Contributions to Psychology and Medicine

Contributions to Psychology and Medicine

The Psychology of Childhood Illness
Christine Eiser

Psychological Aspects of Early Breast Cancer

Colette Ray/Michael Baum

Medical Thinking: The Psychology of Medical Judgment and

Decision Making
Steven Schwartz/Timothy Griffin

Women With Cancer: Psychological Perspectives

Barbara L. Andersen, Editor

The Somatizing Child: Diagnosis and Treatment of Conversion

and Somatization Disorders
Elsa G. Shapiro/Alvin A. Rosenfeld
with Norman Cohen and Dorothy Levine

Individual Differences, Stress, and Health Psychology

Michel Pierre Janisse, Editor

The Psychology of the Dentist-Patient Relationship

Stephen Bochner
 Stephen Bochner

The Psychology
of the Dentist-Patient
Rela tionshi p

Springer-Verlag
New York Berlin Heidelberg
London Paris Tokyo
 Stephen Bochner
School of Psychology
University of New South Wales
Kensington, New South Wales 2033
Australia

Advisor
J. Richard Eiser
Department of Psychology
University of Exeter
Exeter EX 4 4QG
England

Library of Congress Cataloging-in-Publication Data

Bochner, Stephen.
The psychology of the dentist-patient relationship/Stephen
Bochner.
p. cm.-(Contributions to psychology and medicine)
Bibliography: p.
Includes indexes.
ISBN-13:978-1-4613-8767-1
I. Dentistry-Psychological aspects. 2. Dentist and patient.
I. Title. II. Series.
RK53.B66 1988
617.6'023-dcl9 87-33098

© 1988 by Springer-Verlag New York Inc.

Softcover reprint of the hardcover 1st edition 1988

All rights reserved. This work may not be translated or copied in whole or in part without the
written permission of the publisher (Springer-Verlag, 175 Fifth Avenue, New York, NY 10010,
USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connec-
tion with any form of information storage and retrieval, electronic adaptation, computer soft-
ware, or by similar or dissimilar methodology now known or hereafter developed is forbidden.
The use of general descriptive names, trade names, trademarks, etc. in this publication, even if
the former are not especially identified, is not to be taken as a sign that such names, as under-
stood by the Trade Marks and Merchandise Marks Act, may accordingly be used freely by
anyone.
While the advice and information in this book are believed to be true and accurate at the date
of going to press, neither the authors nor the editors nor the publisher can accept any legal
responsibility for any errors or omissions that may be made. The publisher makes no warranty,
express or implied, with respect to the material contained herein.

Typeset by Asco Trade Typesetting Ltd., Hong Kong.

9 8 7 6 5 432 I

ISBN-13:978-1-4613-8767-1 e-ISBN-13:978-1-4613-8765-7
DOl: 10.1007/978-1-4613-8765-7
 Acknowledgments

The author wishes to acknowledge the assistance provided by the Dental

Health Education and Research Foundation of the University of Sydney, in
particular the active encouragement of the Foundation's Executive Director,
James E. Woolley. Thanks are also due to Ena Nomme, who acted as the
research assistant for this project; Les Wozniczka, who provided statistical
and computing assistance; and to Louise Kahabka, who expertly produced
the various drafts of the manuscript.
The manuscript was completed during the author's tenure as a Visiting
Scholar at the University of Cambridge. I would like to thank Colin Fraser of
the Social and Political Sciences Committee for providing office space, help-
ful professional advice, and friendly personal support; and to the Master and
Fellows of St. Edmund's College, where I lived for six months in a warmly
accepting and intellectually stimulating collegiate environment.
 Contents

Acknowledgments v

Part I The Interpersonal Dynamics of Dentistry

Chapter 1 Introduction and Overview: Issues and Concepts 3

Chapter 2 The Psychologic Parameters of Dentistry 9
Chapter 3 The Psychology of Pain Tolerance 40

Part II Theoretic Models and Their Practical Implications 55

Chapter 4 Psychoanalysis and Patient Management 57

Chapter 5 Social Learning Theory and Patient Management 74
Chapter 6 Social Psychology and Patient Management 91
Chapter 7 Community-Based Dental Health Education 137
Chapter 8 Common Sense and Patient Management: Implications 149
for Practice, Training, and Research

References 162

Author Index 178

Subject Index 185

 Part I
The Interpersonal
Dynamics of Dentistry
 1
Introduction and Overview:
Issues and Concepts

In this chapter, the major issues, concepts, and research traditions that have
been employed in studying the dentist-patient relationship will be previewed.
Later in the book, these topics will be explored in greater detail.

Attendance Patterns

In western culture, practically everyone receives dental treatment at some

point in their lives. However, the frequency of visits to the dentist varies
greatly, the rate depending on a number of variables that will be reviewed in
Chapter 2. These include patients' knowledge about oral hygiene, the availa-
bility and cost of dental care, patients' attitudes towards and perceptions of
their dentists, and individual differences in the amount offear that the dental
situation arouses.
An important condition that interacts with the attendance rate is the poli-
cy of the dentist concerning the purpose and frequency of patient visits.
Dental practices can be classified into three broad categories: preventive,
restorative, and emergency. These three terms refer to the stated policy
of the dentist, the emphasis that the practitioner places on the respective
forms of treatment, and the most frequent style of therapeutic intervention
carried out. In reality most practices will be mixed to some extent. Never-
theless, most dentists when asked will tend to describe their orientation in
terms of one of these three categories.

Preventive Dentistry
Preventive dentistry, as the name implies, has as its main aim the prevention
of dental disease before decay and other problems arise. Patients are shown
4 I. Introduction and Overview: Issues and Concepts

how to look after their teeth, they are given advice on diet, and consultation
time is taken up with cleaning teeth, applying fluoride, and other preventive
measures. The dentist explicitly adopts the role of dental health educator,
and a personal relationship often develops between the patient and the den-
tist. It is customary for patients in preventive practices to visit their own
dentist every six months on a regular basis for perhaps two or three sessions
of which one will be devoted exclusively to teeth cleaning and other preven-
tive measures. The shared aim of both the dentist and the patient is that in
due course the patient will attend surgery at stated intervals without present-
ing any major symptoms, and maintain that condition indefinitely.

Restorative Dentistry
A great many people do not visit their dentist on a regular basis (e.g., every
six or 12 months). They only go "when there is something wrong with
them," that is, when they experience a toothache or some other form of
dental distress. Then they go the dentist "to be cured" of that specific com-
plaint. It should be noted that the overall attendance rate of restorative
patients is not necessarily lower than the frequency of preventive patients.
For example, a person may not visit a dentist for several years, ignoring or
adapting to the deterioration that is occurring, but could ultimately require
a great deal of treatment often involving major surgery and reconstruction.
Likewise, the overall relative cost of the two types of treatment is difficult
to estimate, although it is probable that the savings made by not visiting the
dentist every six months will be more than offset by the cost of the more
complicated and protracted restorative treatment. The main difference be-
tween preventive and restorative dentistry appears to be psychological, and
concerns the type of relationship between dentists and their patients. Pre-
ventive, health-educator dentists, who see their patients on a regular, fairly
frequent basis, are much more likely to establish a personal relationship with
them than restorative dentists, who only see their patients intermittently
and under conditions of stress. This seems to imply that dentists in mainly
preventive practices should experience greater job satisfaction than their
restorative colleagues. However, the author knows of no direct evidence
bearing on this hypothesis.

Emergency Dentistry
Finally, there exist emergency dental services, often operated by clinics and
hospitals, and usually available at weekends and after hours. These facilities
cater to people who need urgent, emergency treatment, perhaps after break-
ing a tooth, being in an accident involving the mouth, or suffering from an
abscess.
 Patient Reactions 5

Patient Attitudes and Type of Practice

As has already been indicated, very few dental practices belong solely in one
of the three major categories. In particular, preventive practices may often
perform restorative or emergency work. However, the main stamp ofa prac-
tice should be readily discernible from the extent to which the dentist insists
on regular preventive appointments.
The three types of dental practices are systematically related to two
aspects of the psychology of the dentist-patient relationship. The first is the
notion of "my dentist," in the same way as people come to regard their doctor,
solicitor, or priest. It can be hypothesized that there will be a descending
order in the extent to which preventive, restorative, and emergency patients
respectively, develop a personal regard for their dentists. The second vari-
able is the degree of enthusiasm (or reluctance) with which different cate-
gories of patients attend surgery. Again, a descending order of enthusiasm
can be hypothesized for preventive, restorative, and emergency patients. The
first of these hypotheses has received some indirect empiric support in a
study conducted by the author, to be reported later in this book (Chapter 6).
The second hypothesis has not been tested, to the best of the author's knowl-
edge. These issues are important because of evidence indicating that both
the nature of the relationship and the motivation to attend surgery, influence
other patient variables, such as anxiety, the experience of pain, and the
patients' regard for the dentist.

Patient Reactions

Very few people enjoy going to the dentist. Practically every patient experi-
ences some stress. However, most individuals resign themselves to their fate,
and enter and leave the surgery more or less intact psychologically. A minor-
ity, variously described as between 10% and 20% of the population, find
the dental situation extremely aversive, and for these individuals dental
treatment is a terrifying experience. A detailed review of the literature re-
garding attendance patterns and the incidence of dental phobia, appears in
Chapter 2.
The reaction of the patient to the dental situation has a major bearing on
the morale of the dentIst, and on how easily dentists can perform their duties.
Dentists do not like to be considered, or consider themselves primarily as
inflictors of pain. Patients who fidget, squirm, and gasp with pain are more
difficult to treat than individuals who accept the therapeutic intervention
placidly. For these reasons, a great deal of research has been carried out into
what determines patient reactions, with a view to reducing some of the more
disruptive responses to treatment. Much of this research has been conducted
by social scientists, or by dentists trained in the social sciences. Consequent-
ly, the literature has borrowed some of the concepts, theories, and methods
6 1. Introduction and Overview: Issues and Concepts

prevalent in the fields of attitude measurement and personality structure.

However, in comparison to the critical ferment periodically taking place in
the parent discipline of psychology, there has been much less questioning of
the concepts, methods, findings, and theoretical frameworks employed in the
study of dental patients. A major aim of this book is to provide such a critical
analysis and examine some of the assumptions that have achieved wide-
spread acceptance in dental psychology, despite their rather sketchy founda-
tions and lack of empiric verification.

Anxiety
The undisputed fact that most patients dislike dental treatment has given
rise to several concepts and terms that are widely used in the literature, albeit
with a variety of meanings. Perhaps the most common notion is that of dental
anxiety, the idea being that the dental situation (i.e., the waiting room,
surgery, dentist, instruments, etc.) arouses anxiety in patients. Studies of this
syndrome will be reviewed later in this book in some detail. The anxiety is
conceptualized as varying in intensity, extreme anxiety sometimes being re-
ferred to as dental phobia.
The concept of anxiety is frequently confounded with fear. As we shall see,
some writers do not distinguish between anxiety about and fear of the dental
situation. Others do make a distinction between anxiety and fear, and others
still distinguish between rational and irrational anxiety.
A further problem relates to the role of pain. It is often assumed that
anxiety is aroused by the experience of pain, or by the anticipation of ex-
periencing pain. However, pain experience is a highly complex phenomenon,
affected by a great many physiologic and psychologic variables, including the
degree of anxiety present (see Chapter 3 for a review of this literature). It is
therefore only partially correct to assume that pain causes anxiety because
under low levels of anxiety less pain may be experienced. Finally, it is
extremely difficult to measure anxiety, fear, and pain objectively, adding
greatly to the research problems encountered in this area. We will return
to these issues in Chapter 3.

Theoretic Frameworks

Perhaps the greatest controversy relates to the explanations that have been
offered to account for the adverse reactions of dental patients. Major differ-
ences exist in the theoretic frameworks that have been employed to generate
hypotheses, explain the results obtained, and justify the conclusions reached.
Three major, distinct strands of thinking have guided the research. The
two most influential theories have been the psychoanalytic and behaviorist
models respectively. The theories are similar in that both focus primarily on
 Theoretic Frameworks 7

processes within the patient, but they differ radically in how the patient is
conceptualized. As we shall see in Chapter 4, psychoanalysts tend to think of
the patient as reenacting a childhood scene with an authority figure, the
reaction of the patient depending on the nature of the earlier relationship.
The behaviorists, on the other hand, regard the patient as responding to
positive and/or negative reinforcements (reward and punishment), and
whether a patient responds anxiously or cooperatively depends on the sched-
ule of reinforcement operating in the dental situation. The application of
learning theory to the practice of dentistry will be described more fully in
Chapter 5.
More recently, a third theoretic perspective has emerged, influenced by
developments in social psychology. The dentist-patient interaction can be
regarded as an encounter that is subject to the same general principles
that govern all social episodes, implying that how the patient responds
will depend on how the various participants (e.g., dentist, patient, nurse,
receptionist) perceive and relate to one another. Research stemming from
this perspective is directed at the processes that occur among the various
persons in the system and at the social system itself, rather than merely at
the internal states of the patient and the dentist. The social psychology of
the dental surgery will be the subject matter of Chapter 6.
The divergence in theoretic views is not just an academic matter, as the
various theories carry quite different practical implications for the reduction
of anxiety and patient management in general. A psychoanalytic perspective
suggests that the patient's transference on the dentist should be resolved;
behaviorists have developed various methods, such as relaxation, implosion,
flooding, and systematic desensitization, which they claim can reduce anxi-
ety, including dental aversion; and social psychologists maintain that a good,
personal relationship between dentist and patient will reduce patient distress
and anxiety.
The practical consequences of the theories will be a recurring theme of this
book. In particular, the last two chapters, 7 and 8, address themselves expli-
citly to the question of what action is required in the surgery, training curri-
cula, and research sphere if this literature is taken seriously. A major orienta-
tion of this book is to integrate theory with practical considerations. Theories
that do not have reasonably obvious consequences tend to be oflittle interest
to practitioners and are often intrinsically suspect because they are difficult
to confirm or disconfirm. However, facts and figures that are not related to
each other in some systematic way have equally little utility-they merely
describe but do not explain the phenomena they represent. In this book, all
facts, that is, all research findings or observations, will be placed where possi-
ble into a theoretic context that logically connects them with other facts; and
all theories will be examined for their practical consequences in the day-to-
day management of a dental surgery. This is a good way to keep both facts
and theories honest: facts that do not fit easily into a theoretic system, and
8 l. Introduction and Overview: Issues and Concepts

theories that do not have readily observable implications in the real world,
often tend to be trivial, or at best interesting but not relevant to the purpose
in hand.
Finally, most psychologic theories have some wise things to say about how
people think, feel, and behave. Therefore, this book does not adopt a rigid
dogmatic position. Although it is written from the perspective of social
psychology, those concepts and practices coming from psychoanalysis or be-
haviorism that can be empirically supported have been described and com-
mended to the reader. Where this book is dogmatic is on its insistence that all
suppositions, speculations, hypotheses, and statements must be based on
reasonably hard data, on the results of properly conducted experiments, sur-
veys, and objective observations. This sometimes requires an excursion into
the methodology of the studies being reviewed, particulary those reporting
controversial results. Where a study has been poorly carried out, this will be
pointed out, so that the conclusions can be properly evaluated.
Chapter 2 describes in greater detail the main psychologic parameters of
the dental surgery as these have been listed in the literature. This will be
followed by a chapter on the psychology of pain tolerance as it affects the
dental situation. Next, there will be chapters dealing, respectively, with
psychoanalysis, learning theory, and social psychology, and the practical im-
plications of these theoretic frameworks on patient management. The last
two chapters will offer an integration of the various points of view, a sum-
mary of those findings that have adequate empiric support, and the implica-
tions that can be drawn for the practice of dentistry, the training of dentists,
and future research.
 2
The Psychologic Parameters of
Dentistry

The first step in any scientific endeavor is to identify and describe as accur-
ately as possible the fundamental characteristics of the topic under investiga-
tion. This chapter reviews the many surveys that have been conducted to
map the basic psychologic parameters of dentistry. The aim of these studies
is primarily to find out what is the case, without necessarily setting the data
within any particular theoretic framework. The surveys tend to fall into
three broad categories: a) surveys of patients' use of dental services, knowl-
edge of dental health, and their attitudes to dental treatment and oral
hygiene; b) surveys of patients' attitudes toward their dentists; and c) sur-
veys of the extent and degree of fear experienced by patients. Representa-
tive studies for each category will now be reviewed. The review has been
organized around the question of why dental services tend to be under-
utilized from the point of view of maintaining adequate oral health in the
community.

