A Hierarchical Framework for Relational Competence Theory

This article outlines and updates a formal, hierarchical theory of relational competence about socialization in intimate relationships, comprising: (1) three requirements: verifiability, applicability, and redundancy; (2) three meta-theoretical assumptions about the Width and Depth of relationships in Settings where relational competence is socialized; (3) three theoretical assumptions about abilities to love and to control through Presence Performance, and Production; (4) five models which include identity differentiation, styles, interactions, selfhood, and priorities; and (5) four applied models derived from meta-theoretical and theoretical assumptions: distance regulation,  pathogenic roles, intimacy, and negotiation. Empirical verification of these models has occurred through self-report paper-and-pencil instruments in the laboratory, through enrichment programs in primary prevention, targeted written practice exercises in secondary prevention, and prescribed tasks in tertiary prevention or psychotherapy

The Concurrent Validity of Two Relational Selfhood Models: A Pilot Study

The purpose of this study was to evaluate the concurrent validity of two instruments: the Self-Other Profile Chart (SOPC) derived from one model of Relational Competence Theory (RCT) and the How You View Your Self (HYVYS) derived from the Elementary Pragmatic Model (EPM). These two instruments were administered together with the Brief Psychiatric Rating Inventory (BPRI) to two samples of women and men with and without psychiatric diagnoses. Scores in both instruments demonstrated statistically significant test-retest reliabilities and correlated highly with scores on the BPRI. These results tend to support the concurrent validity of both instruments and add more evidence to the theoretical significance of the models they represent

Imitation and communication skills development in children with pervasive developmental disorders

This study evaluates the correlation between failure to develop spontaneous imitation and language skills in pervasive developmental disorders. Sixty-four children between the age of 3 and 8 years were assessed using the Autism Diagnostic Interview-Revised (ADI-R), the Childhood Autism Rating Scale (CARS), and the Autism Diagnostic Observation Schedule (ADOS), as well as direct observation of imitation. The sample was subdivided into a verbal and a nonverbal group. Analysis of mean scores on the CARS “imitation” items and of ADI-R “spontaneous imitation” and “pointing to express interest” revealed a statistically significant difference between verbal and nonverbal groups, with more severe impairment/higher scores in the nonverbal than the verbal group. These results suggest that nonverbal children have specifically impaired imitation and pointing skills

A Hierarchical Framework for Relational Competence Theory

This article outlines and updates a formal, hierarchical theory of relational competence about socialization in intimate relationships, comprising: (1) three requirements: verifiability, applicability, and redundancy; (2) three meta-theoretical assumptions about the Width and Depth of relationships in Settings where relational competence is socialized; (3) three theoretical assumptions about abilities to love and to control through Presence Performance, and Production; (4) five models which include identity differentiation, styles, interactions, selfhood, and priorities; and (5) four applied models derived from meta-theoretical and theoretical assumptions: distance regulation,  pathogenic roles, intimacy, and negotiation. Empirical verification of these models has occurred through self-report paper-and-pencil instruments in the laboratory, through enrichment programs in primary prevention, targeted written practice exercises in secondary prevention, and prescribed tasks in tertiary prevention or psychotherapy

Novel Tele-Health Support System for Clinical Psychiatry and Psychology

Recent technological advances in the use of the Internet and video technologies has greatly impacted the provision of psychotherapy and other clinical services as well as how the training of psychotherapists may be conducted. When utilized appropriately these technologies may provide greater access to needed services to include treatment, consultation, supervision, and training. We present, as an example, the main steps to develop and achieve application resilience and antifragility at system level, for structured diagnostic and therapeutic telepractice and tele-health support, devoted to psychiatry and psychology application mainly. We describe the rationale and method of our approach and discuss system implementation detail and result. This article presents a number of innovations that can take tele-health psychotherapy treatment, supervision, training, and research forward, toward increased effectiveness and reliability