Teaching denial assertation to chronic hospitalized patients

Longin, Harold E.; Rooney, William M.

doi:10.1016/0005-7916(75)90103-2

Cited by 14 publications

(3 citation statements)

References 6 publications

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“…There have been several studies that have demonstrated positive effects of assertion training with psychiatric patients (G. T. Brown & Carmichael, 1992;Field & Test, 1975;Hersen & Bellack, 1976;Longin, 1975;Percell, Berwick, & Beigel, 1974). There have also been reports of successful assertion training programs with male arsonists in a maximum-security setting (Rice & Chaplin, 1979) and with prison inmates (P. C. Marshall, Keltner, & Marshall, 1981).…”

Section: Social Withdrawalmentioning

confidence: 99%

“…There have also been reports of successful assertion training programs with male arsonists in a maximum-security setting (Rice & Chaplin, 1979) and with prison inmates (P. C. Marshall, Keltner, & Marshall, 1981). There have, however, also been negative results in a prison setting (Cyr & Borque, 1982) and suggestions that highly assertive behavior can lead to negative staff ratings and to unpopularity with peers in institutional settings Longin, 1975;Rice & Josefowitz, 1983). The results suggest that careful attention must be paid to the on-ward environment to ensure that assertive behavior will be reinforced.…”

Section: Social Withdrawalmentioning

confidence: 99%

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The treatment of mentally disordered offenders.

Rice¹,

Harris²

1997

Psychology, Public Policy, and Law

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However narrowly defined, mentally disordered offenders (MDOs) are heterogeneous in demographics, diagnoses, offense characteristics, risk, and clinical needs. Treatment planning for MDOs should begin with an assessment of risk of future violent behavior in the community and risk of violence toward self or others inside an institution. Purposes of treatment among MDOs include treatments both to reduce risk of future violence and to alleviate the mental disorder. Relevant outcome measures include criminal and violent behavior, psychiatric symptomatology, admission to correctional or psychiatric facility, and quality of life. Clinical problems include aggression and problems of institutional management, criminal propensity, life skills deficits, substance abuse, active psychotic symptoms, social withdrawal, and depression. Because evidence relating them to risk of future violence is highest for the first 4 problems, it is argued that inpatient treatments should especially target them. Whenever risk levels and legal circumstances permit, community treatment is to be preferred. Sex offenders are discussed as a group for whom specialized services are indicated. Relapse prevention and program development evaluation are recommended methods for guiding treatment planning at both individual and system levels. Obstacles to implementation of empirically based treatments are discussed, as are suggestions for overcoming such obstacles. Finally, promising directions for future research are suggested.The term mentally disordered offender encompasses a heterogeneous and poorly defined group. In its narrowest interpretation, the category is a legal one and includes insanity acquittees, persons found guilty but mentally ill, persons found unfit to stand trial, mentally disordered sex offenders, sexual predators, and prisoners transferred to mental health facilities. In a 1978 survey , 7% of all the offenders detained in the United States were officially designated as mentally disordered. Of these, 8% were insanity acquittees, 32% were incompetent to stand trial, 6% were mentally disordered sex offenders, and the majority (54%) were convicted prisoners who had been transferred to mental health facilities. By any definition, the overwhelming majority of mentally disordered offenders are men (e.g., Menzies, Chunn, & Webster, 1992;Steadman & Halfon, 1971). Even in its narrow interpretation, however, this population includes a diverse group with a wide range of treatment needs.Most would concede that the true number of mentally disordered offenders is many times higher than that described above. Studies of the prevalence of mental disorder among incarcerated offenders reveal a surprisingly high prevalence. In one study (Hodgins & Cote, 1990), which used the Diagnostic Interview Schedule (Robins, Helzer, Croughan, & Ratcliff, 1981) to establish diagnoses, only 5% of penitentiary inmates in one Canadian province were found not to have a mental

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Section: Social Withdrawalmentioning

confidence: 99%

Section: Social Withdrawalmentioning

confidence: 99%

The treatment of mentally disordered offenders.

Rice¹,

Harris²

1997

Psychology, Public Policy, and Law

View full text Add to dashboard Cite

show abstract

“…When transfer to similar situations is studied, there is some support for generalization (e.g., Hersen, Eisler, Miller, Johnson, & Pinkston, 1973;Kazdin, 1974;Longin & Rooney, 1975), but when the new context differs from that used in training, generalization is minimal (e.g., Hersen, Eisler, & Miller, 1974;Kazdin, 1974;Kirschner, 1976;McFall & Twentyman, 1973;Nietzel, Martorano, & Melnick, 1977). An important component in the situation is the referent individual.…”

Section: Prudence M Firth and Conrad W Snyder Jrmentioning

confidence: 99%

Three-mode factor analysis of self-reported difficulty in assertiveness

Firth

Snyder

1979

Australian Journal of Psychology

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Self-reported difficulties, in terms of assertive response classes and referent individuals, were analysed across university student and hospital worker female samples. A modified three-mcde common factor analysis model was used to provide information on generalizable (or "idealized") individual differences, assertive behaviours, and referents, plus an interactional core bounded by these idealized dimensions. Similar two-dimensional structures were noted for assertive response classes and referents in both samples. The two response class factors were labelled positive and negative assertiveness; the two referent factors were labelled close and distant referents. Sizable variations in individual differences patterns and different interactional core solutions somewhat nullified the precision and utility of these nomothetic behavioural and referent categories. It was concluded that the Difficulty in Assertiveness Inventory (DAI) and, by implication, other self-report inventories can be used for wideband individual or group assessments, but would probably not be appropriate for individualized therapeutic programme evaluations. 16.20 -28 16Nore. Solutions from both principal axes (PA2) and image analyses are tabled. Salient loadings ( a 3 0 and above) are italicized.

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Assertion training outcome and generalization effects under didactic vs. Facilitative training conditions

1985

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One hundred and eleven college undergraduates (25% male) participated in one of two cognitive behavioral training programs, which included behavior rehearsal, modelling, coaching, cognitive‐restructuring, and emphasis on the transferability of skills. Neither self‐report nor behavioral outcome differences between the facilitative vs. the didactic approaches were noted. Both programs produced impressive self‐report and behavioral gains in comparison to pretest scores; these gains were maintained 1 to 2 years after the program. There was also evidence of verbal and nonverbal bilateral transfer between request behavior and refusal behavior in the short term. The generalization results were interpreted on the basis that the distinctive components of request behavior (such as enunicating a statement of a problem and a specific request) are more difficult than those of refusal behavior, such than there is transfer of request training to refusal behavior, but not vice versa. Request behavior involves the mobilization and personal initiation of a complex interaction with another person rather than the more reactive non‐compliance with the initiative of another, as is the case in refusal behavior.

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Teaching denial assertation to chronic hospitalized patients

Cited by 14 publications

References 6 publications

The treatment of mentally disordered offenders.

The treatment of mentally disordered offenders.

Three-mode factor analysis of self-reported difficulty in assertiveness

Assertion training outcome and generalization effects under didactic vs. Facilitative training conditions

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