Use of Dental Services

About 90% of the population in western countries visit a dentist at least some
time in their lives. However, only relatively few people develop or maintain
regular dental habits. Kegeles (1974) has reviewed research indicating that
in the United States, only 46% of the population visit a dentist at least once a
year, and only 30% visit dentists routinely. Furthermore, the evidence shows
a strong relationship between socioeconomic status and frequency of visits.
Those who make fewer visits include underprivileged, nonwhite, older, and
rural dwelling individuals. The pattern in Britain is similar: Richards, Will-
cocks, Bulman, and Slack (1965) report that only about 30% of their sample
10 2. The Psychologic Parameters of Dentistry

had visited a dentist in the 12 months previous to the interview. In a sample

of 531 employees in two large London office buildings, Liddell and May
(1984) found that only 44% of the respondents said they had regular check-
ups, and 40% thought they needed some form of treatment. According to
Lindsay and Woolgrove (1982),40% of British adults avoid routine dentistry
unless they are in pain. In Australia, Martin (1965) wrote that " ... no one
can state precisely how many individuals or what percentage of the Austra-
lian population receives appropriate dental care, there seems to be adequate
grounds for believing that such care is restricted to a very small percentage of
the population, and that adequate dental care is certainly not enjoyed by all
of those who can afford it" (p. 9). More recently, Fanning and Leppard
(1973) have suggested that about 30% of the general population in Australia,
and about 45% of the university student population receive regular dental
treatment. Higher figures have been reported by Biro and Hewson (1976),
who conducted a survey in Melbourne and found that 66% of their sample
attended at least once a year. They also report that females attend more
frequently than males, and that attendance declines with age. However,
attendance patterns are beginning to change, at least with regard to children.
For instance Barnard (1976) in a survey of 1,895 Sydney children with a
mean age of 12.5 years, found that 75% had visited a dentist in the previous
12 months. The introduction of the School Dental Scheme in 1973 (see be-
low) has meant that progressively a greater proportion of Australian children
now routinely receive a dental examination (Carr, 1982).
Another way to gauge the use of dental services is to assess the dental
needs of selected populations. One of the most comprehensive surveys of this
kind used a 10% random sample of all U.S. Air Force personnel on active duty
in 1976 (Christen, Park, Graves, Young, and Rahe, 1979). The participants
numbered 5,805 and the examiners were instructed to record the current
dental needs of each patient. The results showed that each individual would
require, on the average, 8 hours and 48 minutes of chairside care. Each enter-
ing recruit would need, on the average, 10 hours and 23 minutes of dental
treatment. The clear implication is that these people could not have had a
history of regular attendance.
In a dental survey of 620 Soviet immigrants to the United States, Ferber
and Bedrick (1979) found that there was a need for extensive dental treat-
ment among this group, even though they were mostly urban in origin and
included many skilled persons and professionals. This study, too, implies a
lack of regular attendance in the past, and reiterates the point that there
exist large individual differences between groups with respect to attendance.
Thus a different picture emerges in Australia, where a School Dental
Scheme was commenced in July 1973. In the period up to June 30, 1981,
almost 2 million examinations of children aged 6 to 13 had taken place
(Carr, 1982). In effect, this group of patients has been required to participate
in what amounts to a compulsory program of dental examination. Using
criteria established by the World Health Organization, there has been a
 Use of Dental Services 11

marked improvement each year in the level of dental health in the children
examined, attributable in part to the work of the school dental service, to the
progressive introduction of fluoride to the water supply of Australian cities,
and to the growing use of toothpaste containing fluoride. Even so, in 1980,
34% of Australian primary school children had at least one carious perma-
nent tooth, whereas 52% were affected by caries of either the permanent or
deciduous dentitions. However, the implication is clear that regular atten-
dance together with exposure to fluoride has a marked effect on dental health,
particulary in young children.
Other surveys of dental health using the WHO method are now beginning
to appear in the literature. For instance, the Pacific islands have been studied
(Speake, 1980) as have a group of Australian Aborigines living in remote
Mornington Island (Yule, 1975). These studies all indicate that there is a
universal need for dental services, the degree varying with such factors as
naturally occurring fluoride in the diet of the Gilbert Islanders, or the low
consumption of refined sugar in Tonga, both places where there is a relative-
ly low incidence of dental caries.
An obvious side benefit of surveys into dental needs is to suggest hypotheses
about the etiology of caries, and to reveal correlations with incidence, such as
the availability of fluoride or the consumption of refined sugar.
The conflicting results of different attendance surveys are almost certainly
due to sampling error, such as using populations differing in age, when the
survey was conducted and where, differences in socioeconomic status, and
gender distribution. For instance, in a recent American survey, Chen and
Rubinson (1982) sent a questionnaire to a stratified sample of 1,000 families,
receiving a 71 % response. Their data show that about 70% of the subjects
who replied to the questionnaire had visited their dentist for preventive work
within the year before the survey was taken. The authors conclude that this
indicates that the preventive dental behavior of white American families has
improved. However, the results cannot be interpreted in that way because it
is quite likely that the 30% of subjects who did not reply to the questionnaire
may be the very persons who do not visit a dentist regularly. Further, better
designed research is needed to establish beyond doubt whether attendance
patterns in the United States are increasing.
Few of the studies show what dentists would regard as a satisfactory level
of attendance. This has prompted intense speculation about the reasons why
patients do not visit their dentists more frequently. However, in this regard it
is important to ask the right question. The question is not why people fail to
seek dental treatment, as the vast majority of the population will ultimately
go to a dentist if they are in pain. The real question is why people do not seek
preventive care-why people do not routinely visit their dentist on a regular
yearly or half-yearly basis. Formulating the problem in this manner suggests
that there may be forces operating that either predispose patients to seek
preventive care, or conversely, to avoid it. The forces are psychologic, be-
cause they consist of beliefs, attitudes, and values. Below is a partial list of
12 2. The Psychologic Parameters of Dentistry

psychologic variables that probably affect acceptance of preventive care. The

statements should be taken as hypotheses because the empirical evidence is
rather sketchy, and in some instances equivocal.
1. Belief in susceptibility to dental problems. People who believe they are sus-
ceptible are more likely to adopt preventive care than people who believe
they are immune.
2. Belief in the seriousness of dental disease. People who believe that dental
disease is serious, whether for clinical or for esthetic reasons, are more
likely to visit their dentist regularly, than people who regard dental prob-
lems as minimally or moderately serious.
3. Belief in the relative importance of dental problems. People who believe that
dental problems are important compared to other things that might befall
them, are more likely to become preventive patients.
4. Belief about the effectiveness of preventive care. People who believe that
preventive care works, are more likely to adopt it than those skeptical
about its benefits.
5. Perceptions of dentists. People who evaluate their dentist positively are
more likely to become regular patients than people who are dissatisfied
with their dentist, for whatever reason.
6. Anxiety andfear of pain. Highly anxious persons tend to refrain from visit-
ing dentists. However, studies indicate that only between 10% and 20%
of the population are unable to tolerate the pain and anxiety associated
with dental treatment (Agras, Sylvester, and Oliveau, 1969; Fanning and
Leppard, 1973; Kegeles, 1974). Consequently, dental fear by itself
cannot account for low attendance rates.
7. Perceived cost. People who believe that dentistry costs too much, or is a
luxury, are less likely to obtain regular care than persons who regard
dental treatment as a necessity.
8. General preventive orientation. Persons who have a preventive orientation
toward general health matters are also likely to have a preventive attitude
to dental hygiene; conversely, an absence of a general preventive health
orientation may be reflected in fewer dental visits.
9. Social modeling. Important and significant figures in a person's life tend to
be imitated and/or exert their influence on the individual. For example,
mothers who obtain preventive care for themselves are also likely to
obtain preventive care for their children.

The Evidence

The literature contains many surveys that touch on the issues listed. The
main results will now be presented in summary and related to these ques-
tions. The scattered and unconnected data become comprehensible when
 The Evidence 13

they are interpreted against the criterion of whether a particular pattern is

psychologically consistent or inconsistent with regular attendance.

Knowledge About Dental Hygiene

Several surveys of dental knowledge have been conducted, some based on
fairly large samples. The results consistently indicate that the lay public is
generally quite ignorant about dental hygiene. For example, in a New Zea-
land study based on 100 households, Bishop, Flett, and Beck (1975) found
that half the sample thought that pregnancy increased dental decay, 75% did
not know what plaque was, there was little knowledge about gum disease;
many subjects thought that people are born either with good or bad teeth,
and that oral hygiene had little effect on dental health. Similarly, Linn (1974)
interviewed 105 patients in San Francisco and found general ignorance about
plaque, flossing, and disclosing tablets. Seventy-three percent of the subjects
did not know what the term "periodontal disease" meant, a word often used
in dental educational material. In a survey of 2,530 American teenagers,
Linn (1976) found that only 25% knew that periodontal disease was a disease
of the gingiva; only a third connected sweet foods with tooth decay; and only
six respondents knew about plaque. Brushing was the major oral health
practice, but it was rarely checked with disclosing tablets, flossing was rarely
done, and curtailment of sweet foods or drinks as an oral health measure was
also rare. In an early study, Fadden (1953) found that 54% of his sample of
706 children, had not been shown how to brush their teeth by their dentists.
Dennison, Lucye, and Suomi (1974) have described a procedure for
teaching dental hygiene that appears to be effective. The program took 10
hours to conduct, and contained three elements: teaching skills, providing
information, and motivating the patients to use these skills and information.
A control group received only about two hours of less concentrated dental
health instruction. All participants were examined on a subsequent occasion
to gauge the success of the instructional programs. Significant reductions in
plaque and gingivitis occurred in both groups, but there was much greater
improvement in the experimental group. This study indicates that under
appropriate conditions dental health can be taught. However, many dentists
might find it impractical to devote 10 hours to the teaching of dental hygiene.
According to Chambers (1977), for most dentists the preventive component
in their practice means providing a brief chairside explanation of plaque and
its removal, with perhaps a demonstration or two. The evidence is over-
whelming that this may be insufficient to change the behavior of most
patients. This is unfortunate because there is no doubt that preventive
measures work. For instance, in a Scottish study based on 161 children
participating in a four-year preventive program, Donaldson et al. (1986)
found that the treatment greatly reduced the incidence of caries. The pre-
ventive package consisted of personal health education, oral fluoride sup-
14 2. The Psychologic Parameters of Dentistry

plements, regular application of acid phosphate fluoride gel, and pit and
fissure sealing.

Patients' Assessment of Their Dental Condition

Most surveys indicate that patients tend to overestimate the health of their
teeth and gums (Bishop, Flett, and Beck, 1975; Richards, Willcocks, Bul-
man, and Slack, 1965). Ignorance about dental hygiene, in combination with
an inflated estimate of the oral condition, can act as a deterrent to seeking
treatment ..

Attitude Toward Health

One approach used to explain preventive health behavior has been through
the Health Belief Model (for a review see Weisenberg, Kegeles, and Lund,
1980). The model is based on the principle that people will be predisposed
or ready to take preventive action if they believe that: a) they are susceptible
to the disease; b) that the disease would have serious consequences; c) that
by taking action the disease could be prevented or made less serious if
contracted; and d) taking action would not be worse than contracting the
disease itself. The idea that the health beliefs of a person might affect and
predict their health behavior has generated a good deal of research in various
related fields, including the predisposition to seek out dental care. The evi-
dence, as reviewed by Weisenberg et al. (1980) is mixed, with some studies
supporting the model and others not. The following study is an example of
a report that did find some evidence in support of the model.
Gochman (1972) measured perceived vulnerability to health problems and
perceived benefits of health care in a survey of 774 school children in the
United States. Vulnerability was assessed through asking the children
whether they expected during the next year to get the flu, a rash, fever, have
a tooth pulled, toothache, bleeding gums, and so forth. A seven-point scale,
ranging from "no chance" to "certain" was used to score the responses. Per-
ceived benefits were measured by asking the children to complete the sen-
tence "I go to the dentist because ... ," and through items touching on
appearance and health (e.g., "I don't want my teeth to look crooked"; "I
don't want to have toothaches"). The children were also asked about their
intentions to take health action, through the question, "What chance is there
of your going to the dentist during this next year?," again using a seven-point
scale. The rather complex results showed that perceived vulnerability and
health benefits were positively related to the intention to visit the dentist.
The investigator did not, however, directly confirm the findings regarding
intentions against actual attendance in a dental surgery at a later date. This
is a shortcoming of the study because a great deal of research in general
attitude psychology indicates that what people say they intend to do, does
not necessarily correspond with their actual subsequent behavior (Liska,
 The Evidence 15

1974; Wicker, 1969). Nevertheless, the study does have obvious implications
for health education in indicating that perceived vulnerability in particular,
increases motivation to obtain dental care.
A more recent study partially overcomes some of the problems of the
Gochman (1972) report by using a prospective design and a behavioral de-
pendent variable. Weisenberg, Kegeles, and Lund (1980) gave 11- to 13-year-
old children a questionnaire measuring perceived susceptibility (e.g., "What
chance is there of you getting a toothache during this year?"); perceived
seriousness (e.g., "Compared to breaking an arm, how bad would it be to get
a lot of cavities?"); and perceived effectiveness of preventive dental proce-
dures. The children were then introduced to a topical fluoride program and
invited to participate in it. Compliance in the program was related to health
beliefs. The results showed that only beliefs about susceptibility affected
program enrollment. However, the results were contrary to the Health Belief
Model. Thus a larger proportion of children with low perceived susceptibility
volunteered for the program than those with high susceptibility. Similarly,
once they had enrolled, low susceptibility children were more likely to stay in
the program than children with high perceived susceptibility.
In evaluating these results it should be noted that the findings are unusual,
although not unique (e.g., Bailey et aI., 1981). However, on balance there are
probably more reports that support than refute the Health Belief Model.
Most of the studies that are consistent with the model were done with adults
(although Gochman, 1972, used children) and it is possible that the theory
may be more applicable to older persons than children, as it depends on the
ability to make a logical connection between an antecedent and a subsequent
event. As with other topics discussed in this chapter, more research is needed
before the model can be discarded. In the meantime, its intuitive face validity
suggests that it cannot be ignored as a principle when designing dental
education programs, particularly as there is a good deal of evidence in social
psychology that under appropriate conditions beliefs have a decided in-
fluence on action (Fishbein, 1967).
Rutzen (1973) found no differences between a group of252 orthodontically
treated persons, and a comparable group of 67 untreated individuals with
malocclusions, on measures of self-esteem, courtship success, and anxiety.
The only difference was on a test of self-perception, the treated group regard-
ing their appearance as more attractive than the untreated group. However,
this difference was not reflected in how the two groups of subjects felt about
themselves. A possible interpretation is that people do not care as much
about malocclusions as dentists imagine they do. The implication is that
orthodontic treatment needs to be supplemented with explicit advice about
the positive consequences of having better teeth.
With more severe deformities, the evidence suggests that restorative oral
surgery can have a beneficial influence on the general well-being and mental
health of patients. Marano (1977) has described the case of a young man who
suffered from maxillofacial deformity due to an abscessed mandibular right
16 2. The Psychologic Parameters of Dentistry

molar. The patient was severely depressed and had been referred to the den-
tist by a psychiatrist following an attempt to commit suicide. After success-
ful treatment, the patient's self-image and outlook on life improved and he
became confident, self-assured and affable, saying in an interview that
" ... after 22 years, I now really know that I'm not funny-looking. It is kind
oflike having a new life and going into it with a new face." (Marano, 1977,
p. 707). There is other evidence that individuals with jaw deformities are
sensitive about their appearance, and such persons would certainly benefit
from restorative surgery. However, the extent to which such patients are
aware that they can be helped, is not clear from the literature. For instance,
Marano's patient did not seek out treatment for his deformity but only
underwent surgery because he was referred to the dentist by a psychiatrist.

