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I w i s o ~ k i 119731 u t i l i s e d a p r e - t e s t p o s t - t e s t c o n t r o l group

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^{t o} demonstrate t h e effeotivenena o f C a u t e l a ' s I19701 = o v e r t reinforcement brocedure i n the r e d u o t i a n of scores m the s e l f -

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r e p o r t anxLsty s o a l e . Saraaon's I19731 study employed t h e I

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oosnitive nodelin;rechniqne t o reduce the "Igative ei;ect. of

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t e x t anxiety. In this.eupetiment three nodeling o o n d i t i a n s

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rere s t v d i e d i i t h i n a gmup approach. Dvring one condition a

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boael p e r f o m a d a t a s k and'did n o t verbalize. vnaer the secoqd

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&nditioA the

Doclei

^Rrformed and p r a u i d e ~ t n f o m a t i o n about

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c q g n i h v e t a c t i c a . Under t h e t h i r d c o n d i t i s n the model verbal-

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i z e d as she p e r f o m i d d u t d i d nor mention general prinoiplde.

j 5 : sarasor) reported t h a t the perfomance q n ~ y group performed a t

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^, a,lower l e v e l thqn the o t h e r two gmups end t h a t the 10w t e s t ,

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aoxious d b 2 e c t s S performance was l u p e r i o r to the high t e s t anxiotrs e u b j e c t e ,

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Xeichenbaum 119321 oolnbined an ;

f

i n s i g h t o r i e n t e d therapy with a moiilfied d e s e n s i t i z a t i o n pro-' EedU&. The reslllta ?f t h i s study mdicated.the e f f i c a c y of a

9 1

c o g n i t i v e behavioral group approach i n reducing t e s t enxlety.

1

~ansereau ~t al., i n O'Neil B S p i e l h e r g e r 11979). researched t h e e f f e c t i v e n e s s of a s t r a t e g y system [study s k i l l s counseling

-

^a sonprehension r e t e n t i o n s t r a t e g y ) . U t i l i z i n g a one-tailed t - t e s t h e treatment grovp and t h e c o n t r o l group d i f f e r e n c e s

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were e o n s ~ l l e r e d s i g n i f i c a n t (e'.os). mp~ploying t h e Use o f the

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twc-tailed 2 - t e d t s oomparids the prs- to postcourse scores of "

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t r e a t n e n t group t o the'controI group the differences reached s i g n i f i c a n c e on t h r e e meacures t h e survey of study ~ a b i t s and A t t i t u d e s , t (391 = 2.57, ~ < . 0 2 ; t h e Test Anxiety Scale, 5

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^{;1-xc~-'iam t-4rraHH}

I451 = 3.57. p < . 0 1 , and the l e a i n l n g a t t i t u d e inventory, t 1481 s 3.37, p C .O1 IP. 291. T h ~ e study demonstrated t h a t t h e l e a r n i n g s t r a t e g y system impr6ved t h e s t u d e n t s ' l e a r n i n g

-

'behaviors ena attitudes and decreased t h e l r l e v e l s trf t e s e

, t

-

^anxiety.

C o l l i n s e t a l . I l p s l l evaluated t h r e e s t r a t e g i e s f o r con- '

. .

t r o l l i n g c o n c g n t r a t m during aoddernic t a s k s . he t h r e e a t r a t e g i e e erndioyed were *elf , i n i t i a t e d r e l a x a t i o n ( S I R ) , s e l f coaching I s c

-

o o s n l t i v e techniqvcs developeb by Heichenbauml amd a = d i n e d SIC and SC s t r a t e g y . The r e s u l t s of t h i s s t u d y indicated t h a t " s t r a t e g i e s developed f o r t h e r e d u c t i o n of t e s t anxiety can a i g n i f i b a n t ~ y a f f e c t perfomanoe on tasks t h a t c l o s e l y smmulate typxcal a c a d e m i c s i t u a t i o n s " 1p. 1271.

.

