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The Australian Computerised Marriage Assessment Profile ACMAP was the first Australian software program developed for marriage guidance. This contribution followed a natural progression from the earlier published programs ACVII, ALMT and ACSTAR for vocational guidance and study methods. Marriage Assessment Profiles have been developed by numerous counselling experts with the idea that they were dealing with aspects of marriage, previously overlooked by couples. Tests are designed largely to help people who were experiencing problems and who desired to reconcile their relationship. Often in these cases a love of the spouse has been lost but a desire to maintain the marriage and care for the children was of primary concern.
ACMAP was a modern guidance instrument, based on traditional scientific method to address immediate and potential relationship conflicts. The software battery was constructed as a major component of local Australian research work, commencing in 1979. Research validations were initially presented at the University of California and in 1982 published by Holt Rinehart & Winston. The profile is was finally updated for release, twelve years later, following comprehensive Australian clinical trials and revisions.
However, it remained in the MS DOS platform and was not convertted to Windows format when Dr Costello fell ill 1998.
The software test is enjoyably self-administered and computer scored. It is given also to insightful individuals and couples, not necessarily experiencing conflict. This concept is based solidly on principles of Transpersonal Psychology with the notion that even the best relationship can be improved. The battery diagnoses potential problems where couples may experience difficulties in conflict resolution. Primarily the profile is diagnostic, offering specific guidance for positive changes, facilitated for improved decision-making.
Assessments are usually taken by both partners. Profiles are then superimposed like overhead transparencies to reveal divergences and mutualities scored for the following subtests:
When reviewing Australian marriages during the past twenty years of clinical practice, many changes have occurred in the feminine role (Costello Princeton 1981 and New York, "The Australian Woman in Cross-Cultural Perspective", Praeger Publishers 1991). Standardisations varied markedly over the years, due to changing mores so that finally the assessment was revised as a non-weighted diagnostic instrument to facilitate counselling for partner comparisons. The sub-test score for Feminine/Masculine Role does not reveal deficits in heterosexuality but explains how partners perceive their dominance and submissiveness and adjustment to those roles. Where mutuality occurs the scores are closer together (Androgyny) but the larger the difference, the view is more conservative in traditional stereotype identification (Costello, 1982 and 1991).
How To Administer ACMAP
The assessment requires about thirty minutes for completion by the average reader. ACMAP may be administered just prior to the initial consultation or as an ongoing process. There is an advantage in couples focusing on their relationship with some preliminary introspection. This centering is helpful in providing an overall self-assessment as solely distinct from emotionally charged "presenting problems". The answering process can be also gently cathartic. It is however recommended that couples are introduced to the assessment as an independent appraisal of how they see themselves. Additionally, it should be explained that each partner is being administered the same assessment for a comparison expressed within the relationship, rather than how others perceive them compared with standardised norms.
To ensure accuracy of responses, it is recommended that partners complete assessments in separate rooms without distraction or undue influence. Alternatively, "halo" effects might occur in self-assessment or conversely, one or both partners may feel overly threat-sensitive when answering questions. Advisedly, counsellors should view results prior to distributing assessment profiles. The counsellor may wish to relate each assessment separately or choose to distribute copies to each partner for comparative appraisal. If there are obvious personality adjustment problems, whereby one partner may desire separate consultations, ideally the ACLAP (Australian Computerised Lifestyle Analysis Profile) is strongly recommended.
Preferably, both assessment profiles should be administered for cross comparison when considering additional standardised information for personal lifestyle based on male and female norms for additional appraisal of: Self-esteem, Satisfaction, Involvement, Assertiveness, Ego Strength, Loneliness, Anxiety, Negative Attitude, Depression and Overall Stress Load. There could be serious psychological problems or acute stress denoting potential violence; necessarily requiring immediate professional referral.
Interpreting ACMAP Scores
Seven separate and independently scored subtests are described in the following notes. Photocopying these sections for clients is encouraged. Descriptions act as prompts for discussion and as a diagnostic and counselling tool," Key Words" follow each subtest description to facilitate discussion.
Counselling Key Word Checklists - Homework Ranking Exercises
Another application of ACMAP is offered through an opportunity for each partner to rank the importance of key words for sub-test scores where divergences are observed. Lists of key words follow each subtest description. What may be important to one partner might not appear as a priority for the other. This exercise can be planned as a separate piece of homework, prior to a later guidance session. An aggregate Partnership Counselling Checklist may be photocopied from the cover. Partners can prioritise or underline topics they may wish to include for discussion during the ongoing program.