Perceived Cost
In a Melbourne survey based on 541 respondents, Biro and Hewson (1976)
asked if expense limited visits and treatment; 81 % of the respondents said
"No." However, when the answers were related to the actual frequency of
visits, the data showed that those subjects reporting a lower frequency of
visits were also more likely to answer "Yes," suggesting that cost does act as
a deterrent. This conclusion is consistent with the outcome of other studies
(reviewed in Biro and Hewson, 1976) in which lack of money is frequently
given as a reason for not having visited the dentist during the preceding 12
months.
In an American study based on 838 respondents, Jenny, Frazier, Bagra-
mian, and Proshek (1973) found that the primary reason for considering a
change to another dentist was the feeling that their dentist charged too much.
In another study done in the United States by Collett (1969), the chief com-
plaint was that fees were too high. Things have not changed in the intervening
years. According to Grembowski and Conrad (1986), for many Americans
the cost of dental services is still a barrier to receiving regular dental care and
maintaining proper oral health. Clearly, financial considerations affect
attendance rates, particularly among the less affluent.
Traditionally, dental care has been financed through fee-for-service
charges to patients. However, the past 15 years have seen the emergence of
alternate arrangements, such as taking out dental insurance or participating
in various prepaid plans. Strevel (1982) has estimated that whereas in 1962
only 1 million Americans were covered by some form of dental insurance, by
1980 the figure had risen to 80 million. One reason for this increase has been
that employers often subsidize such plans for their employees, either volun-
tarily or as a result of industrial action. If the trend to insure continues and
spreads, financial considerations may become less important as a factor in
nonattendance, except in the case of obviously disadvantaged groups in
society.
 The Evidence 17

Socioeconomic Status (SES)

The bulk of the literature indicates that higher SES individuals tend to enjoy
better oral health than lower SES persons (De la Rosa, 1978; Richards, Will-
cocks, Bulman, and Slack, 1965), and avail themselves more of dental serv-
ices (Frazier, Jenny, and Bagramian, 1974; Kegeles, 1974; see also the re-
view of the relevant literature in Biro and Hewson, 1976; Blaikie, 1979;
Chambers, 1977; and Garcia and Juarez, 1978). For instance, Barnard
(1976) found that lower SES children had a significantly longer average
elapsed time since their last visit to a dentist than high SES children, and the
low SES patients attended less frequently for orthodontic and preventive
procedures and had more extractions than their high SES counterparts.
However, Rutzen (1973) found no difference in SES between a group of
252 orthodontically treated persons, and a group of 67 untreated persons
with malocclusions.
Jenny, Frazier, Bagramian, and Proshek (1973) found that lower SES pa-
tients showed greater fear of dental treatment, expressed more dissatisfaction
with the personal characteristics of the dentist, and thought the dentist to be
less competent, than higher SES patients. However, Wright, Alpern, and
Leake (1973a) found no relationship between SES and cooperative behavior
in child patients.
Although not directly a function ofSES, King and Tucker (1973) found a
significantly higher incidence of attrition among alcoholics than nonalcoho-
lics, based on a sample of 347 male subjects in each condition.
Ethnic factors also affect attendance, utilization, and type of service re-
ceived, probably because ethnicity and poverty are often interrelated, parti-
cularly among minority groups. For instance, in a comparison of Mexican-
Americans (Chicanos) and Anglo-Americans (Anglos) in Arizona, Garcia
and Juarez (1978) found that Chicanos visited the dentist less frequently
than Anglos, had twice as many extractions as the Anglos, and significantly
fewer orthodontic and preventive consultations. Lawson (1980) found that
white American children were more than three times as likely to have had a
routine examination than children from other racial groups. White adults had
less extractions than adults in other racial groups. These latter data are re-
markably similar to the trend found in Australia by Barnard (1976) that type
of service tends to vary with the SES of the patient. Linn (1976) reported a
similar trend in a survey of 2,530 white American teenagers.
The bulk of the evidence supports the conclusion that oral health and
attendance are positively related to the socioeconomic status of the patient.
Level of education (Lawson, 1980) seems to be the major contributing factor.
The relationship between oral health and SES can be put into the context
ofa positive association between general and not just dental health and social
class. For instance, in Britain occupational class (whether of self, father, or
husband) has repeatedly been shown to be associated with a diverse collec-
 18 2. The Psychologic Parameters of Dentistry

tion of health measures, including death from all causes, physical and mental
illness, height, weight for height, birth weight, blood pressure, dental condi-
tion, ability to conceive, and self-perceived health (MacIntyre, 1986). Like-
wise, Lundberg (1986) found clear class gradients in health in both Britain
and Sweden. However, the health gradient was steeper in Britain than in
Sweden, reflecting the greater stratification of British society, indirectly
providing further evidence for the existence of class inequalities in health.

Attitude Toward Dentists

In an early study, Fadden (1953) questioned 706 elementary school children
about their likes and dislikes in the dental domain. The major preferences
included the availability of a signal to stop the dentist, and the dentist ex-
plaining the function of the instruments and how they were going to be used.
The number of children who preferred to be alone with the dentist, was
about the same as the proportion who wanted to have their mother or father
in the operating room, and the number who liked to go to the dentist was
about the same as the number of children who disliked the visit.
In a Dutch study based on 513 randomly selected persons from one of the
districts in Amsterdam, (Van Groenestijn et aI., 1980a, b), respondents were
asked to list the three most important characteristics of an "ideal" dentist.
Professional skill, reassurance and the ability to put the patient at ease, and
friendliness were the three attributes of the ideal dentist mentioned most
frequently. However, there were social class differences: lower SES respon-
dents valued reassurance and friendliness more, whereas higher SES respon-
dents regarded professional skill and explanation and information giving as
more important. The subjects were also given a questionnaire containing 22
statements about dentists and dentistry. In general, the respondents did not
perceive dentists as caring, helping people, instead regarding them as remote
and primarily interested in money. Nevertheless, most subjects had confi-
dence in their dentists' capacity to deal with their problems. The special
contribution of this study is to reveal that a discrepancy exists between how
people expect dentists to behave (the ideal dentist) and how they actually
perceive the behavior of dentists. This discrepancy relates to the social rather
than the technical skills of dentists and could be reduced by practitioners
developing a more personal, caring style in relating to their patients.
Studies have also been conducted regarding the characteristics of the
"ideal" patient from the dentists' point of view. O'Shea, Corah, and Ayer
(1983) asked 628 general practitioners to list the characteristics of the "good
dental patient." The most often mentioned were concern about oral health,
respect for the dentist's opinion, and being on time for appointments. In
other words, the dentists valued dental sophistication and compliance in
their clients. Thus, the good patient is the manageable one. This study again
points to the problem already discussed, namely that persuading patients to
become more manageable requires interpersonal as well as surgical skills.
 The Evidence 19

~imply deploring the lack of cooperativeness in patients will not make them
"better" ones.
In an American study (Rankin and Harris, 1985), 258 dental patients were
asked to rate eight aspects of dental treatment. Patients liked having the
dentist explain the treatment fully, explain the use of the equipment, explain
how to act, and be truthful about the amount of discomfort to expect.
Patients disliked having a dentist start treatment without explanations, tell
them that a procedure that is actually painful will not hurt, scold them for
poor oral hygiene, and fail to comment on their cooperativeness. Patients
also reported that their present dentists' procedures were significantly more
in tune with their preferences than were the behaviors of their previous
dentist, thus establishing a link between the attitudes of the patients and
their willingness to accept dental treatment. The finding that a majority
of the patients preferred their dentists to be informative and truthful, is con-
sistent with the results of other studies, and is incidentally one aspect of
patient management that is relatively easy to introduce into the surgery be-
cause it is entirely under the control of the dentist.
Biro and Hewson (1976) in a Melbourne study based on 541 respondents
found that in general patients had high confidence in their dentists. How-
ever, regular attendance and favorable attitudes toward the dentist were re-
lated. Of those who admired their dentist, 82% attended at least once a year,
as did 78% of those with high confidence in their dentist, and 77% of those
who thought their dentist was interested in them. By contrast, only 24% of
those who had no confidence in their dentist, and only 30% of those who
regarded their dentist as being rude, attended at least once a year.
In an American study based on 487 subjects, Kleinknecht, Klepac, and
Alexander (1973) found that patients who reacted adversely to dental work,
often attributed such reactions to a personal dislike of their dentist. Subjects
who had positive conceptions about dentistry, most frequently cited personal
liking for their dentists as a contributing reason. The evidence clearly in-
dicates that the personal attributes of the dentist affect patient attendance.
In a recent review of the relevant literature, Estabrook, Zapka, and Lubin
(1980) concluded that visits and compliance with clinical advice are closely
related to the perceptions of the practitioner and the delivery system.
Practitioners differ on how they should dress in the surgery. Some believe
that they will make their patients feel more at ease if they are informally
attired. Others consider that they will make a better impression by present-
ing a professional appearance, and accordingly dress in a clinical uniform.
Cohen (1973) conducted an experiment to test these hypotheses. He pre-
sented 300 children with sets of three photographs. One was of a man in a
jacket, shirt, and tie; one of a man in a shirt and tie only; and one of a man in
the conventional white clinic smock. Equal numbers of boys and girls partici-
pated in the study. Half of the children were asked: "How would you like
your dentist to look? Choose one [picture]." The rest of the children were
asked: "Whom do you want to take care of your teeth? Choose one." The
20 2. The Psychologic Parameters of Dentistry

results showed no significant differences in the preferences of the children

for any of the dress styles. Cohen concluded that the dress of the dentist
probably has more effect on the dentist than on the child patient.

Patient Satisfaction
Weinstein, Smith, and Bartlett (1971), in an American study based on 1,048
patients, found that in the main patients were satisfied with the treatment
they received. Patient dissatisfaction was positively correlated with dental
anxiety and discontinuation of treatment. In another American study,jenny,
Frazier, Bagramian, and Proshek (1973) surveyed the parents of 838 fourth-
grade children. Ninety-one percent of the parents thought their current
dentist was good, and 80% had not considered changing to another dentist.
Professional competence was the most frequently cited reason (52%) for
satisfaction, followed by the dentist's ability to relate to children (37%),
and the personal characteristics of the dentist (34%). Only 2% of the
parents listed preventive procedures employed by the dentist as a source
of satisfaction. Dissatisfaction was related mainly to feelings that the den-
tist charged too much, and doubts about the dentist's professional com-
petence. There was also a tendency for lower SES patients to be less
satisfied generally than higher SES patients. This study suggests that the
public is insufficiently informed, or skeptical about the benefits of preven-
tive dentistry.

Attitudes of Dentists
Martin (1970) sent a questionnaire to 310 randomly selected dentists in New
South Wales, Australia. The final data are based on 182 usable question-
naires, or 59% of the sample. The main results, in summary, are as follows.
A majority of the dentists think that the public have a high opinion of their
profession; 85% consider dentistry to be emotionally exhausting but never-
theless, most enjoy their work, particulary procedures that show immediate
results. Only 8% listed preventive dentistry as the aspect of their work they
most enjoyed. Included among the items some dentists dislike, was treating
children, dealing with nervous adults, and patients neglecting their teeth.
Mechanical skills and technical competence were valued over sensitivity to
people and powers of persuasion. Asked about the adequacy of their training,
93% stated that they were inadequately trained in managing their practices;
58% and 52% respectively said that their training in handling children and
adults was inadequate. The areas that they felt they were adequately trained
in were prosthetic dentistry (89%), oral surgery (66%), and preventive den-
tistry (66%). Blandford and Dane (1981) asked 33 dentists to list the prob-
lems they faced. The respondents described 324 individual problems.
About a third involved the human relations aspect of dental practice, 40%
concerned the management of the administrative and operational side of
 The Evidence 21

the practice, and only a fourth of the problems were concerned with tech-
nical or clinical difficulties.
In an American study, Corah, O'Shea, and Ayer (1985) administered a
questionnaire to 746 dentists regarding how they managed their anxious
patients. Seventy-five percent of the dentists agreed that "patient anxiety is
the greatest barrier to people getting adequate dental care," and 78% agreed
that "alleviating a patient's anxiety is the most important factor in the
patient's satisfaction with a dentist." When asked if they treated anxious
patients any differently from those not perceived as anxious, 83% said yes.
When asked how, a variety of methods were mentioned including sedation.
However, by far the most frequently used technique was talking to the
patients, and most of the dentists believed that talking to anxious patients
was worthwhile. But when asked how they had learned what to say to anxious
clients, 74% said by trial and error, and only 23% from a course in a dental
school. Finally, 80% of the dentists admitted that they themselves became
anxious when working with anxious patients. This study further confirms that
placing a grea ter em ph as is on formal behavioral managemen t training in den tal
schools and/or continuing education courses would be desirable, and would be
regarded as such by the dentists themselves.
In a survey of 105 American dentists, Weinstein, Milgrom, Ratener, Read,
and Morrison (1978) found that most of the respondents saw their patients as
cooperative but perceived some difficulty in getting patients to accept and
pay for optimal treatment, and to perform adequate home care or follow
recommendations about dental hygiene. These data indicate that dentists
seem to be aware that they are not performing effectively as health educators,
independent evidence of which was presented earlier in this chapter. The
study also presents some evidence that dentists tend to provide a higher level
of service to those patients whom they see as appreciating dental care than to
patients perceived as not being appreciative.
In an interesting longitudinal study of dentists' attitudes toward their pro-
fession, Eli (1984) followed 40 dental students in Jerusalem from the time
they were admitted to their course, through their period of study, to eight
years after graduation. Subjects were given a questionnaire prior to admis-
sion, at the end of years 4, 5, and 6 of their course, and again eight years
later. The results are rather complex, but of relevance to the discussion in
this section is the finding that when asked what rewards they could expect
from their chosen profession, "interest in work" and "high income" were
rated above "opportunity to help others." In other words, personal satisfac-
tion was seen as more achievable (and perhaps also valued more) than
interpersonal rewards.
The general picture that emerges suggests that most dentists are quite
confident about the technical aspects of dentistry but that many experience
stress in regard to the interpersonal side of their profession. Specifically, they
feel inadequate about managing their patients and their practice. This is not
altogether surprising because their training emphasizes technical compe-
22 2. The Psychologic Parameters of Dentistry