_,

,

c o g m t i v e l e a r n i n g techniques are proven t h e r a p e u t i c

i n t e r v e n t i o n s t r a t e g i e s f o r reduoing t h e negqtive e f f e c t a o f t e s t a n x i e t y and enhancing perfornence during t h e t a s k . Which techniques are iniplemented ta'inodify the e l i e n t ' s i n t e r n a l dialogve and maladaptive behplvior are a f u n c t ~ o n of how the t h e r a p i s t c o n c e p t q a l i l e a the maladaptive bshavror. The approach pursued i n t h e p r e s e n t s t u d y was based upon Meichen- baun'a 11974) e e l f i n s t r u c t i o n t r a i n i n g program and Denaereau'e , study s k i l l s counseling propedure. The pmgram focused up3n

decreasing t h e n e g a t i v e e f f e c t s of t e s t a n x a e t g b y a o d r f y i n g the o i i e n t ' ~ maladaptive oognitivs responses and f a u l i t a t i n g

--

me c l i e n t * ~ i n t e r n a l i z a t i o n of a l e a r n i n g s t r a t e g y

bee

' "I-appendlx Dl. Both tcchniqqea modified t h e amount of t a s k

" i r r e l e v a n t b e h a v l z s whlch t h e aubjecte engaged i n and h s e i s t e d

7

.

t - I . -

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23

negative e f f e c t s of t e a t anxiety.

S e l e c t i o n of samzle

Fourteen eel£-ldentif4ed t e s t anxion. u n a e r g r d u a t e studentk p a r t i c i p a t e d in the ~ & t - i i n x i e t y Program. Nine p a r t i c i p a n t s were n a n d m l y assigned m the tregtment group and f i v e ts the c o n t r o l qroup. ~ h , e * s t a t e - w a i t xnxiety inventoryJ ISTAII r a e a d m i n i s t e r e l as a p r e - t e s t post-test meamre of *he

'

p a r t i c i p m t * ~ l e v e i of anxiety. Threa pf %he o r i g i n s l ' p r e - t e a t

4

p a r t i c i p a n t s did n o t complete t h e post-treatment measure and were

!

omitted in t h e f i n a l a n a l y s i s o f the r e s u l t s .

I m ~ l s m ~ n t a t i o n

he ~ e s t - ~ n r i e t y Program c o n s i s t e a of f i v e two hour seseions and one session one hour i n l e n g t h . The progrbm waa ' i n i t i s t e a en ~ u n e 1 8 , 1981 and terminated on ~ u l y 3 0 . 1981.

he s t r a t e g y implemented was a combination of Meichenbaun's i n s i g h t arsented appmaoh and Dander~au's study s k i l l s approach.

*he t e a t - a n x k t f i propram consisted of three companents. The l i m t Eomponent was concerned with a s s i e t i n g p a r t i c i p a n t s b

-

conceptvalize the p r e s e n t i n p problem i n terms of maladaptive cognltLve responses and physiological a r o u s a l . The second

component was aeeignea fo f a o l l i t a t e + p a r t i c i p a n t l s s e l f

.

mddification of t h e maladaptive cognltlve responses and physio-

.

l o g i c a l arousal

h he

third,cornponent was d a s ~ g n e d ta f a c i l i t a t e

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2 4 t h e p a r t i o l p a n t ' s awareness of a s t u d y s k i l l s btmategy.

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^he t h e r a p y r a t i o n a l e focused npon t h e " f a i l u r e o f the h i g h t e s t ahxioue p e r s o n t o a t t e n d t o r e l e v a n t parte of the

task, t h e i n t r u s i o n of z r r e l e v a n t thoughts, end h i g h e m o t i o n a l 1

<> * aroueal w;lich i n t e r f e r e w i t h performance* IMeichenbaum, J%Z, p. 3 1 0 ) . R e s t r u c t u r i n g the c l i e n t l a t h a v g h t p r o c e s s e s , b m o d i f i c a t i o n oT t h e i r p n y s i o l o q i ~ o l l e v e l o f arousal, a n d

t e a c h i q a l e a r n i n g s t r a t e g y were t h e p r i m a r y g o a l s of <he ' r e s e a r c h e r . The g o a l of the c l i e n t s was viewed as developing l e a r n i n g s t r a t e g i e s which would i n c r e a s e t h e t r personal effee- t i v e n e e s i n s t r e s s f u l and e v a l u a t i v e s i t u a t i o n s . _he mode of a p p l i c a t i o n o f the ~ e s t A n x l e t y Program

