Cognitive self-modeling, conventional group counselling, and change in interpersonal skills.

Abstract

This study compared Cognitive Self-Modeling [CSM(N = 39)]--a new treatment using a highly structured, cognitively oriented approach to increasing interpersonal skills among adolescents--with Conventional Group Counselling [CGC(N = 40)]--a widely accepted nondirective approach. A no-treatment group of which about half were pretested, served as a control [NTC(N = 18)]. Students (N = 97, mean age = 16.5) in a school setting were administered self-report trait and behavior indices at pretest, posttest (six weeks), follow-up-1 (10 weeks) and follow-up-2 (52 weeks). In addition, a measure of participation in clubs and organizations was administered at pre and posttest. Scheffé post hoc analyses revealed significant results for both treatment groups: CSM changes occurred early (posttest) and generally remained stable over time (follow-up-1 and 2), whereas CGC changes emerged slowly with significant findings on all measures at follow-up-2. NTC volunteers made no significant changes. Also, no differences were obtained between students who were pretested and those who were not, indicating that pretesting made no contribution to outcome.