tence and tends to give little weight to teaching interpersonal skills (Deneen,
Reid, and Smith, 1973) or business management. A survey of 1,880 Amer-
ican dentists by Collett (1969) found similar results. Most dentists were
satisfied with their profession but about half of the respondents had lost
patients due to poor interpersonal relations.
Surveys of dentists are useful in providing information regarding the rele-
vance and possible shortcomings of training curricula. They also confirm the
perceptions of many patients that their dentists are cold and impersonal
(e.g., Collett, 1969; Kleinknecht, Klepac, and Alexander, 1973). Finally, the
Martin (1970) report in particular suggests that the dentists themselves may
be contributing to lower attendance rates by implicitly denigrating the prac-
tice of preventive dentistry.
Included in a survey of 176 Australian dentists by Gaffney, Foenander,
Reade, and Burrows (1981), there was a question asking if they were anxious
while undergoing dental treatment. Fifty-eight percent replied in the affirma-
tive, indicating that dental practitioners consider treatment to be as anxiety
provoking as does the general public. These data can be taken to imply that
dentists probably experience some stress while carrying out their procedures;
not only can dentists directly observe the tension in their clients, but many
are obviously also empathizing with the anxiety of their patients.
In a British study, Freeman (1985) administered a variety of psychologic
tests to 99 clinical dental students and found them to be more anxious than
the general population.
In an American study by Johnson, Pinkham, and Kerber (1979), dentists
with varying degrees of experience were shown 15 slides comprising a range
of potentially stressing pedodontic situations. Stress was measured by meanS
of a voice analysis reflecting the degree of suppression of the micromuscle
tremor. The results showed that higher levels of dental experience and
education do not reduce the amount of stress experienced when confronted
with difficult periododontic situations. This finding is interesting in that it
suggests that dentists do not necessarily habituate to the less pleasant
aspects of their profession.
There is some independent evidence that dentistry is a relatively stressful
occupation. Cutright, Carpenter, Tsaknis, and Lyon (1977) measured the
blood pressures of856 American dentists, finding higher average systolic and
diastolic pressures than in the general population. On the other hand, a
detailed and exhaustive study of the mortality of dentists in the United
States (Bureau of Economic Research and Statistics, 1975) found that for all
causes of death, mean age at death was not higher for dentists than for the
white male population. Further research is needed to establish the relative
stressfulness of dentistry as an occupation.
In a recent British study (Cooper, Watts, and Kelly, 1987), a random sam-
ple of 484 general dental practitioners responded to a questionnaire measur-
ing job satisfaction, mental health and well-being, and work-related stressors.
About a third of the sample expressed dissatisfaction with their job, which
 Women in Dentistry 23

according to the authors is two or three times the rate that would normally be
expected in an equivalent white collar professional group. The main stressors
were time and scheduling problems, and difficult patients (see also the dis-
cussion on page 151). On the mental health measure, the dentists scored
significantly lower (i.e., showed greater ill-health) than a normative popula-
tion of randomly selected general medical practitioners. There were also sex
differences, with the male dentists showing lower psychologic well-being than
the females. These data are suggestive but until they can be placed into the
context of a systematic comparative analysis of stressful occupations (e.g.,
teachers, air traffic controllers, police officers), it is difficult to draw any solid
conclusions. Nevertheless, to the extent that certain aspects of practicing
dentistry are stressful, some stress management training for the profession,
either in the dental curriculum, and/or as part of a continuing education
program, would certainly not go amiss.

Women in Dentistry

Three questions arise in connection with the status of women in dentistry:

how patients regard women dentists, how male dentists regard female col-
leagues, and how female dentists regard themselves. There is some evidence
on each of these issues.
White, Betz, and Beck (1982) surveyed 95 male and 93 female patients.
Half of the subjects were asked to describe the personality characteristics of
female dentists, and the other half described the personality characteristics of
male dentists. This was done by presenting subjects with 20 masculine and
19 feminine characteristics (as established in previous research by Bern,
1974). Subjects were asked to rate the traits on the extent to which these
characterized either male or female dentists.
The results showed that female dentists were perceived as possessing sig-
nificantly higher levels of some of the traditional feminine qualities such as
being more cheerful, affectionate, understanding, compassionate and tender,
than male dentists. Female dentists were also perceived as more likely to be
interrupted by family responsibilities. However, the important finding was
that female dentists were not described as less competent than male dentists.
There were no major differences due to the sex of the respondent. Both male
and female subjects described female dentists as equally self-reliant, compe-
tent, and forceful in comparison to male practitioners. Thus, females were
perceived as retaining their feminine qualities while at the same time possess-
ing the competence that is required to be an effective dentist. It should be
noted that the respondents to this survey were relatively well educated, and
further research is needed to establish the generality of these findings.
Quinn (1977) sent a questionnaire to 300 male general practitioners in
New Jersey, receiving 154 replies. The topic of the survey was whether the
respondents would employ female dentists and under what conditions. The
24 2. The Psychologic Parameters of Dentistry

results showed that most respondents did not consider the gender of an appli-
cant to be important for the employment of an associate; that they would pay
a female at the same rate as a male; that both males and females would be
similarly restricted in the services they would be allowed to offer, the deciding
factor being experience; and that competence rather than the gender of the
applicant was the main consideration. The results of this study, although
encouraging, should be treated with caution for two reasons: the 49% of the
dentists who did not return the questionnaire may have declined to respond
because of an anti-feminine bias they did not wish to disclose; and it is a
well-established fact in attitude measurement that subjects tend to give
answers that are socially desirable but that may bear no relation to how these
individuals will actually behave in specific instances (Bochner, 1980). In
other words, even though these dentists said that they would employ women
graduates as associates, there is no guarantee that they would do so when the
occasion arose. The only way to answer that particular question is to do a
survey of actual employment practices, to ask male dentists how many
women graduates they are currently employing, not how many they would
employ ifthey had a vacancy.
McCreary and Gershen (1978) asked 82 male and 23 female first-year
dental students in Los Angeles to rate themselves on 10 personality traits.
On only two of the traits were there any significant differences: males de-
scribed themselves as more masculine and orderly than females. Women did
not regard themselves as any different to their male counterparts on any of
the 10 traits. This study is marred by the relatively small number of women
subjects included in the study. Nevertheless, the results support the general
trend in the literature that sex bias is not a major problem in dentistry, in
that neither patients nor members of the profession appear to hold strong
sex-role stereotypes about either male or female dentists. However, further
research is needed to establish the generality of this conclusion, particularly
with less well-educated patients and in cultures other than the United States,
where affirmative action programs over the past decade have had an impact
on both public opinion and behavior.

Dentistry and Consumer Affairs

Diagnostic x-rays are a source of potentially harmful radiation. Unnecessary

exposure can be minimized by providing patients with lead shielding aprons
during x-ray examination, and most pertinent professional organizations rec-
ommend that patients should be shielded. Despite this, many dental x-rays
are administered without such shielding. This prompted a Public Interest
Research Group in the United States (Greene and Neistat, 1983) to conduct
a study that had the dual aim of assessing the extent to which lead aprons
were being provided by local dentists, and to then encourage greater use of
protective shielding by the profession.
All 16 dental surgeries in two small towns were surveyed. This was done
 Previous Experience 25

unobtrusively-the dentists did not know that they were participating in a

survey. Several times each week an observer would go to the parking lots of
each surgery and record the license numbers of all the cars there. The owners
of the vehicles were subsequently identified from the Office of Vehicle Reg-
istration Records, and contacted by phone. (The procedure used in this
study raises obvious ethical considerations. However, these are outside the
scope of the present review. A discussion of these issues can be found in
Bochner, 1980). The subjects were told that the Institute was doing a survey
of citizens regarding their experiences and satisfaction with dental services. A
number of questions were asked, which enabled the interviewer to ascertain
whether the person had gone to the dental surgery on the date the license
number had been recorded. Subjects were also asked if they had been x-
rayed, and if so, whether a lead apron had been provided. This procedure
yielded 841 usable responses.
After 14 weeks, dental surgeries in which lead aprons were provided to less
than 75% of the patients, received what the authors call "a specially designed
feedback package" containing: I} a cover letter explaining that a survey into
the provision of lead shielding was under way; 2} a statement about the
danger of low-level radiation exposure; 3} results listing the percentage of
patients who received lead aprons at that particular surgery; and 4} a "re-
spectful request" to provide maximum protection for patients, and a state-
ment that the surveys would continue.
The results showed that the provision oflead aprons increased dramatical-
ly after the intervention, in one case from 8% to 100%, and several of the
surgeries maintained 100% usage for the duration of the survey (60 weeks).
As consumer action groups grow in numbers and influence, dentists, other
professionals, and providers of goods and services in general will have to get
used to the idea of coming under such scrutiny. For a variety of reasons, both
self-regulation by the professions and government controls may fail in
providing adequate protection to consumers. This unsatisfactory state of
affairs has led to an alliance between applied behavioral analysis and con-
sumer advocacy that in the past had been confined to the commercial and
bureaucratic domains, but is now beginning to spread into the provision of
medical, dental, psychiatric, and other health care areas.

Previous Experience

In a study of 774 American school children, Gochman (1972) found that

children whose last visit was traumatic, had a lower intention of making a
dental visit in the foreseeable future, than children whose previous encounter
was not traumatic. In another American study based on 487 subjects,
Kleinknecht, Klepac, and Alexander (1973) found that 13% of their sample
attributed present adverse reactions to previous painful dental work. Lautch
(1971) compared 34 phobic with 34 control patients, finding that all of the
phobic individuals, but only 10 of the controls reported suffering afleast one
26 2. The Psychologic Parameters of Dentistry

traumatic dental experience during childhood. In a study based on 225

American undergraduates, Bernstein, Kleinknecht and Alexander (1979)
found that high-fear subjects had more painful early dental experiences than
low-fear respondents, although the absolute level of reported traumatic inci-
dents was not very great. Thus, 22% of the high-fear respondents attributed
current anxiety to a specific negative incident in their childhood, but only
6% of the low-fear subjects recalled such an event. However, Pillard and
Fisher (1970) interviewed anxious patients who reported having had no
more than the usual amount of pain inflicted on them in the past. And
Shoben and Borland (1954) in a study of 15 fearful and 15 nonfearful
dental patients, found no significant differences in the incidence of early
traumatic dental experiences, although there was a nonsignificant trend in
the direction of greater incidence in the phobic group. The evidence about
the effect of past experience is equivocal and further research is needed before
any firm conclusions can be drawn.

Fear of Dentists

Virtually everyone agrees that dental treatment is an anxiety-arousing situa-

tion (Ackerman and Endler, 1985). Dental fear has been the subject of many
surveys. Several distinct issues have been investigated, among them the
question of whether there are sex differences, what is the percentage of pho-
bic patients, and what particular aspects of dentistry are fear arousing.

Gender Differences
Several studies have reported gender differences in dental apprehensiveness,
the incidence being higher among females than males (Agras, Sylvester, and
Oliveau, 1969; Biro and Hewson, 1976; Corah, Gale, and Illig, 1978; Fan-
ning and Leppard, 1973; Kleinknecht, Klepac, and Alexander, 1973; Lamb
and Plant, 1972; Martin, 1965; Wardle, 1982, 1984). Martin has attributed
the higher incidence of female fear to an unconscious association between
oral and vaginal penetration. However, a more likely explanation is that in
western culture, males are expected to be stoic and in particular not admit
their fears. Females, on the other hand, are allowed to acknowledge and
express their feelings, including fear. The obtained sex differences in dental
apprehensiveness may simply reflect culturally determined differences be-
tween males and females in the expression of emotion.

Incidence of Dental Phobia

Estimates of the incidence of dental phobia vary from 6% (Kleinknecht,
Klepac, and Alexander, 1973), to 10% (Kegeles, 1974), to 20% of the general
population (Agras, Sylvester, and Oliveau, 1969). In a survey of general
 Fear of Dentists 27

practitioners in Washington State, Weinstein, Getz, Ratener, and Domotc

(1982a) found that 6.5% of aU children were perceived as problematical.
Some of the differences in the estimates are probably due to the way in which
dental phobia is defined. Most writers identify the same two attributes, a
feeling of extreme terror and the behavioral response of avoiding dental treat-
ment. However, there is a great deal of variability in the way in which both
fear and avoidance are measured and indexed.
The measures range from the use of projective tests to the monitoring of
biochemical and physiologic functions before and during treatment. Venham
and his associates (Venham, 1979; Venham, Bengston, and Cipes, 1977)
have developed a projective test of dental anxiety for use with children that
consists of eight pairs of pictures. Each shows two boys, one happy or re-
laxed, the other unhappy, crying, frowning, or tense. The subject is asked to
choose the little boy in each picture who feels most like he does, and the score
represents the number of times the more anxious member of each pair is
chosen. Presumably a similar series of items can be constructed for girls.
Venham claims that the method has utility in assessing dental fear in chil-
dren.
An instrument that is widely used is the Corah Dental Anxiety Scale
(Corah, 1969), originally published in 1969, and in a more recent evaluation
described as " ... a reliable, valid, and useful measure of dental anxiety"
(Corah, Gale, and Illig, 1978, p. 819). In a Dutch evaluation study (Makkes,
Schuurs, van Velzen, Duivenvoorden, and Verhage, 1986), the scale was ad-
ministered to 60 persons suffering from extreme dental anxiety, and also to
a control group of 60 persons matched on age and sex, who were free from
anxiety. There were significant and substantial differences in the expected
direction between the mean scores of the two groups, thereby providing evi-
dence for the validity of the Corah scale. It consists of four items: 1) If you
had to go to the dentist tomorrow, how would you feel about it? 2) When you
are waiting in the dentist's office for your turn in the chair, how do you feel?
3) When you are in the dentist's chair waiting while he gets his drill ready to
begin working on your teeth, how do you feel? 4) You are in the dentist's
chair to have your teeth cleaned. While you are waiting and the dentist is
getting out the instruments that he will use to scrape your teeth around the
gums, how do you feel? Subjects respond to each item on a five-point scale of
relaxed to extremely anxious. Other questionnaires also have been devel-
oped. For instance, the Dental State Anxiety Scale has 20 statements all
beginning with the phrase "While at the dentist I feel. .. " (calm, secure,
tense, worried, etc.), and subjects indicate their state on a four-point scale from
not-at-all to very-much-so (Scott and Hirschman, 1982). Another scale in
use is the 20-item Dental Fear Survey (DFS) developed by Kleinknecht,
Klepac, and Alexander (1973). The DFS was recently put under psycho-
metric scrutiny by McGlynn, McNeil, Gallagher, and Vrana (1987) using
4,288 subjects. The results showed the DFS to be a reliable scale having
good internal consistency.
28 2. The Psychologic Parameters of Dentistry