c,

was

^{- .}

a grow appmach. S t u d i e s which have been s i t e d i n t h i s

p r o p o a a ~ haye demonstcqted the efficacy of a g m v p o p i t i v e l e a t n i n g approach £or t h e treatment of t e s t . a n x i e t y . D i n m e y e r , Pew, a D i n h e y e r (19791 have outlined the f o l l o w i n g o g p o r t u n l t i e s which are o f f e r e d b y an e f f e c t i v e group:

a. he o p p o r t u n i t y to b e l o n g and be a c c e p t e d ; b, The o p p o r t u n i t y to see +hat one's ptobl-s are n o t

unique but are o f t e n e x p e r i e n c e d I m i v e r s a l l y :

s l he _{on new} o p p o r t u n i t y t o develop approaches t a ' t h e v a r i o u s s o c i a l t a one's i d e n t i t y s o f l i f e ; t o t r y

.

a. Thzough t h e p m c e s s of t r y i n g b e l i e f s snd l e a r n i n g t h a t i t is on s a f e t o chang8, t h e new beh

S

^{i o r s and}

person g a i n s the courage t o o o n t l n u e making p o s i t r v e movement:

e. Members learn n o t *rely by v e r b a l u n d e r s t a n d m g . they are e x p e c t e d t o p u t t h e i r i n s i g h t s i n * a c t i o o ak t h e y t r a n s a c t uitH t h e o t h e r venders o f the g r o t &

I n s ~ g h t i s n o t v a ~ u e d ~ l n l e g e i t prodvces * o u t s r s h t s t h a t rs, ~ o m e a c t i o n o r r e a l i t y t e s t i n g :

- ~

37

u ~ r i ~ y p o t h ~ i _ a 2 predicted no s i g n i f i c a n t difference between the t r e a t n e n t and. control-grpnps' l e v e l of A - ~ r a i t Anxiety as measured by the STAI, Form X-2. An a n a l y s i s of

,

onvCirIDince&x t h e &-Trait p o s t t e s t data using p r e - t e s t d a t a as a c o v a r i a t e i n d i c a t e d an observed s i g n i f i c a n t d i f f a k n c e

1 i1,el

-

^5.46, e c . 0 5 . A d d i t i M a l l y , a n examinahion of

,

^{Tanle 4 shows a} s i g n i f i c a n t c o n e l a t i o n between tne co- v a r i a t e and t h e dependent measure, P (1.81 = 6.70, E ( .us.

x

Insert Table here I

An a n a l y s i s of mean scores indicates a ohmge i n the '1 , _m88n .cores for tha treatment gmvp on pra and p o s t t e a t

I : '

1

I

^{measures. A$ shown} i n ~ s b l e 5 the A - s t a t e soores decreased I

Q

^im t h e p r e t r e a t m e n t mean ssere of 3 a . 1 tc 28.0- .he Eon-

t

tros g m u p s v eoorss on pretes=poaftsst A-state measures dncreaaed f r n 35.7 t o 42.u.

I 1 ..a

I n s e r t Table 5 here I

AS well, Table 5 shows a change i n the mean scores f o r I

i

^the treatment group on the pre and p a s t t e e t m e a e u r e s . The I

'

I - ~ r l i t scores f o r the treatment gmup decreased f m r pre i d ' ^treatment mean -ore o i 40.1 to a post-treqtment mean

-

t e s t Amre o i 33.1. me control groups. .-re. om

U;e

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1 &r A - w a i t neaeures ihareatled from a mean of 40.7 to a

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References

D AlpBrt, R., L H L ~ U , R.N. M x i e t y i n acadenio s i t u a t i o n s .

Jovrnal of Abnormal and s o c i a l P s ~ c h o l o q e , 1960, 61,

207-215.

\

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h e r i c a n Psychological Association. E t h i c a l P r i n c i D l a s Of Bandura, A. Adam6 N.E. Hardy A.B. d Rowell, G.N. Tests

8;e:r'~enerafit~

oi

s e i r - k f f i o a L y ~ h e o r y . DY and Research, l981), 4 11). 39-66.

