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  1. 2 Psychologia Rozwojowa

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  1. 1 L’Abate L.

  2. 1 L‛Abate L.

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  1. 1 2010

  2. 1 2008

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A Hierarchical Framework for Relational Competence Theory

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L’Abate L.
Psychologia Rozwojowa
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2008
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vol. 13
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issue 3
PL
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.
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Evaluating Models of Relational Competence Theory

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L‛Abate L.
Psychologia Rozwojowa
|
2010
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vol. 15
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issue 2
PL
The purpose of this article is to summarize methods used to evaluate the 16 Models of Relational Competence Theory (RCT). Methods to verify the validity and usefulness of these Models must take into account how these models are interrelated. This interrelatedness allows to evaluate participants with single and multi-function statically objective self-report, paper-and--pencil tests. Psychological interventions occur dynamically and systematically through workbooks, written, interactive practice exercises, administered to participants at a distance. Workbooks were developed from theory-derived, theory-related, or theory-independent sources and objective tests and measures, thus combining and matching evaluation with intervention in ways that would be diffi cult if not impossible to accomplish verbally in face-to-face psychotherapy.
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