Another approach has been to use biochemical or physiologic measures of

dental fear. The problem is that traditional physiologic indices of stress such
as the Palmar Sweat Index do not always correlate with verbal self-reports of
dental anxiety (for a review see Keys, 1978). An unusual attempt to solve this
problem has been to use body-fluid content, in particular plasma cortisol and
saliva cortisol levels as indices of fear. Keys (1978) classified 44 children as
either phobic or nonphobic. The parents filled out a modified Corah Anxiety
Scale describing their child's attitude toward treatment on the four items of
the questionnaire. After anesthesia, but before dental treatment was begun,
10 cc of blood and a saliva sample were collected from each patient. Only the
anxiety scale successfully discriminated between the two groups of patients.
Neither the blood-cortisol nor the saliva-cortisol scores predicted a phobic
reaction to dental treatment. Thus the physiologic measures failed to identify
the phobic children whereas the paper and pencil test did.
Of the various physiologic measures available, heart rate seems to be the
most promising. Thus Beck and Weaver (1981) measured the blood pressure
and heart rate of 24 healthy adult patients prior to both a low-stress and a
high-stress dental appointment. A paper and pencil test of anxiety was also
administered. Anticipated stressful treatment did not affect blood pressure,
which remained stable. However, heart rate and self-reported anxiety did
show significant increases before the high-stress dental appointment. Messer
(1977) took a continuous pulse rate measure of patients undergoing dental
treatment, over a period of four visits. Heart rate was higher at the start of
each visit than at the end, and there was an overall decrease from the first to
the fourth visit. The highest readings occurred just before local anesthetic
administration, before injections, during handpiece preparation, and during
early cavity cutting procedures. These studies seem to suggest that a large
component of dental anxiety stems from the anticipation of presumably pain-
ful procedures.
An interesting attempt to overcome some of the measurement problems is
Meldman's (1972) dental-phobia test, utilizing heart rate as the measure.
Meldman tape recorded the sound of a low-speed drill (10,000 revolutions
per second) and played the tape to both fearful and nonfearful patients,
monitoring their heart rate during the presentation by means of a finger
pleythysmograph. The procedure consisted of taking the resting pulse rate,
after which the subjects listened to the tape of the drill. Thirty seconds after
the commencement of the tape, the pulse rate was measured again. The re-
sults indicated that in fearful patients the heart rate increased by an average
of 15 beats per minute, in comparison to an average increase of 4.3 beats
per minute in nonfearful patients. However, the number of subjects in
each condition was quite low-only 11 in the "afraid" and 14 in the "not
afraid" group. Consequently, although this seems like a very promising
method for quantifying dental fear, further research using a larger popu-
lation is required.
 Fear of Dentists 29

Differential Fear Arousal

Several studies have attempted to determine which aspects of the dental

situation elicit the most fear. These studies assume that patients discriminate
between the various aspects and phases of dental treatment, and respond
with different amounts of fear to them. The alternate view is that for most
patients, dental visits constitute an undifferentiated aversive situation.
In an American study based on 203 subjects, Gale (1972) presented pa-
tients with a list of 25 items and asked the subjects to rate these on a seven-
point scale ranging from "no fear" (1) to "terror" (7). The five statements
highest in the rank order were: a) dentist is pulling your tooth, b) dentist is
drilling your tooth, c) dentist tells you that you have bad teeth, d) dentist
holds the syringe and needle in front of you, and e) dentist is giving you a
shot. Gale also asked his subjects to indicate the general amount offear they
felt in the dental situation, again on a seven-point scale. He then divided his
subjects into two groups, a high-fear and low-fear group, and examined the
respective rank orderings of the 25 items. There was an extremely high cor-
respondence between the two sets of rankings; high-fear and low-fear pa-
tients placed the items in practically the same order. These results indicate
that the same dental situations evoke fear in high-fear and low-fear subjects
alike, although the amounts of fear differ. This is a very important finding
because of the implication that patients respond realistically and appro-
priately to those aspects of the dental surgery that are noxious. The data
suggest that most people do not have an indiscriminate fear reaction to
dentistry, that there is high agreement among patients regarding what
aspects of dental treatment are particularly noxious, that as with most other
human traits and propensities, there exist individual differences in the mag-
nitude of the response, and consequently, dentists should regard patient fear
as a normal, healthy reaction rather than as an aberration or expression of
hostility.
In a study with a similar design, based on 487 subjects, Kleinknecht,
Klepac, and Alexander (1973) found that the highest fear was elicited by
statements about the sight of the syringe, feeling the needle, and seeing,
hearing, and feeling the drill. Females rated themselves as more fearful
than males, but the rank order of the most fearful items was the same for
both sexes. The study further supports the essential rationality of dental
patients.
More recent surveys reveal a similar pattern. For instance Scott and
Hirschman (1982) administered four dental anxiety questionnaires to 609
undergraduates. The majority of subjects reported moderate overall levels
of dental anxiety; nearly all subjects rated a few situations as highly noxious
(e.g., the dentist is drilling your teeth); and nearly all subjects rated some
situations as creating little anxiety (e.g., dentist tells you he is through).
Wardle (1982) asked 50 patients attending a dental teaching hospital how
30 2. The Psychologic Parameters of Dentistry

anxious they would feel if undergoing eight different procedures. Extracting,

drilling, and injections aroused high anxiety, whereas polishing, blowing
air, and filling elicited low ratings. In a Dutch study based on 949 respon-
dents, Schuurs, Duivenvoorden, van Velzen, and Verhage (1986) used the
method of paired comparisons to rank the fear-evoking qualities of six den-
tal procedures: extraction of a front tooth, extraction of a molar, cavity
preparation without local anesthesia, and injection of a local anesthetic were
most feared, in that order. The least feared procedure was restoration of a
previously prepared cavity, the second least being cavity preparation under
local anesthesia. There was good agreement among the subjects, and the
two least feared procedures were clearly separated from the other four, indi-
cating that these two items created relatively little anxiety in most subjects.
There is some independent evidence to suggest that routine dental treat-
ment, although not perceived as absolutely painless, is regarded as relatively
mild. In a study by Klepac, Dowling, Hauge, and McDonald (1980), 58
student volunteers were randomly assigned to receive an electric shock to
either an arm or a tooth, the shock being presented in an ascending order of
magnitude. Intensity of pain was measured by means of the Melzack-McGill
Pain questionnaire (Melzack and Torgerson, 1971). A third group of 29 den-
tal patients not exposed to any shock, also filled in the questionnaire after
receiving dental treatment. The results showed that dental treatment was
regarded as less painful than either electric shock to the arm or tooth. The
authors draw the not unreasonable conclusion that routine dental treatment
among regular patients is relatively painless.
This and other studies reviewed by Klepac et al. (1980), further support
the notion that the stereotype of the fearful dental patient may have arisen in
part due to the sampling bias evident in many studies of dental anxiety.
Anxious patients who are selected for study by researchers interested in
the phenomenon of dental phobia, will by definition respond to dental cues
with fear and react with pain. Only when a random sample of the popula-
tion is studied, or suitable comparisons are made with other potentially
stressful situations, can dental fear be seen in its proper perspective. Thus,
after reviewing 17 studies of the incidence of dental fear in children, based on
more than a thousand ordinary patients, Winer (1982) concluded that rel-
atively, very few children exhibit disruptive levels of fear, and furthermore,
that anxiety declines with age from about 5-years-old onward. We shall have
more to say about this issue later in this book.
Fuller, Menke, and Meyers (1979) wanted to know whether the size of the
needle affects the degree of pain experienced. Six dentists (subjects) received
a series of injections in the retromolar fossa, by 25-, 27-, and 30-gauge nee-
dles. The participants were not aware as to which particular needle was
being used. No significant differences in the perception of pain were found
among the three sizes of needles, suggesting that size does not seem to be a
major factor in the pain reaction. It would be interesting to see whether
 Fear of Dentists 31

similar results would be obtained from subjects who did not possess technical
knowledge about dental procedures.
Another issue has been the length and timing of appointments. Lenchner
(1966) has reviewed the pertinent literature, which is divided between those
who assume that patients prefer longer appointments (say up to an hour)
and fewer visits; and those practitioners who believe that many patients and
most children cannot tolerate appointments that last for more than 15 min-
utes. Time of day for appointments has also been discussed in the literature,
with most dentists preferring to see children in the morning. However, very
few controlled studies are available to provide empiric evidence about the
effect of various appointment patterns. Lenchner conducted an experiment in
which he varied age (preschool, 3-6 years; elementary school, 6-11 years),
gender of the child, and duration of the appointment (short - 30 minutes or
less; long - 45 minutes or more). Forty children participated in the study.
The behavior of the children was measured by a questionnaire administered
to the parents of the child, and to the attending dentist. There were no signif-
icant differences between the children with long or short appointments. Age
and time of day also had no effect. The author concluded that temporal vari-
ables playa lesser role in dental appointments than is generally assumed.
However, the relatively small number of subjects in this study does not per-
mit any firm conclusions to be drawn and further research is needed before
the question can be settled.
Some studies have looked at the time sequence of dental anxiety. Lamb
and Plant (1972) measured the level of anxiety of 40 regular dental patients
during three phases of the dental visit: a) in the waiting room prior to treat-
ment, b) while the patient was in the chair, and c) in the waiting room
immediately after treatment. The results indicated that anxiety increased
significantly from the "wait" to the "chair" phase, decreased significantly
from the "chair" to the "after" phase, and that the level of anxiety after
treatment was significantly lower than during the "wait" phase. Women
experienced higher levels of anxiety than men in the "wait" and "chair"
phases.
Pillard and Fisher (1970) compared anxiety levels of 272 dental patients
sitting in a waiting room prior to treatment, with the scores of 236 college
students tested when they were in a nons tress situation. The study found
significantly greater anxiety among the patient group than among the stu-
dent group, further confirming that the process of waiting to be seen by the
dentist is anxiety arousing. Implications of this finding for the management
of dental anxiety are that greater attention may need to be given to the wait-
ing phase. The current practice of providing magazines and piped music may
not be sufficient to counteract the aversive properties of the waiting room.
Another neglected area is in the training of dental auxiliaries (Deneen, Heid,
and Smith, 1973), whose demeanor can have a marked effect on levels of
patient anxiety, not just in the surgery but in the waiting room as well.
32 2. The Psychologic Parameters of Dentistry

The effect of sequential visits has also been studied, particularly with chil-
dren. Some studies have found that cooperative behavior increased on a sub-
sequent visit, others have shown no difference, and some studies have found
an increase in anxiety and a decrease in cooperative behavior on a later visit
(for a review see Venham, Bengston, and Cipes, 1977). The inconsistency in
the literature is partly due to the usage of different measures of anxiety, and
due to insufficient measuring points (i.e., most studies only compare the re-
sponses of the subjects on two occasions). To resolve some of these problems,
Venham et al. (1977) studied the reactions of 29 preschool children on six
dental visits, using four measures: heart rate, ratings of clinical anxiety, rat-
ings of cooperative behavior, and a projective picture self-report measure
of anxiety. The ratings were made by three judges independently viewing
videotapes of the visits. No differences were found on the picture test.
However, significant differences were found over the six visits for anxiety,
cooperative behavior, and heart rate, such that the responses of the chil-
dren became increasingly more negative over the first four visits and then
became more positive over the fifth and sixth visits. Presumably, arousal in-
creased up to a point where the child began to habituate to the stress, allow-
ing the patient to respond to the dental situation in a more discriminating
manner.

The Transmission of Attitudes

A basic finding of social psychology is that many attitudes are not acquired
directly by exposure to the object, but indirectly, by conforming to a prevail-
ing climate of opinion (Horowitz, 1965). As Allport (1958) has suggested,
many attitudes are not taught, but caught. For example, most individuals
have very definite views about trade unionists, politicians, clergymen, com-
munists, and vegetarians. However, in most cases the people who hold these
attitudes are not personally acquainted with large numbers of trade union-
ists, politicians, vegetarians, and so forth. How are such attitudes formed,
then? Usually, by ascertaining what the general concensus is (Festinger,
1954), or by finding out how people regarded as important, significant,
valued, or trusted feel about these issues (Katz, 1965).
The two-step model of opinion acquisition has received very little attention
in the literature on dental attitudes. Most researchers have assumed that
patients form their attitudes directly through interacting with their dentists,
an assumption that needs to be tested empirically in the light of evidence
about attitude acquisition in general. The exception has been in the field of
child dentistry, where the obvious influence of the mother is difficult to
ignore. For example, an early study by Fadden (1953) revealed that 23% ofa
sample of 706 children reported that their parents did not like going to "a
dentist. The hypothesis has suggested itself to several investigators that
 The Transmission of Attitudes 33

maternal attitudes and feelings may contribute to levels of anxiety in child

patients.
Bailey, Talbot, and Taylor (1973) gave the Taylor Manifest Anxiety Scale
(Castenada, McCandless, and Palmero, 1956; Taylor, 1953) to 80 child
patients and also to their mothers. They found a highly significant positive
association between the two sets of scores. Other studies have found a similar
relationship (e.g., Johnson and Baldwin, 1968, 1969; Sarnat, Peri, Nitzan,
and Perlberg, 1972; Wright, Alpern, and Leake, 1973a). However such
findings are only suggestive because strictly speaking, they merely indicate
that anxious mothers tend to have anxious children. The studies do not
show, except inferentially, that mothers anxious about dental matters trans-
fer these specific anxieties to their children, thus making them uncooperative
patients.
To test the question more directly, Wright, Alpern, and Leake (1973b)
conducted an experiment in which they attempted to manipulate maternal
anxiety. One hundred twenty-four child patients and their mothers partici-
pated in the study. Half of the mothers received a pre-appointment letter
aimed at reducing their anxiety. This was the experimental group. The con-
trol group did not receive any pre-appointment communication. While the
child was being treated by the dentist, the mother completed the Manifest
Anxiety Scale in the waiting room. The child's behavior was measured on a
four-point rating scale indicating the degree of cooperative behavior exhibited.
The results showed a significant association between maternal anxiety and
uncooperative behavior, but only in the control group. In the experimental
group, the group in which the mothers had received a soothing letter, there
was no relationship between the mothers' scores on the MAS and their chil-
dren's behavior in the surgery. The authors interpret these findings as evi-
dence for a direct relationship between levels of maternal anxiety about
dental treatment and their children's cooperative behavior in the surgery.
However, when the authors compared the cooperative behavior of the chil-
dren in the experimental group with that of the children in the control group,
no differences were found. Nor have any data been provided regarding the
relative levels of anxiety in the two sets of mothers. Consequently, although
the design of the study is quite ingenious, the results are highly inferential
and do not really support the conclusions drawn. More recent studies (Klar-
man, Michael, Hilpert, and Sveen, 1979; Klorman, Ratner, Arata, King, and
Sveen, 1978) have found no association between mother's anxiety (whether
state, trait, or dental) on the one hand, and measures of dental fear and
cooperativeness in the child on the other.
Some investigators have approached this problem by trying to relate child-
rearing practices to dental anxiety. In a study of 26 children aged 3 to 5
years, Venham, Murray, and Gaulin-Kremer (1979a) found a correlation
between dental stress and aspects of the parent-child relationship. Stress
tolerance was less when the home environment was unstructured (i.e.,
34 2. The Psychologic Parameters of Dentistry

when the parents were permissive, infrequently used discipline, and avoided
punishment or restriction}; and where the mothers lacked self-confidence
and felt inadequate. The children were also given personality tests (Ven-
ham, Murray, and Gaulin-Kremer, 1979b), which showed that greater dental
anxiety was associated with lower self-esteem and higher general anxiety, traits
that presumably reflect the kind of child rearing they were experiencing.
Studies that link dental anxiety in the child, maternal anxiety, personality
variables, and child-rearing practices may ultimately resolve some of the
inconsistencies in the literature. However, at this stage no firm conclusions
can be drawn. Further research is needed to establish the relationship
between maternal anxiety and the behavior of their children in dental
treatment.

