Interpersonal Responsiveness Research Articles

Validation of the Korean Version of the Learning-To-Learn Scales (K-LTLS)

Objectives: This study investigated the validity and reliability of the Learning-To-Learn Scales (LTLS) for its use in Korea. The LTLS is a seven-factor, 48-item tool for assessing the learning behaviors of preschool children. All items are rated on a 3-point Likert assessment, and teachers select from “Most often applies,” “Sometimes applies,” and “Does not apply” based on what best describes the child’s typical learning behavior.Methods: The subjects in this study were 1,396 children (3-5 years old) who were evaluated by 585 teachers living in Seoul Metropolitan City, Busan Metropolitan City, Gwangju Metropolitan City, Gangwon Province, and Gyeonggi Province. The subjects were randomly divided into an exploratory (<i>n</i> = 681) and confirmatory subsample (<i>n</i> = 715).Results: Forty-eight items of the LTLS were double-translated and revised. Exploratory factor analysis uncovered six factors of the Korean version of the Learning-To-Learn Scales (K-LTLS), and salience was found for 43 of the 48 items. Confirmatory factor analysis of the 43 items supported a 6-factor model comprising Strategic Planning, Effectiveness Motivation, Interpersonal Responsiveness in Learning, Sustained Focus in Learning, Acceptance of Novelty and Risk, and Group Learning. The six factors of the K-LTLS demonstrated criterion-related validity based on the assessment of School Readiness and proper internal consistency reliability. The analysis of differences in children’s learning behaviors based on their sex and age revealed that girls were more likely to exhibit higher learning behavior scores than boys. Additionally, 4- and 5-year-old children tended to display higher learning behavior scores than 3-year-old children.Conclusion: The K-LTLS can be an appropriate scale for assessing the learning behavior of Korean young children.

Resonant Reviews: Experiencing Accurate Readings and Indicators of Literary Accomplishment Among Reviewed Novelists

Artists both desire and dread reviews of their work by media critics. This article draws upon 66 interviews with Swedish novelists in order to examine their experiences of being publicly reviewed. A ‘successful’ reception creates resonant experiences that can be examined on two levels. On the level of interpersonal responsiveness, the authors’ longing to be genuinely understood through the engagement of others with their work is occasionally reciprocated in the reviewer’s reading of their work, resulting in a profound sense of mutual understanding and resonance. In the second dimension, abstracted positioning of the success of the reception is done using indicators of the importance of their book in literary life. The sense of achievement and prestige of having published something important creates resonance and connectedness to the world of literature. The article suggests that artists, through the reception of their works, can be either resonantly or non-resonantly engaged with reviewers’ reading and the indications of their works’ importance.

Maternal Variability of Amplitudes of Frequency Fluctuations Is Related to the Progressive Self-Other Transposition Group Intervention in Autistic Children.

The self-to-other model of empathy (SOME) states that a key reason for the empathic deficiency in autistic individuals is the imbalance of the self-other switch. The existing interventions of theory of mind contain training of self-other transposition ability but combined with other cognitive trainings. The self-other distinction brain areas of autistic individuals have been revealed, but the brain areas of the self-other transposition ability and its intervention have not been investigated. There are normalized amplitudes of low-frequency fluctuations (mALFFs) within 0.01-0.1 Hz and many normalized amplitudes of frequency fluctuations (mAFFs) within 0-0.01, 0.01-0.05, 0.05-0.1, 0.1-0.15, 0.15-0.2, and 0.2-0.25 Hz. Therefore, the current study established a progressive self-other transposition group intervention to specifically and systematically improve autistic children's self-other transposition abilities. The transposition test with a three mountains test, an unexpected location test, and a deception test was used to directly measure autistic children's transposition abilities. The Interpersonal Responsiveness Index Empathy Questionnaire with perspective-taking and fantasy subscales (IRI-T) was used to indirectly measure autistic children's transposition abilities. The Autism Treatment Evaluation Checklist (ATEC) was used to measure autistic children's autism symptoms. The experiment was designed with two (intervention: experimental group vs. control group) independent variables and two (test time: pretest vs. posttest or tracking test) × three (test: transposition test vs. IRI-T test vs. ATEC test) dependent variables. Furthermore, it used eyes-closed resting-state functional magnetic resonance imaging to investigate and compare the relevant maternal mALFFs and average energy rank and energy rank variability of mAFFs of autistic children's transposition abilities, autism symptoms, and intervention effects. The results showed the following: (1) There were many improvements (pretest vs. posttest or tracking test) greater than chance 0 in the experimental group, such as the three mountains, lie, transposition, PT, IRI-T, PT tracking, cognition, behavior, ATEC, language tracking, cognition tracking, behavior tracking, and ATEC tracking improvements. However, there was no improvement greater than chance 0 in the control group. (2) The maternal mALFFs and maternal average energy rank and energy rank variability of mAFFs could predict the autistic children's transposition abilities, autism symptoms, and intervention effects with some overlap and some difference in maternal self-other distinction, sensorimotor, visual, facial expression recognition, language, memory and emotion, and self-consciousness networks. These results indicated that the progressive self-other transposition group intervention successfully improved autistic children's transposition abilities and reduced their autism symptoms; the intervention effects could be applied to daily life and last up to a month. The maternal mALFFs, average energy rank, and energy rank variability of mAFFs were three effective neural indictors of autistic children's transposition abilities, autism symptoms, and intervention effects, and the average energy rank and energy rank variability of mAFFs were two new neural indictors established in the current study. The maternal neural markers of the progressive self-other transposition group intervention effects for autistic children were found in part.