Descriptions For ACMAP Subtest Scores
(1) The Degree Of Love:
This score indicates the degree to which individuals believe themselves to be in love with their partner. Items seek to assess perceived attractiveness, acceptance and value of the relationship as it presently exists. In this regard, love is viewed as a need to share with one’s partner without imposing feelings of obligation. A desire to help the other is paramount together with strong feelings of support. Attractiveness not only describes the partner’s personal qualities such as generosity, tenderness and emotional support but also, projected feelings. The ability to empathise is a strong feature of being in love. This way, partners learn how the other feels and avoid situations evoking negative feelings.
Loving couples believe each other. Likewise, there are feelings of commitment responsibility that go hand in hand with the relationship and this is unique to the degree in which people love each other.
Items question the notion of making efforts to please and help one's partner. Love is not "puffed up" and instead, fashions powerful honesty and integrity in effective personal communication.
Questions of love-making and physical arousal are raised in terms of the whole relationship in both pleasing and enjoying one's partner. People who are in love are usually good friends who share happiness and also their adversity, together. They feel good when doing something for each other expressing their affection.
People who are in love miss each other because they enjoy each others company. They are thoughtful and considerate in sparing each other undue worry.
The closer these scores are together the more probable other divergences may be resolved. A very low score in this subtest is indicative of a greater need to share, trust and communicate openly. Individuals need to anticipate a partner's reactions to situations which lead to negative feelings. Love grows stronger with time spent together so it might be desirable for partners to share more interests or increase mutual leisure time if indicated in the following subtest. Alternatively, in a younger person seeking maturity, a low score may exhibit a need for more life experience through casual relationships before settling down to a long-term commitment.
A large divergence between scores on this sub-test requires a frank discussion with guidance about realistic expectations for their loving future. Ideally, this should relate to potential positive changes which are agreeably decided by both partners.
Counselling Key Words
Acceptance
(2) Marriage/Relationship Success:
This subtest scores the degree to which a partner/spouse perceives the present relationship is functioning as a team. In a positive relationship there is a strong measure of equality in contributing to each other's happiness as a team. Both partners being equal in their contribution to their team effort, enables mutual planning for action.
Successful relationships depend on mutuality in goals. Working together towards these mutual goals, typifies a good degree of relationship success. Problem solving is a process that can be achieved together rather than separately. It is a matter of sharing responsibilities and problems faced so that neither partner feels alone in the decision-making process. Likewise, perceptions of exclusion from important decisions evokes feelings of worthlessness or even rejection when this is not deliberately intended.
Another feature of relationship success is whether couples not only have mutual but separate interests. Togetherness is expressed in mutual interests without boredom but couples also agree with having time apart to pursue sports, leisure, creativity and pastimes.
Successful couples discuss their problems and make decisions together such as money, relatives/family and vocational matters.
Budgeting and money matters form a secure foundation in mutual decision making. Either one partner agrees to take care of finances or this is achieved mutually. In the case of a partner taking responsibility for financial matters, the other should be kept informed periodically.
Positive appreciation of each other's work and time is essential for a successful relationship. When one partner feels the other is not appreciative or contributing equally, conflict resolution is imperative. Another area of concern may be in planning for social outings. Occasionally, one assumes that the other will be agreeable and makes a date without consultation.
Another unfortunate problem occurs when a partner returns late after work without prior warning or a telephone call.
Large score divergences indicate that a partner may not appreciate the need to communicate a sense of mutual contribution. As a result, un-expressed feelings of dependency or reactive independence may permeate into the relationship instead of inter-dependence. Successful relationships contain a degree of mutual respect for each other's opinions although sometimes in disagreement. Frequently, one partner may simply need alerting to the other's comparative contributions without confrontation. Essentially, a proportion of equal sharing in work and problem-solving is explored.
Counselling Key Words
Appreciation
(3) Personal Happiness:
This score represents the degree that an individual is happy and content with life as it is presently being experienced. Here we are not thinking about physical pleasure but several important aspects of self-actualisation. This includes a partner's individual goal setting, goal striving, ego involvement and personal status with peers. Personal happiness indicates the level at which partners are progressing towards their individual personal life goals while maintaining their relationship.
Goals for physical health, self-improvement and personal/religious development are mutually respected. This might be expressed in an appreciation for the other's particular need for sport, education, music, creativity, personal growth etc,. Specific plans for the future are shared, such as where to live and for how long and family planning for the next few years.