Parent's Presence and Anxiety Reduction

Some writers have suggested that a child patient's anxiety would be reduced ifa
parent, particularly the mother, were present in the operatory during treat-
ment. This suggestion has precipitated a controversy in the literature
(for a review see Venham, 1979; Venham, Bengston, and Cipes, 1978). Many
dentists discourage a parent's presence in the treatment area on the grounds
that it disrupts the dental procedure and provides an opportunity for parents
to project their own anxieties onto their children. Others maintain that the
mother's presence increases feelings of security in the child (e.g., Brown and
Smith, 1979). In an American survey, Cipes and Miraglia (1985) sent a
questionnaire to all of the 60 pedodontists practicing in the state of Connecti-
cut, asking them whether they allowed the parents of 3- to 5-year-olds in the
procedure room during clinical examination and treatment, respectively. Re-
sults showed that 71 % of the respondents permitted parental presence during
examination, but only 55% allowed the parents to be present during the same
child's treatment visit. In response to the open ended question "Are there
special circumstances where you prefer the parent not to be in the room?,"
more than half of the dentists mentioned when the parents interfered with
management or prevented communication between the dentist and the pa-
tient. The bimodal response pattern in this study suggests that dentists are
divided on the issue of parental presence, particulary when treatment as
distinct from examination is being carried out; and that many dentists regard
the presence of a parent as detrimental to patient management rather than
inducing the child to behave more cooperatively. Clearly there is a need to
establish the actual as distinct from the assumed effects of parental presence
during treatment. Studies that have addressed this problem have produced
equivocal or inconsistent results.
In one of the better designed experiments, Venham, Bengston, and Cipes
(1978) videotaped 64 preschool children during a total of 207 dental visits.
Three judges independently viewing the tapes rated each child on anxiety
 The Management of Handicapped Patients 35

and cooperative behavior. The judges did not know whether a particular
child was accompanied by his or her parent. Heart rate and basal skin re-
sponse were recorded, and a projective self-report of anxiety using a picture
test was also administered. The presence or absence of the parent in the
operatory depended on whether either the child or the parent requested it.
The 207 visits included 46 visits with the parent absent, 51 with the father
present, and 110 visits with the mother present. Presence or absence of the
parents did not produce any significant differences on any of the measures of
anxiety.
In another study based on 89 children but where the patients were ran-
domly assigned to a mother-present or mother-absent condition, Venham
(1979) again failed to find a significant effect on anxiety due to the mothers'
presence or absence.
What these studies suggest is that the presence of the parent magnifies
whatever emotion is already pervading the situation. In other words, anxious
mothers are likely to transmit this attitude to their child and thus increase
the patient's anxiety, whereas calm mothers are likely to reduce their child's
fear through the same process. Because both types of mothers are included in
the studies, when the data are analysed these individual differences tend to
cancel each other out, and hence no overall effect for mother's presence rela-
tive to mother's absence appears. This hypothesis awaits empiric investiga-
tion. If confirmed, the implication is that dentists should encourage calm
parents to accompany their child into the operatory, but discourage anxious
parents from the treatment area, a conclusion consistent with the social-
psychologic model of attitude transmission.
Probably more has been written on dental fear than on any other topic in
the psychology of dentistry. Our treatment of this important field has of
necessity been selective. The reader wishing to delve deeper into this area
will find excellent reviews of the literature in Ingersoll (1982), Lindsay
(1984), and Winer (1982).

The Management of Handicapped Patients

Fearful persons are not the only major category of dental patients to pose a
special management problem. According to Willard and Nowak (1981) there
are an estimated 33 million people in the United States with disabilities of
various kinds ranging from mental retardation and illness to a variety of
physical handicaps. The dental needs of these people tend to be neglected,
due to factors such as reluctance by some dentists to treat certain kinds of
disabled patients, architectural barriers in the surgery, financial considera-
tions, reduced patient mobility, and a belief that such patients may not be
treatable. These problems are now being increasingly ventilated in the litera-
ture in order to improve the accessibility and quality of care for disabled
patients, particularly children. For instance, Willard and Nowak (1981) have
36 2. The Psychologic Parameters of Dentistry

discussed the need for dentists to be able to communicate effectively with the
parents of handicapped child patients. Watson, Brundo, and Grenfell (1979)
described a program to train dental students in the treatment of disabled
patients in general practice. Ettinger, Beck, and Glenn (1979) have listed
some aspects of traditional office design that may have to be modified in
order to accommodate elderly and handicapped patients, such as special
parking facilities, wheelchair access to corridors, elevators, the operatory,
and specially designed toilets and water fountains.
Beck, Kau1, and Weaver (1979) have estimated that about 15% of the
adults in the United States suffer from depression, and discuss the dental
ramifications of this condition, including the need for psychiatric or psycho-
logic referral.
In a British study, Nunn and Murray (1987) examined 1,730 handicapped
children, resident in 25 special schools in Newcastle and Northumberland.
While the total caries experience of these handicapped children was found to
be similar to that in normal children, more of the dental caries in the hand-
icapped was treated by extraction or left untreated. The prevalence of un-
treated dental decay was much greater, and the number of extracted teeth
was nearly three times that found in normal children. Thus the treatment
needs among many of these handicapped patients were not being met. Simi-
lar results were obtained in another British study, this time in Birmingham,
where Shaw, Maclaurin, and Foster (1986) examined 3,218 handicapped
and 1,344 randomly selected normal children. The caries prevalence was
similar in the two groups, but the handicapped children tended to have more
missing and decayed teeth than the normal children. As in the previous
study, teeth were less likely to be filled in the handicapped group, leading the
authors to conclude that handicapped children are receiving less dental care
than their normal counterparts, and that when treatment is provided it is
more likely to be in the form of extraction rather than restorative care. The
solution, according to Shaw et al. (1986), is not merely to increase the provi-
sion of professional services to the handicapped, but to give them systematic
instruction in oral hygiene and self-care, in particular teaching them how to
carry out effective toothbrushing and other preventive procedures.
Many handicapped children do not receive regular treatment because it is
(erroneously) thought that their behavior or coordination problems makes
the use of general anesthesia essential. The evidence does not support this
reservation. Gurling, Fanning, and Leppard (1980) observed the behavior of
132 handicapped children during a dental examination. The results showed
that blind, deaf, and autistic children were found to be more difficult to man-
age than children with spina bifida. Nevertheless, the authors conclude that
the majority of handicapped children who can learn skills under the guidance
of special teachers, are able to cope with normal dental treatment and can be
trained to carry out oral hygiene procedures. However, the authors note that
minor modifications offacilities may be required in some dental surgeries if
poorly coordinated children are to be treated successfully. Indresano and
 The Management of Handicapped Patients 37

Rooney (1981) have described a successful outpatient program for residents

of an institution for the mentally handicapped. Klinge (1979) has reported
on a program in which 10 adult male schizophrenics were successfully taught
the basics of oral hygiene. Thus when special consideration is offered, good
results can be achieved.
The literature survey indicates that the successful management of handi-
capped patients requires special skills in human relations. In that sense, the
needs of the handicapped patient are not different in kind but merely in
degree from the needs of the general patient. Most patients are affected by
the management style of the dentist, but this may often be obscured in
routine consultations. However, the truth of this proposition becomes patent-
ly obvious when the patients are "special" in the sense of being phobic or
handicapped. We can learn a lot by observing how these special patients
respond to the interpersonal dynamics of the dental situation, on the reason-
able assumption that what is magnified in these special circumstances will be
reflected to a lesser degree in most ordinary dentist-patient interactions.
Finally, underlying the problem of communicating with mentally handi-
capped patient is an issue that is of general interest in social psychology,
namely the use of different speech registers with different categories oflisten-
ers. There is quite a large literature in this area, which was recently reviewed
by DePaulo and Coleman (1986). One finding of relevance to the present
discussion is that people tend to use what has been called baby talk (BT)
when addressing not just children, but also mentally retarded adults and
foreigners who do not speak the language well. BT differs from speech
addressed to unimpaired adult native speakers in being more clearly articu-
lated, simpler, more repetitive, slower, louder, and more attention-getting. It
is unclear what the precise function of BT is, for it could be either a way of
achieving better communication with a listener who might otherwise have
difficulty comprehending unaltered native adult speech; or the main function
of BT could be to convey warmth, protectiveness, and social support, in
addition to its utilitarian function; or it may be a way of distancing the speak-
er from listeners regarded as inferior in some way, as a means of putting
people down and establishing one's superiority. Whatever its function, the
process is virtually universal, in that most people use BT when addressing
babies and non-babies who in some way resemble infants, in the latter case
seldom realizing that they are using a special speech register.
Little is known about how non-babies feel when they are addressed in BT.
The social consequences of register use is an important and growing field of
interest in general psychology and is a topic that .could easily be studied in
the dental surgery, both with respect to doing basic research into the struc-
ture of different speech registers and their function, as well as using this
knowledge to improve the management of patients with communication
problems, particularly those with speech impediments, the mentally re-
tarded, those too young to have learned adult speech, and foreigners who are
not fluent in the language of their dentist.
38 2. The Psychologic Parameters of Dentistry

Conclusion

Literature reviews of survey studies sometimes resemble the telephone

book-they can provide a wealth of unrelated, often conflicting information
that is difficult to interpret and even harder to remember. To overcome this
problem, the present review organized the material around the question of
whether the data can explain the reluctance of many patients to seek regular
dental treatment. Regarded from this perspective, the surveys tend to present
quite a coherent picture. The evidence indicates that most people possess
very little knowledge about oral hygiene, suggesting that they would be un-
able to interpret the seriousness of their condition from their bodily sensa-
tions. This conclusion is supported by evidence indicating that patients tend
to overestimate the health of their teeth and gums; and by data showing that
individuals who regard themselves as being vulnerable to dental disease, and
perceive dental care to be beneficial to health, have a greater intention to
seek treatment than people who say they are not vulnerable and do not be-
lieve in the usefulness of dental procedures.
Several studies found that persons who believe that dentists' fees are exces-
sive, are deterred from making frequent visits. So are persons of lower
socioeconomic status, presumably because they are less able to afford the
service.
Lower SES groups experience more dental disease and receive less dental
care than upper SES persons, are apt to receive remedial rather than preven-
tive treatment, are less inclined to adopt preventive habits, usually do not
have a continuing personal relationship with a dentist, and may not get the
best care from the dentist they visit.
Attitudes toward the dentist also affect attendance rates. Patients who
admire, trust, and like their dentists, and are satisfied with the service they
receive, are more likely to be regular in their attendance than patients with a
negative attitude toward their dentists.
The most frequent reasons given by patients for being satisfied are the
professional competence of the dentist, the dentist's ability to relate to chil-
dren, and the dentist's personal characteristics. Dissatisfaction is caused by
doubts about the dentist's professional competence, and by feelings that the
dentist charges too much. Dissatisfaction was found to be related to dental
anxiety and discontinuation of treatment.
Surveys of dentists indicate that they are confident about and satisfied
with their technical ability, but find the interpersonal aspects of dentistry
stressful. This reflects the emphasis of their training on technical expertise at
the expense of teaching interpersonal and management skills. There is a sug-
gestion that many dentists do not particularly enjoy preventive practice.
The evidence on the effect of previous experience on attendance is equivo-
cal. Some studies have found that earlier trauma do increase anxiety and
reduce the intention to visit the dentist. Other studies have not been able to
find a relationship between anxiety and previous painful treatment.
 Conclusion 39

Many studies have investigated the incidence and distribution of fear.

There is general agreement that female dental patients experience, or permit
themselves to acknowledge and express, more fear than males. Estimates of
dental phobia in the general population range from 6% to 20%. Studies
looking at the differential fear arousing properties of specific aspects of the
dental situation have found that extraction, the drill, and the needle arouse
the most anxiety, both in high-fear and low-fear patients. Studies have also
shown that dental anxiety follows an identifiable time sequence. The waiting
room produces moderate fear. The fear then increases during treatment, and
in the post-treatment phase, decreases below the pretreatment level. Finally,
there is a suggestion that maternal anxiety may be transmitted to child
patients, in that anxious mothers tend to have anxious children, but the
evidence about a direct relationship between the two variables is tenuous.
Taken together, the literature confirms that levels of patient attendance,
fear, and anxiety are primarily due to the psychologic forces bearing on the
patient. The effectiveness of health education programs depends on using
strategies that are correctly grounded in the principles revealed by empiric
research and we shall come back to this topic later in the look.
 3
The Psychology of Pain
Tolerance

The popular view of pain is that it is a sensation, caused either by an external

stimulus such as heat, pressure, or tissue damage; or that it is due to an
internal malfunctioning of some of the body's systems. Early research on
pain reflected this conceptualization and a great deal of work has been done
on nerve pathways, the differential pain sensitivity of various body zones,
and the differential pain-inducing properties of various stimuli (for a review,
see Weisenberg, 1980).
However, clinical experience in the medical, paramedical, and dental fields
suggests that a simple model of pain as sensation is inadequate. Procedures
that should hurt sometimes do not, and quite benign and presumably non-
painful interventions may produce an intense reaction in some patients (Ske-
vington, 1986). Why is this so? One explanation, favored by those taking a
biologic perspective, assumed that there exist individual or racial differences
in pain sensitivity. This view implies that there are some categories of per-
sons who are constitutionally more or less sensitive to the effects of tissue
damage. The theory certainly has an ancient tradition, harking back to the
Stoics, a philosophical movement founded in Athens by Zeno in 300 Be de-
voted to inculcating an indifference to pleasure and pain. The modern word
"stoicism" is derived from this sect, and it may well be that some people are
constitutionally less responsive to tissue damage than others. But even if this
were the case, it would not be the whole story because it is difficult to actually
pinpoint those constitutional variables that either enhance or depress pain
sensitivity.
Although most of the work on pain has been done from a neurologic or
physiologic perspective, from the point of view of the health practitioner,
pain is a psychologic phenomenon, to be understood and controlled at the
psychologic level as well as at the neurologic one. At this stage, it may be
 Pain as Perception 41

useful to develop a working model of pain sensitivity that brings together the
neurologic, psychologic and social aspects of the pain syndrome.

Pain as Sensation

Most pain has a physical basis, usually tissue damage of some kind. One has
to say "most" because it is not always possible to specify the stimulus in
clinical pain, and there are many examples (e.g., the phantom limb phe-
nomenon) where pain persists and in some cases commences after healing
has taken place (for a review see Sternbach, 1968). There are also many cases
of psychogenic pain where the suffering has a psychologic and not physical
origin (e.g., tension headache and myofascial pain dysfunction). It is essen-
tial to note that malingering excluded, we are not talking about imaginary
pain. All pain, whatever its origin is real to the sufferer. For practical pur-
poses, however, tissue damage is a major determinant of pain reaction. But,
the degree of the pain response is not necessarily a direct function of the mag-
nitude of the tissue damage occurring. A classic study by Beecher (1956)
illustrates this point. Of 150 seriously wounded soldiers, only 32% wanted a
narcotic for pain relief, compared to 83% of the 150 civilians suffering a
similar surgical injury. Beecher attributed the difference in pain response to
the meaning of the wound rather than the extent of tissue damage. In com-
bat, a wound signifies a ticket home, whereas in civilian life, it means tragedy
and appears to be associated with more pain. This leads us to the second
component of pain, the perception, interpretation, and labeling of the sensa-
tion.

Pain as Perception

Most if not all pain-inducing situations have connotations beyond the tissue
damage they cause. Beecher's study of pain in combat being regarded as a
"blessing in disguise" is merely an extreme example of a process that under-
lies many everyday situations. A poke in the ribs from a liked person is per-
ceived differently from a shove by a stranger or enemy. Self-inflicted pain
such as hitting one's thumb with a hammer is not the same as being injured
by another. Malevolently caused versus accidental injuries have quite differ-
ent meanings. From the point of view of dentistry, pain undergone in order
to treat or prevent a pathologic condition is different from randomly or un-
necessarily induced pain. The list could go on, but the principle can be stated
quite succinctly: whether an experience is perceived as painful in the first
place, and the degree to which it is perceived as being painful (catastrophic
trauma excepted), depends on the context and the meaning ascribed to the
event. Most routine surgery induced dental pain is noncatastrophic and is
therefore affected by this principle. From the point of view of the social
42 3. The Psychology of Pain Tolerance

psychology of dentistry, whether a particular procedure is perceived as being

painful, and the degree to which it is so perceived, will depend to some extent
on the nature and quality of the relationship between the dentist and the
patient; in particular, whether the patient has confidence in the dentist,
regards the dentist as competent, considers the procedure to be necessary,
and likes and wishes to be liked by the dentist.