C m p b e l l , D.T., 1 S t a n l e y , J . C . E x ~ e i i m e n t a l and ~ u a s i - Experimental ~ e s i q n s f o r Research. c h i c a g o ~ d n d McNallY College P u b l i s h i n g Company, 1963.

C ~ ~ u t e l a , J.R. c o v e r t reinforcement. Behavior Thbraoy, 1970, 1 , 33-30.

Cininero, A . R . , Calhoun, X.S., r Adam, H.E. Handbook of Behavioral rssersmant. New York John Wiley and sons.

1979.

I

^{' li} ~ o ~ o n a l d , 8.1. c o n t r o l of ~ a n c e n r r a t i a n mrrnq Academic TasKB. Journal of EdvCatianal PsychO1oqy, 1981.

73 11). 122-128.

DanaeFau, D.P., MoDonald, B.A., C o l l l n s . K.W., Garland, J . ,

" a l l e y , C.D., Dickoff, G.H., & Evans, 8.1. Evaluation o;f a w a r n i n g S t t a t e g y system. .ln H.I. o l N e i l , ~ r . e C.D. s p e i l b e r g e f 1 ~ d s . 1 , c a q n i r i v e and i i f f e o t i v e k a r n i n q s t r a t e q i e s . ~ e u ~ o r k . Academic ~ r e s s . 1979

* C o l e Publishing Co.. 1979.

E l l a s , A. Reason and emotion in ~sychotheraoy. New ~ o r k : L Y I ~ s t e w a r t , 1963.

Perweon, G.A. S t a t i s t i c a l A n a l y a k i n P s v e h o l o ~ and -

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. u n ~ t e d s t a t e s . ~ c ~ r a v - " i l l ~nc.. 1976.

Finger, R., li G a l a s s i , J.P. B f f e c t s of Modifying Cogni i v e versus a n o t i o s a l i t y Responses i n t h e Treatmen* of nnuiety. ~ a v r n a l o f c o n s u l t i n q and c l i n i c a l ~ e v c h o ~ a s e . 1977, 45 121, 280-287.

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,

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.

^I

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. ,

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~ e a c h i n g t h e ~ rof tc a r e e r

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18-24.

Garland, J.C. P e r s o n a l oomunication, May 30, 1981.

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Green, P. personal c o r n l m i ~ a t i o n , July IS, 1381

Kansen, ~ . e . 8 stoccd, J.L. s t a b i l i t y of vocations ~ n t e r e s t s of Adolescents and Young Adults Heasurenent and E v a l ~ a t i e n i n duldance, 198b, 13 131, 173-119.

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Hurler, G. Personal o m u n i c a , t i o l , June 10, 1981.

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Rim, D.c., @ msters, J.C. Behavior Theram: ~ e c h n i s v e s and

. .

~ D l r i ~ a 1 P i n d i n g n 2 n d ed I. Wv York Academlc Press, 1979.

d , t

-4 5

> .

: 4

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53

Con~onents o f Indivldvalized C a r e e r Counsellinq Strategy

1 . me f i r s t component i s designed t o faeixrtare the c l i e n t ' s

.

sense, of i d e n t i t y through t h e bplernen&tion o f yariovs

. .

klf-awarenetis a c t i v i t i e s .

2 . The second component i s dehgned t o f a c i l i t a t e M e clientts knowledge o f career awarenese and how t h i s knowledge r e l a t e s b self-awarenssa.

3 . The third omaponent i s designed to f a c i l i r a r e the c l i e n t ' s

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awilreness o f a d e c i s i o n making strategy.