Partners respect each other's independent needs and also their choice of friends, without excessive criticism. There is no place for jealousy or possessiveness in a successful relationship but instead, each partner may have "time out" for enjoyment and expression of individual needs. There is a warmth and friendly home life experienced without an exaggerated need for time being alone.
Counselling Key Words
Achievements
(4) Self-Esteem
This is a modified version of the Self Esteem test by Dr. Lilburn S. Barksdale which is a subtest of the Australian Computerised Lifestyle Analysis Profile. It seeks to ascertain the degree of perceived personal status and importance. Partners offer opportunities to reinforce each other's increased self-esteem, self worth and pride, essential for their psychological wellbeing. Healthy relationships support and reinforce self-esteem. Support is given warmly and sincerely whenever a partner is criticised and thus feelings of inferiority are avoided or reduced. When experiencing failure or feelings of inadequacy, partners automatically help each other to be more optimistic. Positive feedback represents a powerful component of reinforcing self-esteem which generalises from their relationship into everyday living.
Increased feelings of confidence are enhanced through sharing successes together. Partners tend to support each other's decisions and stand by them. Confident couples are interested in each other's opinions and avoid criticisms in front of others. There is a strong level of empathy expressed, if only hearing about the other's day.
When a relationship reinforces good self-esteem, partners feel free to express their views openly without censure. Couples feel comfortable in offering and accepting complements. They feel secure together and willing to enter new endeavours and less fearful instead of blaming others for their own shortcomings or feelng put down.
Counselling Key Words
Achievements
(5) Sexual Knowledge:
This is an assessment of general sexual knowledge possessed for a comparison with one's partner. The subtest does not evaluate sexual technique but offers an indication of prior sex education. Items deal with safe sex, foreplay, compatibility, intercourse, orgasm, masturbation, venereal disease, AIDS, heterosexuality and homosexuality, sexual interest, physiology, conception, pregnancy, compatibility, myths and misapprehensions.
Generally, females score higher than males on this subtest, presumably due to their wider reading in the subject. Men sometimes do not realise that a woman's sexual response depends on his romantic and caring behaviour and in this regard, emotional foreplay is suggested as a continuous process.
Frequently, regardless of earlier sex education programs, couples may not fully understand the chemistry of love. The reason for this reluctance to study what is probably the most intense emotion is not difficult to understand.
Misunderstandings caused by inadequate sex knowledge or myths can be readily extinguished because these may contribute towards upheaval in wholesome adjustment. Partners are enabled to perceive their knowledge as a crucial obligation when the image of loving with sexuality is combined.
Counselling Key Words
Conception
(6) Coping Skills
A problem-solving technique is used in this subtest for partners attempting to solve interpersonal relations dilemmas. Humour has been incorporated deliberately in some items to deflect the obvious seriousness of this vital prerequisite for a long term relationship.
Separate roles of friend, partner and parent are assumed in answering these items. Many of the scenarios require common sense decisions, diplomacy and especially tact. Extra punitive responses are indicative of poor coping strength and dominance, when encountering interpersonal problems. Likewise, superfluous soft alternatives reveal a need to take a more active stance.
Problem solving related to relationships and parenthood reveal coping strength in dealing with individual differences and expected behaviours in day to day living. Internally directed locus of control is revealed as a positive feature of coping strength, whereby individuals see themselves as having deliberate control over their lives. Independence of reasoned thought in problem-solving is critical to a positive relationship. An external locus of control is when people are unable to cope with everyday problems.
Material in this subtest ranges from problems encountered in the workplace, parenthood, legal and moral responsibility, social situations, ethics and standards, drug taking, car accidents, finances to extramarital relationships.
Counselling Key Words
Adolescence
(7) Relationship Roles:
This is a modified version of Dr. Janet Spence's test designed to determine the sex-role intensity and identity of the partners involved. Here we deal with equality of sexes in comparison with the traditional stereotyped roles of the male and female - where the male is portrayed as aggressive and commanding and the female as passive and a follower.
High scores suggest an adherence to traditional stereotype roles, for example that a woman's place is in the home while the man is the protector and bread-winner. Passive or active roles of partners are examined in terms of self-expectations and personal comfort when adopting either role. Extremes in role equality are likewise discussed when this produces problems of excessive independence or dependency.
Large divergences in scores should be explored in terms of role behaviour expectancy and differentiation for each partner without value judgment. It should not necessarily be assumed that extreme role divergences always create adjustment problems because compatibility depends on what the couples themselves find comfortable in the privacy of their relationship.