Pain as Response

Of special interest to dentists and other clinicians is the response that persons
make to potentially painful procedures. In general, clinical pain begins with
the tissue damage that is at times an inevitable concommitant of a therapeu-
tic intervention. However, as most practicing dentists can relate, even this is
not completely accurate: some patients will respond with an apparent pain
reaction at the mere sight of a drill or needle, indicating that the pain re-
sponse has become conditioned to the surgical instruments that produce tis-
sue damage. It might therefore be more accurate to say that the general pain
syndrome commences with the anticipation of tissue damage. At the other
end of the spectrum there are patients who submit passively to quite extreme
interventions without so much as a whimper. Most patients respond some-
where in between.
Several variables complexly interact to produce the response to a poten-
tially painful intervention. The first is the perception and interpretation of
the sensation. Studies by Schachter and his colleagues (Nisbett and Schach-
ter, 1966; Schachter and Singer, 1962; Schachter and Wheeler, 1962), have
shown that internal bodily sensations are labeled in part according to the
social context in which they occur. The more ambiguous the sensation, the
greater the contribution of nonphysiologic variables in defining it. A vague
feeling of malaise can be labeled either as indigestion or stomach cancer, with
quite different results as to how the sensation is experienced, the feelings it
evokes, and the action it engenders. In the practical context of the dental
surgery, a patient can interpret a sensation as uncomfortable, painful, or
agonizing. Different patients may interpret a theoretically identical sensation
variously along that continuum of discomfort-agony, and the situation is
further complicated in that the same tissue damage may produce in different
patients responses varying widely on the sensation continuum. These differ-
ences in patient reaction cannot be attributed simply to constitutional differ-
ences in pain tolerance, but are a function of the social psychology of the
dentist-patient relationship.
The second major variable determining the magnitude and quality of the
pain reaction is the definition of what constitutes an appropriate response to
pain. Let us take the hypothetical case of two dental patients who have both
interpreted the sensation they are experiencing as being of the magnitude 4
on a pain scale ranging from 1 (mildly uncomfortable) to 7 (agony). Indi-
 Pain as Response 43

vidual A is a stoic believing that it is a sign of weakness to display emotion.

Besides, the patient is fond of the dentist, does not wish to cause embarrass-
ment, and therefore makes a conscious effort to grin and bear it. Patient A
experiences considerable pain, but hides it and does not let the pain interfere
with the therapeutic procedures in progress.
In contrast, Individual B believes that when a person is in pain, this fact
should be communicated to the world at large, loudly and clearly. Besides,
Patient B does not like the dentist, having a sneaking suspicion that the
dentist is deliberately causing excessive pain. As an anti-stoic, Patient B
gives full vent to an expression of emotion, at the same time gaining some
satisfaction from having embarrassed and annoyed the dentist.
The response to pain therefore depends on how painful a sensation has
been labeled in the first place, and on the definition of what constitutes an
appropriate response to that level of pain. As with all behavior reactions, the
final outcome is a complex interaction of internal (within-skin) and external
(between-skin) variables. The major internal variables include physiologic
sensitivity to pain and enduring personality traits such as stoicism, or its
opposite, Szasz's (1968) l'homme doulourex, who makes a career out of pain.
The major external variables include cultural definitions of emotional ex-
pression (Bates, 1987), the context of the pain-inducing situation, and the
relationship between the "victim" and the source of the pain. With regard to
the cultural variable, the evidence is unclear, some studies finding cultural
differences (e.g., Zborowski, 1969), whereas in other investigations no ethnic
differences in pain sensitivity were found. Nevertheless, there is some evi-
dence (reviewed by Sternback, 1968) that in Jewish and Mediterranean
cultures there is approval for the public expression of pain, in contrast to
the Anglo-Saxon attitude of deliberately suppressing a display of suffering.
There is also some evidence for the existence of cultural differences in pain
as sensation. For instance, Moore, Miller, Weinstein, Dworkin, and Liou
(1986) report that Chinese dental patients describe tooth drilling as a
dull, short-lasting pain, in contrast to Westerners who describe such pain as
being sharp.
Recent advances in theorizing about the neurophysiology of pain have
tried to account for the empirically observed interaction between physical
injury and cognitive and sociocultural processes, and their effect on the
perception of and response to pain. The best known of these theories is Mel-
zack and Wall's (1984) gate-control model, which proposes that a neural
mechanism in the dorsal horns of the spinal cord" ... acts like a gate which
can increase or decrease the flow of nerve impulses from peripheral fibres to
the central nervous system. Somatic input is therefore subjected to the mod-
ulating influence of the gate before it evokes pain perception and response"
(p. 222). Melzack and Wall state that the degree to which the gate either
increases or decreases sensory transmission is determined by the relative
activity in large-diameter nerve fibres (A-beta, which tend to inhibit the
transmission of pain signals), and small-diameter fibres (A-delta and C,
44 3. The Psychology of Pain Tolerance

which tend to facilitate the transmission of pain signals); and by descending

influences from the brain. When the amount of information passing through
the gate exceeds a critical level, it activates the neural areas responsible for
pain experience and response. The hypothesized descending influences from
the brain on the gate-control system can explain why cognitive processes
such as " ... attention, anxiety, anticipation, and past experience exert a
powerful influence on pain processes" (p. 230).
Melzack and Wall cite an impressive amount of empiric evidence in favor
of the gate-control theory, too technical to review here. Suffice it to say that
the theory has both its proponents and opponents, and the last word on the
neurophysiology of pain is far from having been written. Indeed, the title of
their book, The Challenge of Pain, sums up the situation quite well.
Finally, to avoid giving the impression that tissue damage as an antece-
dent of pain has been completely forgotten in the rush for more complex and
less obvious explanations, it should be noted that several studies have shown
a correspondence between subjective reports of pain and objective clinical
findings ofa physical disorder. Thus Kleinknecht, Mahoney, Alexander, and
Dworkin (1986) clinically examined 65 patients suffering from temporoman-
dibular (TM) disorders. The patients were also asked to report the presence
or absence of pain in 14 TM disorder symptoms. The results showed that as
the number of reported symptoms increased, so did the number of symptoms
found during the clinical examination, which incidentally was conducted by
four dentists blind to the patients' symptom accounts. Thus levels of reported
pain reflected the number of examination signs of pain.

The Measurement of Pain

There are many problems and complexities associated with measuring pain,
and a detailed review is outside the scope of this chapter. Only those issues
relevant to the earlier discussion, and as they relate to the dental situation,
will be treated in this section.
The literature distinguishes between measuring the threshold of pain, and
tolerance for pain. In the present context, threshold is the point on a con-
tinuum where a patient first perceives or defines the sensation as painful.
Tolerance is the point at which the individual is not prepared to accept
higher levels of stimulation, or continue to endure present levels. Again in the
present context, both threshold and tolerance will vary between individuals
for "objectively" identical levels of stimulation, depending on the condi-
tions identified earlier in this chapter. There is also a distinction between
pain tolerance and a readiness to complain about pain, as discussed earlier in
connection with ethnic differences in pain expression.
The measurement of pain clearly reflects that pain is a subjective experi-
ence. In most measurement schemes subjects verbally rate their pain on
 The Treatment of Pain 45

some scale. For instance, Sternbach (1974) asked patients to rate their pain
on a scale of 0 to 100, where 0 is no pain and 100 is pain so severe that the
patient would commit suicide. Tursky (1974, 1976) used a four-point scale:
1) sensation threshold, 2) discomfort, 3) pain, and 4) tolerance level. Kent
(1986) used what he calls a Visual Analogue Scale (VAS). I tis 100-mm long,
and anchored at the high end by "pain as bad as it could be" and at the low
end by "no pain." Subjects are asked to indicate the degree of pain they
experience by placing an "X" on the appropriate spot on the scale.
Clinically, pain is usually described in verbal terms. Pain has been referred
to as burning, aching, stabbing, splitting, pounding, and nagging. The sever-
ity of pain has been described as intolerable, unbearable, awful, distressing,
and excruciating. To make some sense out of this prolixity of terms, Melzack
and Torgerson (1971) developed the McGill Pain Questionnaire. Subjects
categorized 102 pain terms into three classifications: 1) words referring
to sensations (e.g. burning, aching, pounding), 2) words referring to emotions
(e.g. exhausting, awful, nauseating), and 3) words referring to intensity
(e.g. agonizing, excrutiating, miserable). There was substantial agreement
about which words fell into which particular category, suggesting that pain
is a multidimensional concept with a least three principal classifications.
Clearly, "Does it hurt?" is not a simple or indeed sensible question be-
cause it can mean at least one or all of the following: 1) What is the nature of
the sensation? 2) Is it in fact pain? 3) What kind of pain is it? 4) How intense
is the pain? 5) How does it make you feel? 6) Can you bear it and for how
long? In the dental situation, probably the nature and severity of the pain are
the primary consideration of the dentist, whereas it is quite likely that the
patient may be more concerned about the effect of the pain and its duration.
However, this hypothesis needs empiric verification, as the writer has not
been able to locate any research bearing specifically on this issue.

The Treatment of Pain

The distinction between pain as sensation, perception, and reaction carries

over into explanations of pain relief, creating some interesting theoretic and
practical problems. For instance there is controversy in the literature as to
whether analgesic drugs work primarily in suppressing the sensation, or the
reaction to it. Thus, according to Beecher (1972) morphine does not affect
merely the sensation of pain but also the response to it-the patient may feel
the pain but is unconcerned. Other writers prefer a more neurologic explana-
tion of pain relief, and there is no doubt that in modern dentistry the analge-
sics that are used work largely at the level of suppressing the sensation.
However, even in this instance that is not the whole story. The clear message
of the literature on treatment is to underline the large psychologic component
of the pain syndrome.
46 3. The Psychology of Pain Tolerance

Placebos

Placebo therapy is a case in point. Beecher (1972) has shown that 35% of
patients with pathologic pain obtain some relief with placebos, the greater
the anxiety the more effective the placebo. The basis of placebo therapy
appears to be the patient's belief in the practitioner's skill and care. This
reduces anxiety and increases the expectation that the treatment will work.
Clearly, the crucial ingredient is the nature and quality of the relationship
between the therapist and the patient. It is likely that the placebo reaction is
not just a rare occurrence restricted to neurotic patients, but is potentially
present in all healing relationships.
In a review of the placebo literature as it relates to dentistry, Beck (1977)
summarized the main factors that enhance the placebo influence. Placebos
are most effective when the level of patient stress is high, when patients ex-
pect or anticipate relief, when the patient has had a previous history of suc-
cessful medical or dental treatment, if there is a good relationship between
the patient and the practitioner, and if the practitioner and/or the institu-
tional context of the practitioner enjoy fame or high status.
There is direct evidence that placebos work in reducing pain in the dental
situation, and that their effectiveness is a function of the dentist-patient rela-
tionship. For instance, Laskin and Greene (1972) and Greene and Laskin
(1974) found that 26 out of 50 patients with myofascial pain dysfunction
(MPD) showed long-term improvement after the administration of a placebo
capsule dispensed by prescription and enhanced by a suggestive name. But
placebos do not depend only on drugs. Goodman, Greene and Laskin (1976)
reported that two mock tooth equilibrations for MPD produced remission of
symptoms in 16 out of25 patients.
In a review of the placebo effect in medical practice, Ross and Olson
(1982) state that it is a very pervasive phenomenon. Physicians have em-
ployed placebos for centuries to treat sick people. Until relatively recently,
most medicines had no specific pharmacologic properties that would allevi-
ate the suffering for which they were being prescribed. A list of traditional
prescriptions includes lizard's blood, crocodile dung, the teeth of pigs, pow-
dered donkey's penis, leeches, poultices, and other remedies of little true
value (unlike for instance citrus fruit, which was accidentally found to cure
scurvy).
Although modern medicine has a firmer scientific base, substances of du-
bious pharmacologic value are still in widespread use. Vitamin supplements
are a case in point. Ross and Olson's review suggests that up to one third of
the drugs prescribed in the United States may be placebos, and in many
societies folk medicine, medicine not supported by scientific evidence, is still
widely practiced.
Research on the therapeutic effects of placebos shows that they "work" in
alleviating a wide variety of complaints, ranging from radiation sickness,
multiple sclerosis, postoperative pain, diabetes, ulcers, parkinsonism, to sea
 The Treatment of Pain 47

sickness, headaches, and the common cold. Naturally this has stimulated a
great deal of interest in trying to understand the placebo effect and account
for it, leading to a number of proposed explanations. We have already men-
tioned that placebos tend to reduce patients' anxiety. Perhaps worrying
about a problem only makes it worse so that if a patient can be induced to
become less anxious, the affliction may lessen. Another possibility is that after
receiving placebo treatment, individuals will pick out and accentuate any
small improvements in their condition that they would otherwise not have
noticed, and that they will downplay the significance of any negative changes
that otherwise would have bothered them. Similarly, placebo recipients may
label ambiguous somatic sensations as an indication of an improvement in
their condition, in accordance with their induced expectation of positive
change. Another explanation states that placebo recipients simply comply
with the demand characteristics (Orne, 1962) of the situation: patients
know or infer the effects that the placebos are expected to have, and (mis-
takenly) for the sake of science, or as is more likely, in order to preserve a
positive relationship with their therapist, will confirm the physician's ex-
pectations and "fake" their improvement. The forced-compliance paradigm
(see discussion on page 139) would then account for any real changes in
the patients' condition. Yet another speculation regards placebo reactions as
conditioned responses, linked to previous experience with true medication.
In other words, the pharmacologic effects of a drug can be evoked by stimuli
associated with its administration through the operation of classic condition-
ing. For instance, hypodermic needles normally contain a drug that has some
specific effect. It is possible that in some circumstances the needle by itself
will become a sufficient stimulus for that response, irrespective of what is
being injected. Genuine pills come out of medicine bottles. Mter enough rep-
etitions, the bottle, through classic conditioning, may take on the properties
of its contents, so that even fake pills will have an effect, provided they are
perceived to originate from a "genuine" bottle. Finally, there may be indi-
vidual differences in the predisposition of people to respond to placebos,
some individuals being more suggestible than others.
This analysis of the psychology of placebo effects indicates that the recip-
ients of placebos may anticipate certain somatic reactions because they be-
lieve that the placebo is similar to a previously administered drug and/or
they are being provided with implicit or explicit suggestions about the im-
pact of the placebo. These expectations will reduce anxiety and may under
certain conditions induce actual somatic changes, incidentally an outcome in
accord with the gate-control theory of pain discussed in the preceding sec-
tion. Patients may also interpret ambiguous or minor somatic sensations in
accordance with the expectations set up by the placebo procedure. Finally, to
restate an important point made earlier, the effectiveness of the enterprise
ultimately rests on the extent to which patients have faith in, believe, and
trust their therapists, that is, on the quality of the therapist-patient rela-
tionship.
48 3. The Psychology of Pain Tolerance

Hypnosis
Hypnosis is another successful nonphysiologic pain reducing technique
(Finer, 1972). This is not the place to review the argument raging in psycho-
logy about the nature and indeed the very existence of hypnosis as a state
(Hilgrad, 1973; Orne, 1976) except to say that it works (for a review see
Sternbach, 1968). Countless studies have shown that hypnotic suggestion
can relieve pain, among many of its other demonstrated effects. In dentis-
try, hypnosis has been used in the treatment of pulpectomy, pulpotomy,
extraction, periodontal currettage, bruxism, tongue thrust, hemophilia, gag-
ging, treatment of temporomandibular joint problems, phobias, and pain
(Gersch man, Burrows, and Reade, 1978; Graham, 1974). According to these
authors, hypnotic procedures need not be too time consuming or laborious in
general practice. The authors state that a majority of patients are able to
enter into a light hypnotic trance, which is sufficient to reduce fear and anxie-
ty. In a study of 52 dental patients who received hypnotherapy, Gerschman
et al. (1978) found hypnosis to be effective in reducing both psychogenic and
organic pain to acceptable levels. It is unclear whether hypnosis works at the
level of sensation, perception, or response. Hypnosis seems to be most effec-
tive with subjects who readily respond to suggestion. In social-psychologic
terms, the effectiveness of hypnosis depends on the quality of the relationship
between the therapist and the patient. As with the placebo reaction, sugges-
tion is probably not a rare occurrence restricted to neurotic patients, but is
likely to be present in all healing relationships.
Pure hypnosis may not be a practical solution in most dental surgeries.
However, dentists by their manner and conversation can try to relax their
patients, thereby reducing their anxiety and making them more receptive to
suggestion.

