Bibliographic record
Abstract
RANDY J. PATERSON The Workbook Oakland, CA: New Harbinger Publications, 2000, 212 pages (ISBN 1-57224-2094, us$14.95, Softcover) Reviewed by NEIL RECTOR The ability to express our needs, wants, and feelings directly and honestly and to see the needs of others as equally important is the sine qua non of satisfying and effective relationships. Yet, many people become trapped within communication patterns that prevent self-expression. No doubt, these difficulties with communication have a negative impact on the person's ability to enjoy relationships and accomplish life goals. Difficulties with assertiveness may even represent a core vulnerability for severe psychopathology and contribute to the maintenance of social and occupational impairment. In this way, a clinically validated approach to helping people become more assertive would be extremely valuable. The Workbook integrates principles and strategies developed in an assertiveness training program at the Vancouver Hospital and is aimed at providing step-by-step self-help instruction. The book comprises 16 chapters in two sections: the first section is titled Understanding Assertiveness and includes defining and juxtaposing assertiveness with less-adaptive styles of communication - the passive, aggressive, and passive-aggressive styles. Paterson outlines the behaviours that characterize each of these styles, such as the avoidance of disagreement (passive), dismissing or ignoring the needs of others (aggressive), or the deliberate forgetting or delaying of a promised task (passive-aggressive). While we often think of assertiveness in terms of behaviours, Paterson presents a broader interpersonal model of assertiveness that highlights the dynamic interplay of beliefs, emotions, and behaviours that shape the context for assertiveness. For instance, beliefs such as other people are more important than me are likely to lead to behavioural passivity and feelings of helplessness and are just as important to target for improvement as the assertive behaviours themselves. Patterson is effective in getting across to the reader the cyclical nature of assertiveness (or its absence) through clinical case vignettes. The first chapter ends with a self-assessment section where readers are asked to record where, when, and with whom they are most likely to engage in passive, aggressive, or passive-aggressive styles of communication, and the perceived benefits if they could become more assertive in these contexts. After describing the multidimensional aspects of assertiveness, the remaining chapters in this section outline the barriers that may emerge as the person contemplates becoming more assertive. In Chapter 2, Patterson provides a cursory description of the role of stress and its impact on assertiveness, and provides a number of cognitive and behavioural strategies to cope with stress. Chapter 3 gives attention to the importance of gender role socialization in shaping the expectancies of assertiveness and the difficulties that may arise if the person is to become more assertive. Chapters 4 and 5 focus on the importance of underlying beliefs that influence passive, aggressive, and passive-aggressive styles. For instance, the belief that assertive means being selfish may predict a passive role, while the belief nice guys finish last may lead to an aggressive style. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.005 | 0.005 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.037 | 0.034 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".