Counselling Key Words
Aggression
The Total Score:
This is a comparative score for the present relationship's assessment and the couple's relative success together. Scores depict a comparison between both partners or corresponding peer group comparison. The battery is comprised of seven subtests, considered in conjunction, representing a cross section of areas related to a long term relationship. Emphasis is not placed on whether the total score represents attainment but instead the divergence between scores relates to overall differences in the relationship requiring focus for work and reconciliation.
Critical Areas Of Assessment
Marriage or relationship success is dependent on such factors as love, sex, self-esteem and the presence of coping skills for the usual problems faced in a family relationship. The word 'critical' implies that where discontent emerges in a marriage relationship, the lack of such factors serve as a precipitating agent. This, to be sure, is not meant to imply that discontent may be traced directly to single causative agents nor that the same causative agents are present in all marriages. ACMAP was derived from a study that explored the nature of marriage and separation rather than divorce, through a systematic appraisal of two groups of men and women. Initially, an historical and sociological overview was taken with reference to many of the problems faced by men and women. Various employment roles, Women's Liberation, Sexual Discrimination
and the Family Law Act were observed as an ongoing evolvement of impactic features within the Society.
The Parent Role
When we consider the modelling effects of our behaviour on our children, specifically related to relationships and marriage, we have not actually set a great example in the traditional understanding of the family unit. The high proportion of divorce and separation, single parent families and a general unwillingness to incorporate relationship learning within the curriculum are an indictment of the present and bode ill for the future generation. In a world of change, the role of a parent is a complex one when we contemplate the pressures placed on families by economic conditions, the media, changing social conditions, lifestyles and values. One major responsibility that lies with the parent, but is rarely discussed, is that of their powerful input to children.
"No printed word nor spoken plea can teach young minds what people should be. Not all the books on all the shelves, but what the parents are themselves."
Community Awareness Programs
"Parents, teachers and children are thought of as being the active agents of personality development. Separately and together they shape the child's notions of values and powers of decision making. Children, their parents and teachers can become psychologically democratic through team work but perhaps the real question here is how much more we can dump at the school's door? If teachers, parents and the peer group are active agents of personality development, it holds that communication could help personal understanding. Communication must indeed include an understanding of human relations. The media can have a powerful effect through the development of community awareness programs."
Preparation for the Future - A Course Component
Our young people are entering a completely different world of advanced communication and technology reminiscent of Toffler’s "Future Shock". They will develop heightened personal awareness, relationships, self-reliance, vocational skills, creative and aesthetic experiences, philosophical explorations, social, economic and political involvement, religious experiences and sexuality.
We are preparing for the next century. Over the years we have observed the school syllabus continually increasing in content. There has been the advent of different teaching methods and entirely new subjects. Yet, how frequently have we wondered about the importance of our children learning effective human relationships and communication in preparation for the future, let alone coping with the "here and now"?, (Costello, 1978).
Early Research Background
One thousand people were assessed in a pilot study in preparation for ACMAP research. Fifteen thousand people have been administered this assessment in marriage guidance since 1979. On the basis of the author's 1982 published research, there is evidence to suggest administering preliminary tests to people who wished to marry. Consider then, as today, how curious that when gaining a drivers' licence or being admitted to an area of work or a particular profession we undergo rigorous assessment. Yet for one of the most important ventures in our life, to decide on marriage or a relationship, a long term commitment - there is little formal "assessment". Perhaps, when considering that marriage is still, in our traditional society, a main prerequisite for having children, we would more willingly accept the idea of assessing some people for potential parenthood. This is a dubious argument, one which bears additional attention when considering the profound effects that separation or divorce have upon children.
In our society, we feel free to marry, separate or even divorce as we choose. Interestingly enough however, marriages in many older cultures such as those of China, Greece, Japan and even contemporary European countries are decided by specific assessment criteria, among them being money, religion, traditional values and even astrology. The still practised custom of the dowry raises several important issues also. For example, are both the husband and wife from the same socioeconomic framework. In such situations it is not just a matter of the union of husband and wife alone but two entire family groups with separate lineage coming together. There is much at stake including property, prestige, heritage and continuance of lineage. Such a structure although not widely represented within our society is still, however, recognised and used by millions.
The importance of pre-marriage education is such that it justifiably could begin not in adulthood, but in the early years when we as parents may not have modelled sufficiently well enough. Depending entierly what our society looks towards in its future generations, the foothold and keystone to family life is possibly disintegrating. The Family unit might disintegrate and we could become part of the "Brave New World", or alternatively human kind may make a stand and revert to some of the more traditional and conservative premises. The problems are the same but are the answers different? The future remains to be seen.
