirect effects. Structural equation analyses suggested that, instead of specialized significant parings of one mediator with one independent variable, both social self-efficacy and emotional awareness served as significant mediators for both attachment anxiety and attachment avoidance.Keywords: attachment behavior, alexithymia, social self-efficacy, adult social competencies, causal mediation Attachment theory has been proposed as a useful framework for understanding the development of the healthy and effective self (Lopez & Brennan, 2000) and the etiology of interpersonal problems that many clients bring to psychotherapy (Mallinckrodt, 2000(Mallinckrodt, , 2001. According to these complementary perspectives, secure attachment early in life facilitates development of coping skills that promote optimum adjustment, whereas insecure attachment interferes with development of these critical capacities. The social competencies and interpersonal processes (SCIP) model proposes that relatively secure childhood attachment to caregivers fosters development of critical social competencies that are needed to recruit and maintain close, supportive relationships in adulthood (Mallinckrodt, 2000). Insecure childhood attachment leads to attachment avoidance or anxiety in adults and also to deficits in social competencies. Thus, not only do adults with attachment insecurities tend to lack social support and coping resources, but the SCIP model also holds that the relationships they do experience often serve as sources of stress in themselves. Clientsperhaps especially those in interpersonal therapy-tend initially to replicate their insecure attachment patterns and manifest social competency deficits in the psychotherapy relationship. According to the SCIP model, ideally the client is able to gain social competencies through the difficult work of forging a more productive relationship with the therapist. Because this relationship can be considered a special form of attachment, the continuing struggle to build a more secure therapeutic attachment and productive working alliance results in a corrective emotional experience that the client, equipped with new social competencies, can generalize to other relationships. In addition, the therapist's own level of social competencies influences formation of an ideal therapy relationship. Finally, the SCIP model holds that therapists in training experience a fo...

In this survey study of 430 undergraduates, elements of the social competencies and interpersonal processes model (B. Mallinckrodt, 2000) were tested. Two social competencies were hypothesized to mediate the direct effects of 2 independent variables, attachment anxiety and avoidance, on 2 outcomes, psychological distress and perceived social support. Social self-efficacy was expected to be a significant mediator only for attachment anxiety. Emotional awareness, construed as low levels of alexithymia, was expected to be a significant mediator only for attachment avoidance. A bootstrap method was used to estimate the significance of indirect effects. Structural equation analyses suggested that, instead of specialized significant parings of one mediator with one independent variable, both social self-efficacy and emotional awareness served as significant mediators for both attachment anxiety and attachment avoidance.

On the basis of a process model of acculturation (Berry, Kim, Minde, & Mok, 1987) and the concept of secure base for interpersonal exploration in adult attachment (Bowlby, 1988), this study hypothesized that sociocultural adjustment difficulties and psychological distress of Chinese international students (N ϭ 104) living in the United States would be positively associated with attachment avoidance and anxiety and negatively associated with both acculturation to the U.S. culture and identification with the home culture. Survey packets contained the Experiences in Close Relationships scale, the Acculturation Index, the Socio-Cultural Adaptation Scale, and the Brief Symptom Inventory-18. Results suggested that attachment anxiety was negatively associated with students' acculturation to U.S. culture, and that attachment avoidance, attachment anxiety, and acculturation to U.S. culture were significant predictors for students' psychosocial adjustment.

Expanding on ideas originally proposed by Fassinger and O 'Brien (2000), we describe the scientistpractitioner-advocate model for doctoral training in professional psychology, designed to more effec tively meet the needs of clients whose presenting problems are rooted in a sociocultural context of oppression and unjust distribution of resources and opportunities. This alternative training model incorporates social justice advocacy, thereby equipping graduates to address social contexts implicated in clients' suffering instead of only the symptoms manifest in a treatment hour. The tripartite model capitalizes on synergies between the new advocate role and the traditional researcher role (e.g., social action research designed to promote change), and between the advocate role and practitioner role (e.g., consciousness raising, public persuasion, and empowerment). At the intersection of all 3 domains is a new type of practicum in social justice advocacy, supported by training in intergroup dialogue facilita tion. We describe proposed knowledge, skills, and attitude components of the advocate role, together with a 10-credit curriculum adopted by the University of Tennessee, Counseling Psychology Program. In 2009, this program was the first to be accredited by the American Psychological Association with a scientist-practitioner-advocate training model. Practical challenges in implementation are described. Finally, we discuss implications for course development, student selection, and evaluation of training outcomes.