Index
A C
ABC theory of emotional disturbance,
216-219
Abnormal behavior, dimensions of,
221-222
Academic performance, 1 4 5 - 1 4 6
Affect modification, 4 3 - 4 6
Aggression, 1 3 9 - 1 4 2
ALSCAL, 8 1 , 8 8
Alternative thinking, 197
ANAVA, 80
Anger, 2 4 3 - 2 4 7
ANOVA, 80
Anxiety, 2 3 8 - 2 4 3
Arousal functions, 1 7 2 , 173
Assertion training, 1 0 6 - 1 0 8
Attentional problems, 1 3 6 - 1 3 9
Attention processes, 227
Attribute ratings, bipolar
analysis of, 8 9 - 9 0
collection of, 8 3 - 8 4
Attribution, causal, in intimate dyads,
13-22
Attribution theory, 7 - 1 3
Attributional categories
employed by actors and observers,
12-13
employed by married couples, 2 0 - 2 1
employed by nonstranger dyads, 2 2 - 3 1
Attributional schemes, 9 - 1 1
Β eroticizing, 5 1 - 5 2
Behavioral enactment, 3 8 - 4 3
Behavioral marital therapy, 3 - 7 , 54
Belief, 227
irrational, in childhood, 2 3 0 - 2 3 2
Belief formulation, 1 9 5 - 1 9 6
Bender-Gestalt test, 1 3 8
Biological functions, 1 7 1 , 173
Causal schema, 9
Causal thinking, 197
CBMT, see Cognitive-behavioral marital
therapy
Challenge of myths, expectations, and be-
liefs, 3 5 - 3 7
Childhood emotion, cognitive behavior
therapy and, 2 1 5 - 2 5 3
Childhood maladjustment
cognitive-affective developmental sta-
tus and, 2 2 2 - 2 2 6
environmental conditions and,
227-229
psychological conditions and, 2 2 6 - 2 2 7
RET model of, 2 2 1 - 2 2 9
Cognition, awareness of, 2 2 0 - 2 2 1
Cognitive-affective developmental status,
abnormal behavior and, 2 2 2 - 2 2 6
Cognitive-behavioral intervention in ed-
ucational settings, 1 3 1 - 1 6 5
history, 1 3 2 - 1 3 5
outcome research, 1 4 7 - 1 4 8 , 1 5 1 - 1 5 8
setting, 1 5 0 - 1 5 1
weaknesses, 1 5 8 - 1 6 1
Cognitive-behavioral marital therapy,
3 - 7 , see also Attribution theory
application, 3 1 - 5 3
attributional themes, 3 3 - 3 4
cognitive skills in, 3 4 - 3 5
considerations and risks, 5 2 - 5 3
specific interventions, 3 5 - 5 1
theoretical basis, 7 - 3 1
Cognitive skills, in CBMT, 3 4 - 3 5
Cognitive strategies, 227
Cognitive triad, 2 3 6
Communal exchange, 2 9 - 3 0
Connors Teacher-Rating Scale, 1 3 8
Consequential thinking, 197
255
256
Control, 7 - 9
reciprocal, outcome dependency and,
19-20
Control process, 1 7 7 - 1 8 0
behavioral planning, 1 9 6 - 2 0 0
effective social behavior and, 1 9 3 - 2 0 0
representation construction, 1 9 3 - 1 9 6
Coordination, 7 - 9
Covert modeling
assessment of imagery, 1 2 1 - 1 2 3
background and underlying rationale,
105-106
compared to overt rehearsal, 1 2 3 - 1 2 4
conceptual bases of, 1 1 9 - 1 2 1
efficacy, 1 0 8 - 1 1 0 , 1 1 8 - 1 1 9
modality of rehearsal, 1 1 5 - 1 1 6
outcome enhancement, 1 1 5 - 1 1 7
outcome evidence, 1 0 8 - 1 1 8
procedures in, 1 0 6 - 1 0 8
scene elaboration, 1 1 4 - 1 1 5
treatment parameters, 1 1 0 - 1 1 5
D assessment of, 1 2 1 - 1 2 3
Data collection, 6 7 - 7 3
Depression, low self-esteem and,
233-238
Determinism, reciprocal, 1 4 - 1 5
Direct intervention, 4 6 - 4 9
Directive process, 1 7 2 , 1 7 4 - 1 7 5
effective social behavior and, 1 8 3 - 1 8 6
Dyad, intimate
causal attributions in, 1 3 - 2 2
exchanges in, 1 5 - 1 6
Dyad, nonstranger, attributional processes
in, 2 2 - 3 1
Ε and, 2 2 0 - 2 2 1
Economic exchange, 2 9 - 3 0
Egocentric bias, 2 7 - 2 9
Emotion, childhood, RET analysis of,
229-251
Emotional episode, ABC theory of,
216-219
Emotional problem solving, ra-
tional-emotive therapy as, 2 1 5 - 2 1 6
Euclidian distance formula, 72
Index
F
Fear, 2 3 8 - 2 4 3
Feedback information, adequacy of,
188-191
Feedforward information, adequacy of,
188-191
G
Goal, social, activation and use of, 1 8 7 - 1 8 8
Goal hierarchy, 1 8 5 - 1 8 6
Goal setting, 1 8 4 - 1 8 6
Governing functions, 1 7 2 , 173
Guilt, 2 4 7 - 2 4 9
H
Homework practice, 1 1 6 - 1 1 7