The "Well Person" Concept
The imperative related to the "wellness" of a person is a concept strongly supported in this dissertation. Obviously, all marriages can be improved in some way. In other words, there is no such thing as a perfect marriage or indeed a perfect relationship. Rather than continuing to treat problems, it is more psychotherapeutic to eliminate them before they begin. We can check the social and personal environments through systematic psychological appraisal. It is not enough to reflect on the subjective notion of love although it is important that our songsters, poets and writers continue to do so. The "well person" concept radiates to the larger picture of the "well marriage" concept. In Cassel and Costello's work, "Computerised Lifestyle Analysis 1987", a series of eight psychological subtests designed and standardised to assess one's positive and negative features of lifestyle.
From self-actualisation theory it follows logically that no person is functioning as well as possible. Understanding our own strengths and weaknesses serves as an effective basis for self improvement, whereas the ACLAP (Australian Computerised Lifestyle Assessment Profile) depicts reliably such differences. Improvement does not simply emerge, one must actively foster such change. The ACMAP Battery produces individual profiles whereby low scores illustrate precisely where change could be effected to improve one's marriage or relationship.
We are observing a positive and productive educational process, a process whereby individuals not only learn for themselves vital information concerning the state of the marriage, but are also offered an indication as to where potential problems may occur. Again, the "well person concept" is strongly recommended as a constructive methodology and computerised psychological assessment has effectively demonstrated this as related to marriage and can be included as a justifiable diagnostic instrument.
Social Change And The Individual
Human relationships are a product of profound personal and social changes. The task has been to explore those changes through the application of the ACMAP and for the counsellor to facilitate positive changes related to the personal information obtained. A global picture will offer recommendations which will assist our understanding of our institutions to reflect the reality of contemporary society. At the time of writing, on average, couples separate or divorce after 7-8 years of marriage. The highest Australian divorce frequency is between 35-38 years of age.
A Preparation For Social Changes Through Community Health
A prophetic commentary on the lack of preparation of the individual to meet change was once made by Dr. Jeff Ryan, former Professor Of Community Health, University of Queensland at Brisbane... "Instead of the impression we may have that we live in a sexually saturated and sophisticated society, having recently been in full-time general practice, one is appalled at times at the level of ignorance and misconception in the community" (Ryan 1981, p.6).
Positive steps need to be taken to overcome ignorance if men and women are to grow in understanding of themselves and if our society is to assume responsibility. An underlying assumption of this assessment is a belief in the integrity of the individual and the right to make free choices in the context of human relationships, having access to the knowledge and skills which give such a free choice, meaning.
Marriage and Relationship Training Programs in Schools
The Australian Royal Commission into Human Relationships (1978) recommended courses in interpersonal relations training for both Primary and Secondary Schools. At that time, various ad hoc programs were in operation, but well developed courses had not been integrated into the curriculum. There may be questions raised when considering a standard program developed for the entire country but there are other questions which can be raised for not following at least some standard guidelines in such a crucial area of education and self awareness.
Cognizant of the vital need for such programs, the author devised a human relations program for implementation in Secondary schools in 1978, in preparation for the Year Of The Child. This course highlighted effective communication skills and awareness of feelings, decision making development, an understanding of peer-group pressure and psychodynamics, parental role modelling and hero identification modelling and the effects of contemporary music with special reference to lyrics. In the latter, Kelman (1962), was referenced in view of his outstanding research in the area of psychological identification, projection and internalisation processes.
In 1988, a computerised secondary guidance program was developed to commemorate the Australian Bicentennial in the U.S. Journal of Education. Finally, the Australian Computerised Human Relations Assessment Profile (ACHAP) released in 1994 is a modification of ACMAP for implementation in Secondary schools. The companion test ACLAP (Australian Computerised Lifestyle Assessment Profile) provides additional information whereby individuals may desire to facilitate additional changes to their lives.
Ancillary software by Cassel Research Publishing includes the following assessment profiles; ACVII Australian Computerised Vocational Interest Inventory, ACSTAR Australian Computerised Study Techniques Assessment Report, ACHAP Australian Computerised Human Relations Assessment Profile, ALMT Australian Life Mission Test (Computerised Biofeedback), ACLAP Australian Computerised Lifestyle Assessment Profile.
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Selected References And Bibliography
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