Evaluating Models of Relational Competence Theory

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.