I
Imagery, see also Covert modeling
Impulsivity, 1 3 6 - 1 3 8
Individual Differences Multidimensional
Scaling, 6 6 - 6 7 , see also Multidimen-
sional scaling
data analysis, 7 3 - 8 1
INDSCAL, see Individual Differences
Multidimensional Scaling
Information-processing capability, 180
effective social behavior and, 2 0 0 - 2 0 1
Information storage capability, 1 8 0
effective social behavior and, 2 0 0 - 2 0 1
Inner speech, dual function of, 2 1 9 - 2 2 0
Interpersonal cognitive problem-solving
skills, 1 9 6 - 1 9 8
Introspection, awareness of cognition
I
Jealousy, 2 4 9 - 2 5 0
L
Living systems theory, 1 7 0 - 1 8 1
basic concepts, 1 7 1 - 1 7 2
governing subsystems, 1 7 2 - 1 8 1
Logical reasoning processes, 2 2 7
Index
M for emotional problem solving,
Marital satisfaction, behavioral impact
and, 2 2 - 2 7
Married couples, attributional categories
employed by married couples, 2 0 - 2 1
Matching Familiar Figures Test, 1 3 6 - 1 3 8 ,
152-153, 155-157
M e a n s - e n d s thinking, 197
Mediational processes, 227
Model-client similarity, 1 1 0 - 1 1 1
Model identity, 1 1 1 - 1 1 2
Mood modification, 4 3 - 4 6
Multidimensional scaling
application, 8 4 - 9 6
experimental design, 8 1 - 8 4
speculations on utility of, 9 6 - 9 9
theory of, 6 6 - 8 1
Ν Schemata, attributional, 9 - 1 1
Nowicki-Strickland Locus of Control
Scale, 1 5 6
Ο Self, as stimulus, 1 1 - 1 2
Outcome dependency, 1 6 - 1 9
reciprocal control and, 1 9 - 2 0
Overt rehearsal, compared to covert mod-
eling, 1 2 3 - 1 2 4
Ρ
Parenting, erroneous beliefs of parents
and,229
Peabody Individual Achievement Test,
153, 1 5 6 - 1 5 7
Phobia, 2 3 8 - 2 4 3
Pitying others, 2 3 6
Planning, 2 0 0
Porteus Maze score, 1 3 8
Prediction, 7 - 9
Primary processes, 221
Problem solving skills, 1 4 2 - 1 4 5
Proximity data matrices, 6 9
R social-cognitive processes and, 1 8 1 - 2 0 1
Rational-emotive therapy
conceptions of cognition, emotion, and
behavior, 2 1 5 - 2 2 1
257
215-216
model of childhood maladjustment,
221-229
Reciprocal determinism, 1 4 - 1 5
Regulatory process, 1 7 5 - 1 7 7
effective social behavior and, 1 8 6 - 1 9 3
Relabeling, 3 7 - 3 8
Research design, using multidimensional
scaling, 8 1 - 8 4
RET, see Rational-emotive therapy
Role playing, see Overt rehearsal
Role-taking skills, 1 9 3 - 1 9 5
S
Salience, 1 1 - 1 2
Scene elaboration, 1 1 4 - 1 1 5
Schema, definition, 9, 62
Schemata, social-cognitive, see So-
cial-cognitive schemata
School, as locus of intervention, 1 3 2 - 1 3 3
Script, social, 1 9 9 - 2 0 0
Self-blame, 2 3 6
Self-concept, 2 3 4
Self-confirmation, 1 4 - 1 5
Self-control strategies, 1 9 8 - 1 9 9
Self-esteem, low, depression and,
233-238
Self-pity, 2 3 6
Self-serving bias, 2 7 - 2 9
Sensitivity to interpersonal problems, 197
Social behavior, effective
behavioral planning control processes
and, 1 9 6 - 2 0 0
directive function and, 1 8 3 - 1 8 6
information-processing capability and,
200-201
information storage capability and,
200-201
regulatory function and, 1 8 6 - 1 9 3
representation construction control
processes and, 1 9 3 - 1 9 6
Social-cognitive processes
definition of, 172
effective social behavior and, 1 8 1 - 2 0 1
functional taxonomy of, 1 7 2 - 1 8 1
258
Social-cognitive schemata, 6 1 - 1 0 2
experimental assessment of, 8 4 - 9 6
measurement issues, 6 5 - 6 6
model for assessment of, 6 4 - 8 4
Social problem-solving skills, 1 9 6 - 1 9 8
Social rules, activation and use of,
187-188
Social script, 1 9 9 - 2 0 0
Stimulus set, selection of, 8 2 - 8 3
Stimulus space, interpretation of, 7 6 - 7 8
Story telling, 4 9 - 5 1
Index
Strategic intervention, 4 6 - 4 9
Subject space, interpretation of, 7 8 - 8 0
SUBJSTAT, 8 0
Τ
Transactional functions, 1 7 1 , 173
W
Wechsler IQ score, 1 5 6
WISC Performance IQ, 1 3 8