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Results for “INTERPERSONAL RELATIONS”

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At least 19 recordsLinked to original sources
PubMed1999

[The relationship between abilities in interpersonal relations and interpersonal motivations].

Three hundred and six (306) undergraduates participated in a study that examined abilities in interpersonal relations and interpersonal motivations. Results indicated that: (1) Three interpersonal motivations underlay interpersonal attitudes, namely, other-praise acquisition, other-rejection avoidance, and relationship avoidance. (2) Abilities in interpersonal relations, such as social skills and perceived interpersonal competence, influenced relative strengths among the individual's three interpersonal motivations. High levels of abilities in interpersonal relations lead to stronger motivation to acquire praise by others. In contrast, those with low levels of abilities were motivated to avoid interpersonal relations altogether. Those in-between were motivated to avoid rejection by others.

Female↗
PubMed1997

Peplau's theory of interpersonal relations.

Interpersonal competencies of nurses are key to assisting patients in the work necessary for regaining health and well-being. Peplau's theory of interpersonal relations is detailed, and examples are given of the three phases which occur in developing nurse-patient relationships, along with associated challenges.

Clinical Competence↗
PubMed1982

Pretherapy interpersonal relations, patients' alliance, and outcome in brief therapy.

This study examined the relationship between pretherapy clinical assessments of interpersonal relations and (1) patients' therapeutic alliance and (2) outcome in time-limited psychotherapy (up to 25 sessions). For 33 college men with symptoms of depression, anxiety, and social introversion, clinical judgments of interpersonal relations predicted patients' level of collaborative, positively toned participation in a therapeutic relationship, accounting for up to a quarter of the variance in observers' ratings of audiotaped segments from therapy sessions. Pretherapy assessments of overall psychological health were highly comparable with assessments of interpersonal relations as predictors of a patient's alliance; however, when the redundancy between the two types of clinical judgments was controlled, interpersonal relations were the better predictor. Assessments of interpersonal relations were found to correlate with outcome measures at a modest level.

Adolescent↗
PubMed1993

Dimensions of interpersonal relation among Australian children and implications for psychological well-being.

Three dimensions of interpersonal relations among Australian school children were hypothesized as reflecting tendencies (a) to bully others, (b) to be victimized by others, and (c) to relate to others in a prosocial and cooperative manner. School children from two secondary schools (School A, n = 285; School B, n = 877) answered 20 questions assessing styles of interpersonal relations. Factor analyses of the item scores obtained from each of the two schools provided highly similar results, supporting the factorial independence of the three hypothesized dimensions. Students attending School B answered additional questions to assess self-esteem, level of happiness, and liking for school. Generally low levels of self-esteem were found among children who reported being more victimized than others, and high self-esteem among children practicing more prosocial behavior. The tendency to bully others was correlated negatively with happiness and liking school, but no relationship was found between this variable and self-esteem.

Adaptation, Psychological↗
PubMed1986

Assessing the employment-related interpersonal competence of mildly mentally retarded workers.

Interpersonal competence has been identified as a key variable in the vocational success of mentally retarded adolescents and adults. Unfortunately, few tests are available that address this critical skill area. The purpose of this article is to describe the Test of Interpersonal Competence for Employment (TICE), a measure designed to assess mildly retarded worker's knowledge of interpersonal skills in the employment setting. This test was developed using the Behavioral-Analytic Model of Test Development (Goldfried & D'Zurilla, 1969). This procedure called for the detailed analysis of the problems that mildly retarded workers experience in the vocational setting and the identification of correct responses to those problems by competitive employers. The TICE was standardized on both high school and workshop populations. Overall, the initial psychometric properties of the test are uniformly adequate and encouraging.

Adolescent↗
PubMed1998

Interpersonal relations and suicide ideation in China.

This study is an examination of the effects of interpersonal relations on suicide ideation in a national sample of 1,433 individuals from China. The effect of gender as well as Chinese-Western comparisons are also examined. Suicide ideation rates (defined as thinking about committing suicide) and rates for planned suicide were significantly lower than those in most U.S. samples; Chinese women consistently scored higher than men in both areas. LISREL path analyses indicated that interpersonal conflict had the greatest direct and total effect on suicide ideation, and social isolation was the weakest predictor among the three measures of interpersonal relations. A path model using the Chinese data calls into question Durkheim's social integration theory for predicting suicide. Findings are discussed in relation to Chinese culture.

Adult↗
PubMed2003

Forgiveness, forbearance, and time: the temporal unfolding of transgression-related interpersonal motivations.