Effects of patient-therapist interpersonal complementarity on alliance and outcome in cognitive-behavioral therapies for depression: Moving toward interpersonal responsiveness.

This study analyzed patient-therapist in-session interpersonal complementarity effects on the therapeutic alliance and depression severity during the initial and working phase of cognitive-behavioral therapy for depression. It also explored whether patients' interpersonal problems moderate those complementarity effects. We drew on a sample of 90 dyads derived from a randomized controlled trial of two cognitive-behavioral therapies for depression. Using an observer-based measure, we assessed patients' and therapists' interpersonal behavior in Sessions 1, 5, 9, and 13 and computed their complementarity regarding interpersonal affiliation (i.e., correspondence) and dominance (i.e., reciprocity). Patients completed measures of interpersonal problems at baseline and session-by-session measures of depression severity and quality of the therapeutic alliance. Response surface analyses based on polynomial regressions showed that patient-therapist complementarity in higher affiliative behaviors was associated with a stronger alliance. Interpersonal problems regarding agency moderated the complementarity effects of the dominance dimensions on depression severity. Overly dominant patients benefited more from a nonreciprocal relationship in the dominance dimension, whereas submissive patients benefited more from complementarity in that dimension. Furthermore, interpersonal problems of communion significantly moderated the effects of complementarity in affiliative behaviors on both the alliance and outcome. These results suggest the relevance of both interpersonal correspondence and reciprocity for the psychotherapy process, informing clinical practice in terms of interpersonal responsiveness. The moderation effects of interpersonal problems provide preliminary evidence, which should be replicated in future research, to determine relevant markers indicating for whom a complementary approach would be beneficial in cognitive therapy for depression. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Follow you or follow me? Examining therapist responsiveness to client and responsiveness to self, using differential equations model and multilevel data disaggregation from an interpersonal theory framework.

This study examined the effects of therapist interpersonal responsiveness on client-rated working alliance in their first psychotherapy session using the ordinary differential equations (ODE) model and multilevel data disaggregation. Responsiveness was operationally defined in this study as therapists adjusting their subsequent level of control/affiliation based on their clients' and their own current level of control/affiliation. Every 2-min segment of 111 first psychotherapy sessions for 111 clients nested within 38 therapists was rated by 11 trained raters on therapist and client levels of control and affiliation. An ODE model produced dynamic coefficients capturing therapists' responsiveness to clients and to themselves in that session, which were then disaggregated into between-therapist and within-therapist components. Hierarchical linear modeling revealed that for the control dimension, at the between-therapist level, therapist responsiveness to the client significantly predicted client-rated working alliance: Client-rated working alliance was (a) highest for therapists who generally increased their level of dominance/submission when their client was more dominant/submissive in the previous turn, and (b) lowest for therapists who generally increased their level of dominance/submission when their client was more submissive/dominant in the previous turn. None of the other associations were significant. Theoretical, methodological, and practical implications are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Supplemental Material for Effects of Patient–Therapist Interpersonal Complementarity on Alliance and Outcome in Cognitive–Behavioral Therapies for Depression: Moving Toward Interpersonal Responsiveness

Supplemental Material for Effects of Patient–Therapist Interpersonal Complementarity on Alliance and Outcome in Cognitive–Behavioral Therapies for Depression: Moving Toward Interpersonal Responsiveness

Validation of negativity: Drawbacks of interpersonal responsiveness during conflicts with outsiders.