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'Carear Counselling S t r a t e g y

A t b a s i c a s s u p t i o n which t h i s i n t e r n h e l d throughout the

i n t e r n s h i p *as t h a t i n d i v i d u a l s are s e l f - d i r e c t i n g and contln- i vovsly involved i d t h e deorsion-making process. Deciding upan

I

r h o i c e o f cousses, p l a c e of residence, and choice of oareer are but a minute example of the various deciliions which l n d i v l d ~ a l ~ .&a d u r i n g t h e course bf t h e i r u n i v s r e i t y edu- o a t i o n , The s t r a t e g y ilaptempntad by tbe in ern i n a s s i s t i n g

b,

s t u d e n t s ooneerned w i t h !weer choice was bas d upon decision

'

making p r i n c i p l e s . Decision making i s "a a y s t e n a t i c process j

" ,&

whioh various d a t a are u t i l i z e d and analyzed according t o e x p l i c i t prooedurea a n d outcomes are e v a l u a t e d in t e r n s o f d e s i r a b i l i t y . " o e c i s i o n makmg conbfnee the a f f e c t i v e and oognirive demands s o ' t h a t t h e r e w i l l be a balance o f o b l e c t i v e and s:hjactive rewards (Tolbert, 1'*0,~p. 31).

-

, ,

choice of a career was viewed as i n t e r n a l i z i n g the con-

-

c e p t of c a r e e r , d e v e l o m a n t . Tolbert 11980) d e f i n e s a oareer as ,,the l i f e l o n g procese of developing w o B values, ~ t y s t a l l - i z i n g a v o o a t i o n a i i d e n t i t y , learning a t a n t o p p o r t u n i t i e s , and t r y i n g o u t plane in p a r t - t i m e , r e c r e a t i q n a l , and f u l l - t i m e work

-a

s l t q a t r o n s " Lp- 31). Career oouns4lling focuned on planning and making decisions a b u t occllpations and education. The p n m r y t a e k o f the r n t e r n during counselling r e l a t i o n s h i p a w i t h individual$ cpncerned with o h i c e of a c u e e r wae to a s s i s t the c l i e n t 8 t o i n t e g f a t e and a p p l y t h e i r undeZ8tanding of themselves a n d t h e i r p a > t i c u l a r s i t u a t i o n so t h a t the w i s e s t w d

matt

a p p r o p r i a t e d e c i ~ i o n s could be ac~ompfished.

-.

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and thk t y p e s o f a s s r t i o n ,

a9d accept t h e i r o m peidonal rights and the r%ghts off others

I " .

3 . The third c w n e n t is designed t o Testructute e x i s t i n g odgnitive o b s t s c l e a ka behaving a s s e r t i v e l y .

4 . The fourth component is d s s i w s d to f a c i l i t a t e a s s e r t i v e s k i l i i thmugh a c t i v e behavidral r e h e a r s a l m e t h o d s . ^'

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TOPIC TYPES OF ASSERTION ^{6 7}

6 9

TOPIC. TYPES OP AkSKRTION

EMPATHIC ASSERTION

The second p a r t d f your c o m u n i c a t i o n i s your BaSlc Asrertlon and s t a t e s YOUI s i t n a t i o n , request, b e l z e f r , o r feelings.

"I real118 t h a t YDY r e a l l y want t o g e t off work €or t h e holrdayr and be w i t h your f a n l y , and y e t .I'm running s h o r t handed and need you here.

"1 gliess y o u q r h f r a l ~ n g under.prersure and would , rather not t a l k auout how you €eel and y e t I ' d a p p r e c i a t e LC ~f you would

"I know y o u ' r e In a burr and anxious f o r those r e p o r t s , bur I won't b e & t o s t a r t them u n c ~ l I f z n i s h Mr. Joneso l e t t e r s That should tako about an h a l f hour."

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71

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SITUATION.

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^{4 respoo.. was. v} Ll.q-arauTive, aesertive, aEgteseive.

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~ o u did I judge ~ e r b d l y andlor nonurrbally that my behavior wms .on-assertive, assertive, dr aggressive?

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^{. .}_HW ^,_{I felt} during the situation

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ffir P felt effqr the situation '

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I If Z didn't fed abou behador what would I have U k e d t o have C h a F e d P

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^Source: JakubovaX. P., & Laqge, A. The Assertion Ontion.

Champaign, 111.. Research ^Preab, 1978.

