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22 Canadian J. Criminology 320 (1980)
Interpersonal Skill Training for Young Adult Prisoners

handle is hein.journals/cjccj22 and id is 324 raw text is: Interpersonal Skill Training for Young Adult Prisoners' WENDY J. DAIGLE-ZINN AND D.A. ANDREWS DEPARTMENT OF PSYCHOLOGY CARLETON UNIVERSITY OTTAWA Des s6ances de psychodrame et de discussion didactique ont fait l'objet d'une comparaison avec une condition de contr6le th6rapeutique dans le cadre d'une formation aux relations interpersonnelles court terme au b~nefice de jeunes d~linquants incarc6r6s. I1 a 6t6 constate des gains importants de fonctionnement interpersonnel chez les clients du psycho- drame la premiere semaine post6rieure au traitement et ces gains se sont maintenus la cinquieme semaine de post-test. De tels gains n'existaient pas chez les clients de la discussion didactique ou du traitement de contr6le. Des gains importants en fait d'estime de soi et d'acceptation de soi declar~es n'6taient pas manifestes jusqu' la cinquieme semaine de post-test. L'efficacit6 relative du psychodrame est attribu6e aux r6p6titions et au fait qu'il permet une clarification et une formation correctives. Problems in interpersonal functioning have been related to criminal behavior by a number of authors.9'°1 Hence, interpersonal skills were a reasonable target for one of a series of demonstration projects on the use of short-term structured counselling formats in corrections.2'3 Acceptance of others is an attitudinal construct corresponding to facilitative interpersonal behavior, and self-esteem has been said to depend in part upon satisfactory interpersonal relations.7 Thus, changes on the attitudinal measures were also of interest. The study was designed to assess the relative effectiveness of role-playing and didactic-discussion approaches. Role-playing has the potential advantage of behavioral rehearsal with immediate corrective action if behaviors are misunderstood or poorly enacted. The advantage is in addition to the instigational and descriptive functions which role-playing shares with modeling and instructions. Such an advantage may be crucial when (a) the target behaviors are complex and extend beyond the verbal, (b) complex target behaviors are monitored outside of the controlled laboratory situation and (c) the behaviors are not necessarily fully acquired and part of the person's repertoire before treatment. Following Whalen's14 demonstra- tion that modeling was ineffective without detailed instructions, the role-playing condition was combined with specific instructions and discus- sion. A didactic-discussion comparison treatment was employed to control 320

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