Improving positive transfer: A test of relapse prevention training on transfer outcomes

Abstract

Abstract This study examined the effect of relapse prevention (RP) training on the maintenance of learned knowledge and skills. After a session on assertive communication, ninety trainees were randomly assigned to three treatment conditions: a full RP group, a modified RP group, and a control group. The results showed that both of the RP operationalizations significantly affected the trainees' ability to transfer and desire to transfer, although in different ways; neither RP condition significantly affected retention of course content, use of transfer strategies, or use of trained skills; and (3) cognitive and behavioral transfer strategies significantly affected use of trained skills. This paper discusses implications of the findings for practice and future directions for research.