A meta-analytic review of 27 studies on social skills training with schizophrenics was conducted to address 3 critical issues in the literature: (a) the magnitude of treatment effects relative to different outcome measures; (b) the extent of the generalization and maintenance of treatment effects; and (c) the impact of 2 methodological issues: diagnostic clarity and training variations. Social skills training has a strong, positive impact on behavioral measures of social skill, self-rated assertiveness, and hospital discharge rate, and a moderate impact on relapse rate. In addition, when behavioral measures are used, the data support generalization and maintenance of skill gains. However, effects are only marginally significant for broader ratings of symptoms and functioning. Diagnostic homogeneity, the number of techniques used, and the amount of training do not appear to be significantly associated with outcome. Specific directions for future research are discussed.

Reviews 48 outcome studies that applied self-statement modification (SSM) to childhood behavior disorders. Selection criteria restricted the review to controlled experimental studies and to children with disorders of clinically relevant severity. Meta-analysis was used to provide summary information about the observed effects of SSM. Collectively, SSM outcomes surpassed no treatment and placebo treatment by roughly a half of a standard deviation, on the average. Efficacy varied considerably with length of follow-up, experience level of therapists, age of children, outcome content area, and a number of other clinical and methodological differences among the studies. These qualifiers of observed efficacy are summarized and discussed in terms of implications for further research and application of SSM in child psychotherapy.

Expert psychoanalytically oriented, gestalt, and behavior therapists submitted representative audiotaped therapy interviews. A content analysis of therapist verbal behavior was conducted by means of the System for Assessing Therapist Communications, an instrument developed by the authors. Comparisons across the three theoretical orientations were made on six dimensions of behavior: type of therapeutic activity, temporal focus, interview focus, intitiative, communication, and therapeutic climate. Results indicated that according to prediction, these expert therapists were similar in their communication of empathy, the basis for their therapeutic relationships. Theoretical orientation, however, differentially influenced the use of direct guidance and facilitative techniques, interview content focused on the client, therapist self-disclosure, therapist initiative, and supportive therapy climate. Gestalt therapists were most dissimilar to the other therapists.A series of studies by Fiedler (1950aFiedler ( , 1950bFiedler ( , 1951) led him to conclude that a psychotherapist's theoretical orientation has little to do with the therapist's behavior during a therapeutic session. He argued that the nature of the therapeutic relationship is a function of expertise rather than theoretical orientation. Subsequent research, however, has made it difficult to accept Fiedler's contention. Sundland and Barker (1962) reported differences in reports of therapeutic behavior among Freudians, Rogerians, and Sullivanians. These researchers suggested that Fiedler tapped widely accepted qualities This article is based on a dissertation submitted by the first author, under the direction of the second author, in partial fulfillment of the requirements for the PhD degree from Kent State University.The authors thank the therapists, who necessarily must remain anonymous, for the effort involved in contributing samples of their professional work.

An evaluative review of research into assertiveness and assertiveness training is presented to highlight methodological problems that have hampered research. The inadequacies of current definitions of assertiveness are reviewed and a new definition is offered. Components of assertive behavior and of assertiveness training are identified. An assessment of the measurement tools for assertiveness is provided.

This article studied the effectiveness of therapeutic modeling by using models similar or dissimilar to observers in a class of behavior being modified (fear) and a characteristic (age) seemingly irrelevant to the modeled response. Forty second-and third-grade girls who showed behavioral fear of snakes viewed models of one of four types: fearless child, fearful child, fearless adult, fearful adult. In addition, 10 subjects saw no model in a control condition. Premeasures and postmeasures of fear were taken on behavioral and attitude dimensions. With respect to overt avoidance, model similarity on the response dimension (level of fear) was an unimportant variable, but model similarity on the age dimension was important. With respect to attitudes, more similar models produced the greatest change regardless of the dimension on which similarity occurred. An integration of these findings with other research is presented.