The investigators proposed that transgression-related interpersonal motivations result from 3 psychological parameters: forbearance (abstinence from avoidance and revenge motivations, and maintenance of benevolence), trend forgiveness (reductions in avoidance and revenge, and increases in benevolence), and temporary forgiveness (transient reductions in avoidance and revenge, and transient increases in benevolence). In 2 studies, the investigators examined this 3-parameter model. Initial ratings of transgression severity and empathy were directly related to forbearance but not trend forgiveness. Initial responsibility attributions were inversely related to forbearance but directly related to trend forgiveness. When people experienced high empathy and low responsibility attributions, they also tended to experience temporary forgiveness. The distinctiveness of each of these 3 parameters underscores the importance of studying forgiveness temporally.

Adolescent↗
PubMed1984

Early interpersonal relations: experience of four treatment methods in phobic women.

One hundred and three phobic women not suitable for insight-oriented psychotherapy were randomized to either therapist-directed prolonged exposure in vivo (PE), supportive therapy of dynamic type (ST), relaxation therapy (R), or basal therapy (B). History taking was lengthy and included ratings of early interpersonal relations. These were combined into a scale with a range from 0, least favourable, to 13 most favourable. The patients filled in an inventory with regard to their experience of the therapist and the therapy at the beginning of the treatment, at midtreatment, and at the end of treatment, 3 months later. This inventory, the ETI, comprises different scales with ranges from least to most favourable experiences. The associations between the scales on the experience of early interpersonal relations and the ETI scales were studied. Most correlations were positive, indicating a similarity between the experience of early personal relations and the experience of the therapist and the therapy. The associations were significant at the start of therapy with B, and at the termination of therapy with R. These results are taken to indicate that when the desire for a personal relation with the therapist is frustrated the nature of the relation is interpreted according to the nature of the early relations. The fact that there was no association in ST indicates that when the patient is helped to express her reactions to current relations there is no need to fall back on early relations for the interpretation of the current ones. The opinion that it is possible to predict the character of the therapeutic relation from the character of early relations was supported.

Adult↗
PubMed2003

Interpersonal relating and voice hearing: to what extent does relating to the voice reflect social relating?

The experience of hearing voices (auditory hallucinations) has been construed as that of relating to an interpersonal 'other'. This preliminary study utilized Birtchnell's (1996, 2002) theory of relating to investigate the hypothesis that people who hear voices relate to the voices and to people within their social environment in similar ways. A correlational design was adopted and 27 people provided information about the characteristics of their voice-hearing experience, relating to the voice and relating socially. Significant correlations were found between relating to the voice and relating socially in terms of the 'dominant' and 'submissive' forms of power and the 'clinging' form of proximity: these associations were independent of beliefs about the voices and mood-linked appraisals. However, relating from a position of 'withdrawal' was found to be unique to the experience of voice hearing, and was most extreme when relating to voices that were perceived to have no identity. This study offers further evidence in support of the hypothesis that people who hear voices relate to them in ways that reflect more pervasive patterns of social relating. The clinical implications of these findings for assessment and intervention are discussed.

Adult↗
PubMed2001

Emotional intelligence and interpersonal relations.

In 7 studies, the authors examined the link between emotional intelligence and interpersonal relations. In Studies 1 and 2, the participants with higher scores for emotional intelligence had higher scores for empathic perspective taking and self-monitoring in social situations. In Study 3, the participants with higher scores for emotional intelligence had higher scores for social skills. In Study 4, the participants with higher scores for emotional intelligence displayed more cooperative responses toward partners. In Study 5, the participants with higher scores for emotional intelligence had higher scores for close and affectionate relationships. In Study 6, the participants' scores for marital satisfaction were higher when they rated their marital partners higher for emotional intelligence. In Study 7, the participants anticipated greater satisfaction in relationships with partners described as having emotional intelligence.

Adult↗
PubMed1981

Teaching interpersonal skills: a model for facilitating optimal interpersonal relations.

This article draws upon the results of a series of studies involving observations of interviews involving psychiatric patients and their friends, and between psychiatric patients and nurses. A two-dimensional structure of interpersonal behavior is described. Three principles of effective interpersonal relations are detailed, including interpersonal complementarity, interpersonal versatility, and interpersonal influence. Research results that indicate how psychiatric patients have trouble exercising these principles are reported. A three-phased assessment, intervention, and reassessment approach to facilitating interpersonal skills in patients is detailed. A counselor-teacher approach to the treatment of psychiatric patients is recommended.

Humans↗