The current research included 7 studies testing a model of interpersonal processes when people disclose to their close relationship partners ("confidants") about their conflicts involving adversaries outside the dyad. The model posits that confidants who feel close to disclosers tend to adopt goals to be responsive to disclosers during these interactions, which motivates them to validate disclosers' negativity toward their adversaries. Disclosers interpret this validation of negativity as responsive, which motivates them to continue confiding in these confidants, but also respond to this behavior with more negative moral evaluations of their adversaries, reduced willingness to forgive their adversaries, and reduced commitment to maintaining a relationship with their adversaries. Results of 3 cross-sectional studies, 3 experiments, and a behavioral observation study support this model. This research suggests potential drawbacks of partner responsiveness during discussions of conflicts, and suggests processes through which people reward, draw closer to, and depend on partners who validate negativity and, consequently, undermine conflict resolution with others. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Emotion dynamics and responsiveness in intimate relationships.

Responding appropriately to an intimate partner's emotional signals and needs requires that one's emotional responses be reactive to significant interpersonal experiences. The adaptive function of emotions is likely compromised if an individual's emotional states are insufficiently attuned to interpersonal events. The present studies examine how individual differences in moment-to-moment emotion dynamics affect interpersonal responsiveness and relationship satisfaction. Study 1 examines associations between emotion dynamics and emotional reactivity to positive and negative relationship events. Emotion dynamics were operationalized using assessments of emotional inertia, which is defined as the degree to which emotions are resistant to change over time. Momentary assessments from 44 participants were collected four times per day over 4 weeks. Emotional inertia showed a curvilinear association with context-sensitive emotional responses to conflict, with individuals high or low in emotional inertia experiencing blunted emotional reactions to conflict. Study 2 assessed emotion dynamics based on four emotion reports per day over 10 days of both partners in a total of 103 couples. Associations of emotion dynamics with perceptions of partners' responsiveness and relationship satisfaction over 12 months were examined. Partners of individuals with high (inert) or low (erratic) emotional inertia perceived them to be less responsive, which then predicted steeper declines in their relationship satisfaction across 12 months. The results suggest that individuals with inert or erratic emotion dynamics exhibit less context-sensitive emotional responding to conflicts and are perceived by their partners to be less responsive which subsequently undermines the quality of their intimate relationships. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

"The effects of interpersonal emotional expression, partner responsiveness, and emotional approach coping on stress responses": Correction to Kane et al. (2018).

Reports an error in "The effects of interpersonal emotional expression, partner responsiveness, and emotional approach coping on stress responses" by Heidi S. Kane, Joshua F. Wiley, Christine Dunkel Schetter and Theodore F. Robles (Emotion, Advanced Online Publication, Sep 27, 2018, np). In the article, two text call outs for figures are incorrect. At the end of the "Negative emotional responses" section under the "Psychological Stress Responses" heading, "(see Figure 7)" should have been deleted. Under the "Negative task-related ruminative thoughts" heading in that same section, "(see Figure 5)" in the first paragraph should be "(see Figure 7)." (The following abstract of the original article appeared in record 2018-47331-001.) Expressing emotions is a common strategy for coping with stress. Yet, little is known about the effects of using this strategy in close relationships, or when and for whom emotional expression is effective. This study examined romantic partner responsiveness and the dispositional tendency to use emotional approach coping (EAC; the processing and expression of emotions) as moderators of the effects of experimentally manipulated emotional expression on stress responses to a laboratory stressor. We brought couples (N = 145) to the lab and randomly assigned 1 partner (the participant) to perform a stressful task. We manipulated whether participants expressed their feelings about the task to their partner (expression vs. no-expression), and whether participants received supportive messages from their partners (as an indicator of partner responsiveness; support vs. no-support). We examined physiological stress responses (cortisol and salivary alpha-amylase [sAA]), negative emotional stress responses (anxiety and self-conscious emotions), and post-task ruminative thoughts. Participants high in EAC showed larger sAA and cortisol responses and reported more negative post-task ruminative thoughts after emotionally expressing to their partners, but partner support mitigated the effect on cortisol. Participants low in EAC showed smaller cortisol responses and reported less negative emotional responses and fewer negative post-task ruminative thoughts after emotionally expressing to their partners. Receiving partner support reduced negative emotional responses for people high in EAC, but increased negative emotional responses for those low in EAC. These results may help explain when and for whom emotional expression is an effective means of coping in the immediate context of a stressor. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

