Linking Theory With Practice: Theory-Derived Interventions in Prevention and Family Therapy

Abstract

This article shows how it is possible to progress from evaluations to direct interventions in prevention and family therapy. Models derived from a developmental relational theory of competence socialization in intimate relationships can be applied when evaluation is linked directly to specific intervention. The theory is linked to normative and nonnormative dimensions isomorphic with classifications from the Diagnostic and Statistical Manual of Mental Disorders—IV. In addition to verbally based interventions, nonverbal prescriptive tasks derived from models of the theory can also be administered as homework assignments. Self-help written workbooks or protocols derived from theoretical models can also be administered as alternative or additional structured interventions.