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DATE I

Has 15

SITUATION Last n i l h t when I was i n P r c h l l l urs required t o ask 8 sruaeni t o rvrn dov. h i s arere. I went t o hts room. Imocked a d a i r e d . when t h o r.aidrot c e r t o the d ~I aalied i f he mld please t u n r d m h i s stereo irioce ocher students n q be rninn ro rtvuy

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Be turned it d m hut nor w low a&

I haa hoped.

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M y reaponea uab: Non-aaserrive, eeeeirhe, aggnasiva.

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Har did I ludge verbally and/or mo-verbally t h a t my behavior was M P a s B e l l i u r , assarlive, ol: a s & ~ e s s b a 1

I short of requssred (.leaded) r a t h e r than a t a t e my\goal. I looked a t the

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How I f e l t d u r i n ~ rha airuntion: I f e l t nervous (breathing quicliened, qhurninx sro.nah). as well ss embar-ssed

HDW I f p l t after che s i t u a t i o n : I f e l f 11- g o h a back i a t h a t room and kicki"g>the stereo out the "indo".

I f I didn't f e e i sood ahout my behavior vhac votld I . b v e l i k e d ro have

ch@naed7

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.Ivovld li*a f o r rhls suy to have turned his stereo d m t o ah acceptable l e v e l w p h won1d"d.t i n r e d e r e vith studsnfm rho l i g h t bB etudytwg

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/ r would l i k e ~ 2 h . v ~ pat pleaded with him, looked a i , h i n , a d ataced .Y rzgumt.

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84' TET ~ e c & r e [continued)'

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Differences between inaccurate and rst'ional idea. and laternatives

Discuks homework (LO m m )

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Check t o see how passive r e l a x e t i o h l s wqrklng f o r group members.

' EXplDZe t h e awareness of s e l f - s t a t e m e n t s . 1. Introduce t h e concept of copln g s t r a t e q i e s ( l o m u )

a ) r e l a x a t i o n technlgue 1% a coplng s t r a t e g y t o a e s i a t t h e client c o n t r o l h l s p h y s i o l e g l c a l a r o u s a l . use of body cues.

b) Positive c o p n g self-statements.

What are they

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ways t o re t t u c t u r e thinkzng asray from (20 m m ) taBt z r r e l e v a n r to tank ra!evant a b f i v i t i e s .

copying

^self-

statements a r e b e a t

vleweqas

d e a l m g wlth four stkgeges of an anxxety proauclng a i t n a =on

11 preparing f o r t h e s t r e s g o r 111 confront&ng or h a n d l ~ n g a streaeor

f

1111 copxng v i t h feelxngs of belag overwhelmed

i v ) r e i n t o r s l n g oneself

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C ) ~ e n e r i t e examples -Have t h e group generate examples of self-statements'vhlch could be used f o r ooping durrng each stage. (10 mm)

d ) Rehearsing coping s k i l l s ( 3

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⁴ s r t u a t ~ o q s ) ( 1 5 .in) Errcourage group members t o o f f e r n i t u a t i o n e which r e s u l t e d m hlgh l e v e l s of a n x i e t y . Have t h e c l l e n t s " g e n e r a t e ' coping s t a t m e n t d lor eaoh

s t a g e .

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Process each rehearsal

What statements w e approprrate f a r each stage, How did you f e e l dvrlng t h i s situation?

Dld the p a r t i c i p a n t sound c o n f i d e n t ? What body cues was the p a r t i o i p a n t aware of?

What did you say t o yourself before you s t a t e d the task?

Ol Coplng Statement handout. ( 5 nm) f ) Raelonal

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Analysis arm e m Example.

2. ~ a s s i o e Icelaxation

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~ n t r o d u d t i o n "TO experience how w e l l

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^you have i n t e r n a l l z e d t h e procedbre" (10 min) A6k f o r a volunteer t o implement the r e l a x e t l o n procedure v i t h thegroup.

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Process: a ) Ebw did y m f e e l during t h i s r l t u a t r o n ? b) What coping s t r a t e g y did yod qse t o h e l p

you d e a l - e f f e s t z v e l y r l t h the s l t u a t ~ o n ? 01 HOW dLd each l n d l v i d u a l react t o t h e i n l t l a l

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explanation of t h l s r e h e r s a l ?

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