ATTACHMENT SECURITY AND VIEWS TOWARD AGING IN OLDER COUPLES: A DYADIC PERSPECTIVE

Research has shown that attachment security–feelings of emotional safety from interpersonal closeness and responsiveness– is associated with better appraisal of stressful situations. Individuals’ views toward aging could be one avenue such appraisals are expressed that in turn contribute to better health in late life. However, no studies to our knowledge have examined the dyadic associations between attachment security and views towards aging in the context of close relationships. We hypothesized that attachment insecurity would be associated with individuals’ own and partners’ negative views toward aging in older married couples. The study sample was comprised of 77 older persons with a self-reported musculoskeletal condition and their caregiving spouses. The Experiences in Close Relationships Scale and the open-ended Image of Aging questions were used to measure attachment security and views toward aging. Data were analyzed with SPPS mixed models using the Actor Partner Interdependence Model. Mean age of care-recipients were 65.9 and 64.8 for their spouses. Contrary to our hypothesis, results showed no significant associations between each individual’s attachment security and their own views toward aging. However, care-recipients reported particularly positive views toward aging when caregivers had low attachment anxiety (p=.03), and caregivers reported more negative views toward aging when care-recipients had low attachment avoidance (p=.02). Findings suggest that having a close partner who is securely attached may be protective of one’s own views of aging, which may in turn have positive effects on health.

Supplemental Material for Validation of Negativity: Drawbacks of Interpersonal Responsiveness During Conflicts With Outsiders

Supplemental Material for Validation of Negativity: Drawbacks of Interpersonal Responsiveness During Conflicts With Outsiders

Supplemental Material for The Effects of Interpersonal Emotional Expression, Partner Responsiveness, and Emotional Approach Coping on Stress Responses

Supplemental Material for The Effects of Interpersonal Emotional Expression, Partner Responsiveness, and Emotional Approach Coping on Stress Responses

Gender group differences on behavior patterns in collaborative problem solving through LEGO

Collaborative learning has been proved to be an effective learning method that can benefit group members more than individual learning. However, these benefits do not extend equally to boys and girls. Many studies have been conducted to explore the effects and features of different gender groups, but they have presented conflicting findings, which possibly resulted from variations in task type and learning environment. In this case study, we focused on collaborative problem solving under a technology practice environment using LEGO to explore gender differences in the composition of three-person groups. In total, 12 fourth-grade students (six males, six females) participated in the experiment and were divided into FFF, FFM, FMM, and MMM groups. Students’ interactions were analyzed to unravel the distributions and the behavior patterns of interactions in the collaborative problem-solving process of each gender group. The results indicate that (1) mixed-gender groups had a more relaxed atmosphere; (2) single-gender groups could reach a consensus—especially, the FFF group had better interpersonal responsiveness; and (3) even though members of female-dominated groups participated in constructing the artifacts more uniformly, the artifacts were of worse quality than the ones made by male-predominated groups.

Elementary recognition and empathy

This article explores the affinity between Axel Honneth’s conception of elementary recognition and Edmund Husserl’s work on empathy, with the aim of indicating one way in which phenomenological analysis might contribute to critical social theory. I begin by sketching the ‘two-level’ account of recognition developed by Honneth in recent writings, which distinguishes between ‘elementary’ and ‘normatively substantial’ forms of recognition. The remainder of the paper then seeks to offer a deeper account of elementary recognition by identifying it with Husserl’s conception of empathetic perception. I begin by clarifying what Husserl means by ‘the person,’ before illuminating the sense in which empathy counts as a distinctive kind of perceptual recognition of other personal selves, and shedding phenomenological light on empathy as a sui generis mode of interpersonal intentionality. I then conclude with some preliminary remarks regarding the relationship between empathetic perception and other forms of interpersonal responsiveness and recognition.

