1Dyad ConflictDyad ConflictSocial Learning Analysis!Behavioral Skills Deficits!Cognitive Distortions!Negative InteractionsBehavioral Skill IssuesBehavioral Skill Issues!Problem-solving Skills!Communication Skills"Assertive requests"Adequate assurances of responsible behavior"Avoiding Coercion#putdowns#threats#commands#overgeneralizationsCognitive DistortionsCognitive Distortions!Ruination!Unfairness!Autonomy!Obedience!Perfectionism!Malicious Intent!Love/Approval!Self-BlameNegative Interaction PatternsNegative Interaction Patterns!Reciprocity- there is equity in the giving of positive and negative consequences in most social interactions.!Coercion- when one person makes an aversive demand of another and he or she complies with the demand, the aversive demanding behavior is positively reinforced and the compliance is negatively reinforced.Problem Solving Communication Problem Solving Communication TrainingTrainingFour Phases!$ engagement!$ skill building!$ resolution of intense problems!$ disengagement.2Problem Solving Communication Problem Solving Communication TrainingTrainingFour Components!$ problem solving skill training; !communication training; !cognitive restructuring; !$ functional/structural interventions.ComponentsComponentsProblem Component to Emphasize 1. Clients exhibit significant skills deficits in resolving disagreements or communicating • Problem-Solving Skill Training; • Communication Training 2. Clients have skills in their repertoires, but fail to use them • Cognitive Restructuring • Interventions to Change Functional/Structural Interactions 3. Clients have unrealistic beliefs and expectations about partner relations • Cognitive Restructuring 4. Clients have other problems such as depression, violence, substance abuse • Add appropriate interventions Communication TrainingCommunication TrainingProblematic behavior Possible Alternatives1 Talking through a third person Talking directly to another person2 Accusing, blaming, defensivestatementsMaking "I-statements" (I feel ____when ______ happens)3 Putting down, zapping, shaming Accepting responsibility, "I-statements"4 Interrupting Listening; raising hand orgesturing when wanting to talk;encouraging speakers to use briefstatements5 Overgeneralizing,catastrophizing, makingextremist, rigid statementsQualifying, making tentativestatements (sometimes, maybe,etc.); accurate quantitativestatementsCommunication TrainingCommunication TrainingProblematic behavior Possible Alternatives6 Lecturing, preaching, moralizing Making brief, explicit problemstatements (I would like_____)7 Talking in a sarcastic tone ofvoiceTalking in a neutral tone of voice8 Failing to make eye contact Looking at the person with whomyou are talking9 Fidgeting, moving restlessly, orgesturing while being spoken toSitting in a relaxed fashion;excusing self for being restless10 Mind reading Reflecting, paraphrasing,validatingCommunication TrainingCommunication TrainingProblematic behavior Possible Alternatives11 Getting off the topic Catching self and returning to theproblem as defined12 Commanding, ordering Suggesting alternative solutions13 Dwelling on the past Sticking to the present and future;suggesting changes to correctpast problems14 Monopolizing the conversation Taking turns making briefstatements15 Intellectualizing, pedanticizing Speaking in simple, clearlanguage that a teenager canunderstand16 Threatening Suggesting alternative solutionsCommunication TrainingCommunication TrainingProblematic behavior Possible Alternatives17 Humoring, discounting Reflecting, validating18 Incongruence between verbaland nonverbal behaviorMatching verbal affect andnonverbal posture19 "Psychologizing" Inquiring about maintainingvariables for another's behavior20 Remaining silent, notrespondingReflecting, validating, expressingnegative affectAdapted from Robin, A.L. & Foster, S.L. (1984). Problem-solving communication training: A behavioral-family systems approach to parent-adolescent conflict. In P.A. Karoly & J.J. Steffen (Eds.), Adolescent behavior disorders: Foundations and contemporary concerns(pp. 195-240). Lexington, MA: D.C. Heath.3Cognitive RestructuringCognitive Restructuring!Assess unreasonable beliefs during first two or three problem-solving discussions!Stop problem-solving discussion when a client states an irrational belief &/or acts consistently with an irrational belief!Challenge the unreasonable belief by "direct feedback"exaggeration & humor"Socratic questioning!Model a more flexible alternative belief and ask clients to adopt this belief for a trial period to determine whether they can resolve the initial problemGeneralization ProgrammingGeneralization Programming!At the beginning and end of a meeting, homework tasks are reviewed and/or assigned to rehearse use of skills in the natural environment.!Three types of tasks are assigned:"Implement solutionsto specific problems negotiated during problem-solving discussions"Conduct additional problem-solving sessions at home."Apply problem-solving communication skills in daily interchanges with each