Leadership Matters: How Hidden Biases Perpetuate Institutional Racism in Organizations

ABSTRACTLeadership sets the tone in organizations. Even with a positive view on race by leaders, powerful hidden biases and blind spots continue to persist among professionals and their organizations. Few models for organizational change are geared towards addressing institutional racism. Interpersonal and institutional cultural responsiveness can improve community engagement, work place culture, and strengthen organizations. Using the social work profession as an exemplar, this paper describes barriers to organizational and institutional change. The roles of organizational leadership and culture are discussed. Recommendations for addressing and establishing organizational change consistent with the values of inclusion and cultural diversity are provided.

Is Empathic Accuracy Enough to Facilitate Responsive Behavior in Dyadic Interaction? Distinguishing Ability From Motivation

Growing evidence suggests that interpersonal responsiveness—feeling understood, validated, and cared for by other people—plays a key role in shaping the quality of one’s social interactions and relationships. But what enables people to be interpersonally responsive to others? In the current study, we argued that responsiveness requires not only accurate understanding but also compassionate motivation. Specifically, we hypothesized that understanding another person’s thoughts and feelings (empathic accuracy) would foster responsive behavior only when paired with benevolent motivation (empathic concern). To test this idea, we asked couples (N = 91) to discuss a personal or relationship stressor; we then assessed empathic accuracy, empathic concern, and responsive behavior. As predicted, when listeners’ empathic concern was high, empathic accuracy facilitated responsiveness; but when empathic concern was low, empathic accuracy was unhelpful (and possibly harmful) for responsiveness. These findings provide the first evidence that cognitive and affective forms of empathy work together to facilitate responsive behavior.

Critical Thinking and Interpersonal Dispositions in Those Commencing Social Work Training

The capacities for critical thinking and making and sustaining relationships have been, in theoretical writing, two longstanding pillars of our understanding of the nature of social work. This is reflected in both expectations for practice standards and writing, both contemporaryandthatwhichgoesbackdecades.Researchhaslongconfirmedthetheoretical emphasisontheimportanceofrelationshipstopractice,whilesomemorerecentresearch hasdonethesameforcriticalthinking. Whilea centralfeatureissocialwork’sconcernfor practitioners’ capabilities in these respects, implying particular standards, there has yet been no attempt to measure these features. This article, drawing on firmly established, widelyusedinstruments,seekstomeasurecriticalthinkingandinterpersonaldispositions in cohorts of master’s candidates and undergraduates at two universities. Findings show these cohorts to be better at some than other facets of critical thinking, to emphasise more some interpersonal dispositions (those relating to interpersonal responsiveness) than others and that master’s students perform significantly better in critical thinking than undergraduates. The implications of these findings are discussed.

AMTA Student Research Awards - Article Summaries

Background: Joint engagement is defined as the ability to both respond to a partner’s bids for interaction in relation to an external focus and to show an awareness of the partner’s mutual interest for the purpose of social sharing rather than requesting. Although it is an important milestone in typical development ( Adamson, Deckner, & Bakeman, 2010 ), it is absent or delayed in young children with autism ( Bruinsma, Koegel, & Koegel, 2004 ). Related Literature: Studies have shown that a child-centered, music therapy interventions can increase joint engagement, promote spontaneous eye-contact and turn-taking, and help children with autism acquire nonverbal and/or gestural communication skills ( Gooding, 2011 ; Holck, 2004 ; Kim, Wigram, & Gold, 2008 ). Objective: The purpose of this study was to determine whether an improvisational music therapy intervention that included parent-child interaction, in a natural environment, could promote joint engagement abilities of young children on the autism spectrum. Methods: A mixed method design (single subject & qualitative analysis) was implemented to determine whether the music therapy intervention could promote joint engagement abilities of young children on the autism spectrum. This study was conducted in the home of the child, to promote interactions in the natural environment. Participants included one young child (31 months old at the entry of the study) identified as being at risk for autism and his parents. A multiple baseline design across behaviors was implemented for a period of 5 months to determine causal relationships between the music therapy intervention and the child’s performance in the three stages of social competency: focusing on faces, responding to joint attention, and initiating joint attention. A detailed coding manual was composed by the researcher, with specific descriptions and examples of behaviors to be measured during the three phases of the intervention. An independent coder, trained on coding criteria and naïve to the baseline or intervention condition, observed and coded a 10-minute sampling of the weekly-videotaped intervention for each participant, to indicate if the targeted behaviors occurred in each interval. Results: Data analysis showed a clear distinction between baseline and intervention for the toddler with high levels of the targeted variables, a rising trend line, and low variability. When the focus-on-faces phase was introduced, the change in mean was 1.35. During the response-to-joint-attention phase, the toddler showed continuous gains with a mean change of 2.72. The toddler independently initiated joint attention actions to a mean of 1.9. Follow up data showed that the toddler maintained these behaviors a month after the intervention. Qualitative analysis and themes, generated from the researcher’s observations and interviews with the parents, were related to the parents’ perceptions about their self-efficacy, increased instances of communication through music among family members, and gains in the toddler’s sharing of affect. The toddler’s parents also reported generalization of joint engagement actions to other familiar environments. Conclusions: The overall results of this study are encouraging, as they show that family-driven and child-centered music therapy interventions hold the potential to scaffold children’s participation in daily routines and promote their engagement. The music therapy intervention created preconditions for joint engagement and interpersonal responsiveness, as the toddler exhibited significant improvement in focusing on faces, response to joint attention, and initiation of joint attention. Implications for Clinical Practice: The use of music provides a structure of age-appropriate and contextually relevant stimuli for toddlers at risk of ASD. Music therapists can incorporate family-driven, child-centered, and age-appropriate developmental principles to promote joint engagement, participation in daily routines, and the overall development of young children with autism. Implications for Future Research: In the future, more research with larger samples, standardized measures, and clear descriptions of the music therapy intervention, which strengthen fidelity in research implementation, clinical applicability of the results, and an understanding of the value of non-directive, family-driven and child-centered approaches, is needed to promote social engagement for children with autism.

The wishful memory of interpersonal responsiveness.

Perceived partner responsiveness, or trust in partners' care, positive regard, and commitment, is widely believed to be an important determinant of relationship quality. This trust may be based, in part, on memory of partners' prior behaviors, which may be biased. The current research provided support for the prediction that memories of partners' prior responsiveness are biased by perceivers' desires to bond with partners. A dyadic daily report study (Study 1) and a dyadic longitudinal study with a behavioral observation component (Study 2) suggested that perceivers' valuing of partners biased their memories of partners' behavior independently of perceivers' initial encoding, partners' sentiments, and partners' behavior. This bias was not explained by other potential sources of bias, including relationship satisfaction, attachment dimensions, trait self-esteem, and consistency effects. Results also suggested that responsiveness memories reduce emotional reactivity in response to current perceptions of partners' lack of responsiveness (Study 1) and contribute to global feelings of trust (Study 2). These results indicate that perceivers' memories of partners' prior responsiveness are shaped by their own desires to bond with partners and that biased responsiveness memories contribute to current trust and therefore have interpersonal significance.

Effect of CORE Program on Cognitive, Social and Emotional Characteristics of Sex Offenders

The purpose of this study was to develop the CORE Program for sex offenders and to determine its effectiveness. The CORE Program was designed with an aim to achieve cognitive restructuring, improve the ability to empathize in interpersonal relationships, and enhance self-esteem and intimacy. We conducted this program over 48 sessions for 28 sex offenders. The effectiveness of the program was evaluated using the Interpersonal Responsiveness Index (IRI), Self-esteem Questionnaire (SEQ), UCLA Loneliness Scale (UCLALS), Coping Using Sex Inventory (CUSI), Rape Myth Acceptance Scale (RMAS), and Wilson’ s Sex Fantasy Questionnaire (WSFQ). The data were analyzed using paired t-tests. Our results showed no significant changes in the SEQ, UCLALS, and IRI scores after the treatment program. However, the scores for the CUSI, RMAS, and WSFQ significantly improved after this program. In this paper, we demonstrate the effectiveness of the CORE Program for sex offenders. We also discuss the limitations of our study and provide suggestions for future research. Our findings indicate that this treatment program should be provided to sex offenders for preventing recidivism.