Myofascial Pain Dysfunction (MPD)

There appears to be general agreement in the literature that the etiology of

MPD contains a large psychogenic component. Likewise, it has not escaped
some writers that ifMPD is a psychophysiologic disease, rather than treating
it purely with mechanical and biochemical methods, associated psychologic
intervention may also be indicated. These ideas have stimulated a good deal
of research that by and large shows that MPD symptoms will respond to
psychotherapy (Pomp, 1974), group therapy (Marbach and Dworkin, 1975),
a good dentist-patient relationship (Greene and Laskin, 1974), mock
equilibration (Goodman, Greene, and Laskin, 1976), relaxation and EMG
biofeedback (Gessel, 1975), and other psychologic techniques.
However, not all MPD sufferers respond to psychologic treatment.
Schwartz, Greene, and Laskin (1979) compared 42 successfully treated
female MPD patients with 42 unsuccessfully treated ones on a variety of
 Myofascial Pain Dysfunction (MPD) 49

personality characteristics. The results showed that MPD sufferers differ

from the general population in scoring higher on measures of hysteria and
hypochondriasis, indicating a greater tendency to repression and somatiza-
tion. Within the MPD group the nonresponders showed a greater overall
degree of emotional distress. Other studies trying to distinguish MPD suffer-
ers from the general population have found that when exposed to stress, these
patients respond with increased masticatory muscle activity rather than with
a general increase in body muscle tonus (Mercuri, Olson, and Laskin, 1979).
Thus the MPD literature supports the conclusion that psychologic factors
are implicated in its etiology and that psychologic techniques can enhance
the management and treatment ofMPD patients. Sometimes a general truth
can be observed in circumstances where a particular feature is prominently
displayed. MPD is such an instance. Without wishing to overstate the case, it
is likely that most dental pain may have a similar profile, with psychologic
aspects entering into its etiology and management. Consequently, the MPD
model may be able to account for many other instances of dental pain,
although only further research can establish the general utility of such a
conceptual approach.

Preparation
Should patients be warned and prepared for a painful experience? The
literature, and indeed the theoretic expectations about the effect of prepara-
tion are unclear. Some patients may prefer to be told about the nature and
severity of the pain they can expect during treatment and worry less once
they possess this information. Other patients may not wish to know, and
the knowledge may increase rather than decrease their anxiety.
In some circumstances, patients may not remember or be receptive to the
information provided. This was the case in a study by Herbertt and Innes
(1979), who used 222 male and 200 female children aged from 5 to II, to
assess the effect of familiarization and preparatory information on dental
anxiety. Subjects were randomly assigned to three pre-visit conditions: a
familiarization group, in which the children were given a short lesson in
dental health, and were then taken into the clinic operating room; a prepara-
tory information group, in which the children were given a short lesson in
dental health, followed by an inspection of the clinic and an explanation of the
procedures to be used; and a control group that received only the lesson in
dental health. No significant differences were found in the degree of subse-
quent cooperation exhibited by the three groups. The authors concluded that
brieffamiliarization and lectures on what was to occur in the clinic is unlikely
to have a substantial effect on patient anxiety, particularly in young children,
possibly because these patients do not attend to or retain the information
given to them.
Preexposure has also been tried as a means of reducing dental anxiety. The
idea behind this method is that preexposing a child to a potentially noxious
50 3. The Psychology of Pain Tolerance

situation may prevent the development of subsequent uncooperative be-

havior. In a sense this method is a variation of the preparation technique,
with the preparation consisting of behavioral rather than cognitive informa-
tion about what is entailed in dental treatment. The method has been evalu-
ated by Rouleau, Ladouceur, and Dufour (1981). Thirty-eight children aged
from 4 to 6 were randomly assigned to one of four conditions. In the one-film
preexposure condition, subjects saw a videotape of a dental situation. In the
two-film condition, they saw the film twice. In the in vivo preexposure group,
subjects were shown the situation directly in the dental office. Finally, there
was a control group, who were shown a non-dental film made for children.
Subsequently the children were given a dental examination, which was
videotaped. No significant differences on cooperative behavior were found
among any of the four groups. In a similar preexposure study by Fields and
Pinkham (1976), in which children also watched a videotape modeling co-
operative behavior, no significant effect on subsequent cooperative behavior
was found. These results are consistent with other studies showing that
preparation does not seem to have an effect on dental anxiety, at least in the
case of mildly aversive procedures.
Another factor is the kind of information provided. A number of experi-
ments (reviewed by Leventhal, Brown, Shacham, and Engquist, 1979) have
shown that some forms of preparatory information can reduce distress during
subsequent exposure to noxious stimulation, whereas other kinds of warnings
may actually increase distress. In general, three different types of information
can be given to patients about to undergo a potentially painful procedure:
a) information about the distinctive features or sensory properties of the
noxious stimulus, b) information on the individual's likely arousal and/or
emotional reaction to the stimulus, and c) information about the potential
magnitude in painfulness of the noxious stimulus. In a study that directly
compared the three types of information, Leventhal et al. (1979) found
that sensation information reduced distress more effectively than arousal or
pain information. Indeed, when a pain warning was included, the effect of
sensory information was negated and distress remained high. This study,
and others like it, suggest that sensation information leads to an objective,
nonthreatening categorization of the stimulus, whereas pain warnings may
arouse anticipatory anxiety about the forthcoming noxious event. Clearly,
the most useful information is that which helps patients to correctly identify
their sensations. For instance, debris in the mouth can be mistaken for tooth
chips, and the dentist should be able to reduce patient anxiety with informa-
tion anticipating this sensation so that the patient can correctly interpret it as
a harmless consequence of the procedure. However, such information giving
will only be effective if the patient believes what the dentist says, which in
turn will depend on the quality of the relationship between them.
In a British experiment, Wardle (1983) assigned 73 patients to three con-
ditions: sensation in/ormation (the dentist giving the patient a running commen-
tary on the procedures and their likely associated sensations, including pain);
distraction (a visually interesting stimulus, Escher's Everlasting Waterfall,
 Practical Implications for Reducing Dental Pain 51

projected on the ceiling); and perceived control (subjects were asked to raise an
arm if they wanted a pause). A normal treatment group was also included as
a control condition. After treatment, the dentists rated their patients' pain
and anxiety levels, and the patients also rated their own levels of pain and
anxiety.
Only the sensation-information condition had an effect on anxiety-
patients in this condition being significantly less anxious than the normal
treatment group. With regard to pain, both the sensation-information and
the perceived control groups reported significantly less pain than the normal
treatment group. Presumably the provision of continuous information about
what the sensations mean is regarded by patients as credible and used by
them to accurately label their sensations, thus reducing their anxiety and
through this their levels of pain experienced. (The effect of labeling ambi-
guous sensations on anxiety and fear arousal is discussed more fully in
Chapter 6.)

Postoperative healing
Recovery from surgery has also been shown to be affected by psychological
variables. George and Scott (1982) have reviewed this literature, which on
the whole supports the view that postoperative rate of healing and amount of
pain experienced are influenced by patient expectations, levels of anxiety,
preoperative encouragement and suggestion, group discussion, relaxation
training, and reassurance. Again, these procedures are likely to be more
effective if there exists a good relationship between the patient and the
dentist.

Practical Implications for Reducing Dental Pain

In the modern dental surgery, the physiologic level of experienced pain,

pain-as-sensation, is relatively low. Due to the use of sophisticated equipment
and pain-killing drugs, the "objective" amount of pain inflicted on most
patients should not rise above the discomfort threshold. Nevertheless, many
patients experience high levels of subjective pain and/or give vent to emo-
tional expression that interferes with the therapeutic procedures and causes
distress to the dentist. What can be done to reduce these undesirable reac-
tions? Let us briefly outline the implications for pain reduction, using the
same categories as those that were employed in developing the model of
pain sensitivity.

Reducing Pain as Sensation

Most dentists attack the problem predominantly at the level of pain-as-
sensation, in effect trying to produce as little sensation as possible, through
the use of sensation-depressing instruments and drugs. If pain were coexten-
52 3. The Psychology of Pain Tolerance

sive with sensation, going to the dentist would be rather like getting your hair
cut. Clinical experience suggests otherwise, and provides evidence for the
view that pain is not a simple physiologic reaction to tissue damage. Most
dentists are already doing everything in their power to reduce pain-as-
sensation.

Reducing Pain as Perception

The extent and degree to which a sensation is perceived or labeled as painful
depends on one or all of the following:
1. The confidence of the patient in the dentist. Patients who expect to be hurt
will interpret their sensations accordingly. Patients who lack confidence in
the skill and concern of their dentist will expect to feel pain.
2. The level of patient anxiery. Research reviewed by Sternbach (1968) indi-
cates that in general the greater the level of anxiety, the greater the pain
experienced. Anxious patients are likely to interpret their sensations as
more painful than relaxed patients.
3. Past experience. Patients who were badly hurt on a previous dental occasion
are likely to expect to be hurt again (Lautch, 1971), and will interpret
their sensations accordingly.
4. The cues available to the patient. Many of the objects to be found in a
dental surgery look as if they should hurt, being sharp and/or cutting
instruments. Often, the verbal commentary of the dentist reinforces this
view. When a dentist says to a patient "This will not hurt" as a sharp
instrument is introduced into the mouth, the patient may not believe the
statement. To successfully employ suggestion and the placebo effect for
pain reduction, dentists must use more subtle and sophisticated means
than bald assertions that patients may have difficulty in accepting as true.
What can dentists do to reduce or eliminate the conditions leading to pa-
tients perceiving the procedures as painful? One clear implication is in the
realm of the dentist-patient relationship. Patients who trust and like their
dentist are less likely to expect to be hurt and hence less likely to label their
sensations as painful. Such patients are also going to be less anxious and
more likely to believe the dentist's assertion that the procedures do not cause
pain. Also, to the extent that dentists can control the physical environment of
their surgeries, they can choose equipment that is less suggestive of pain.

Reducing Pain as Response

The expression of pain depends on one or all of the following:
1. Physiologic sensitiviry to pain.
2. Individual differences in the expression of emotion.
3. Cultural differences in the expression of emotion.
4. The message a patient sends to express or suppress a painful reaction.
 Summary and Conclusion 53

As was stated earlier, dentists pay a great deal of attention to controlling

physiologic sensitivity to pain, and short of applying a general anesthetic,
cannot do more than is already being achieved. In any case, there have been
warnings in the literature (e.g., Lambert, 1980) that the use ofhypnoseda-
tives may produce psychologic complications in some patients, such as
drowsiness, amnesia, and anxiety reactions, so that sedation should be used
only in special circumstances. Regarding the expression of emotion, in an
ideal world all dental patients would be followers ofZeno and submit to their
treatment with stoic determination. Indeed, the vast proportion of patients
more or less do just that. The dentist probably cannot directly modify the
behavior of the minority of patients who make an exaggerated and in a sense
inappropriate response to routine treatment. Here it is a case of the dentist
having to accept it because telling an adult patient that they are behaving
inappropriately could be insulting, although it may work with children. In
the final analysis, the relationship is again a crucial variable. Patients who
respect and admire their dentist are more likely to attempt to suppress their
emotional expression so as not to embarrass the dentist, than patients who
are hostile. Positively inclined patients may also be more receptive to the idea
that a dental surgery is not a place in which to give full vent to one's emotion-
al feelings.

Summary and Conclusion

In this chapter, we have made a distinction between pain as a sensation, pain

as the interpretation of that sensation, and pain as the expression and reac-
tion to that interpretation. The magnitude of pain experienced is only par-
tially a function of tissue damage. Other contextual and social variables in-
teract with tissue damage to define and label a sensation as painful and to
determine the magnitude of that suffering. The amount of pain expressed is
independent of the amount of pain experienced in the sense that the magni-
tude of experienced pain is not necessarily correlated with the emotional
expression of suffering. The main problem in the dental surgery is in the
domain of the expression of pain because it is at this level that therapeutic
procedures are either facilitated by a stoic response, or hampered by an anti-
stoic one. The evidence suggests that the quality of the dentist-patient rela-
tionship affects both the perception and the expression of pain.
Pain is an internal, private, and often ambiguous sensation. As Festinger
(1954) has shown in his theory of social comparisons, when individuals are
faced with ambiguous situations, they turn to their social environment for
guidance in how to interpret these situations and how to respond appro-
priately (e.g., Lambert, Libman, and Poser, 1960). In the case of dental pain,
patients ask themselves questions such as: Should it hurt? Do I have to grin
and bear it? Can I ask the dentist to stop? Is it permissible to wince, groan, or
54 3. The Psychology of Pain Tolerance

cry out? Patients are in the surgery by themselves and cannot directly
observe how other patients would react in similar circumstances. Conse-
quently, they derive their cues from the overall physical and social context of
the surgery, from folklore and the media, and from how they assume other
persons like themselves, or persons whom they admire, would respond. For
most patients the dental surgery is an unfamiliar and bewildering place. An
educational program based on the principle of making the dental surgery a
less ambiguous setting should be effective in reducing the pain response by
providing patients with guidelines about what they can expect, what their
sensations mean, and what is the appropriate response to these sensations.
However, such a program will be effective only when there is a good rela-
tionship between the dentist and the patient, and the information is pre-
sented in a skillful and sensitive manner. Later in this book we shall present a
more detailed treatment of the principles of sound patient management.
 Part II
Theoretic Models and
Their Practical
Implications
 4
Psychoanalysis and Patient
Management

The controversy in general psychology between the behaviorists and the

psychoanalysts is reflected in the field of dental psychology. It is apparent
from the literature that many dentists, as well as social scientists working in
the dental area, have been influenced by the writings of Freud and his follow-
ers. In this chapter, the basic elements of the Freudian world view will be
presented, and then related to the particular topic of dental anxiety. Follow-
ing this, a sampling of the literature utilizing the psychoanalytic framework
will be critically reviewed.

Freud's Theory of Personality Development

Psychologic explanations of behavior differ according to whether they

emphasize contemporary or historical influences in the determination of
what people do and how they feel. Behaviorists, as indicated in Chapter 5,
assume that contemporary events presently surrounding the individual shape
that person's thoughts, feelings, and actions, particularly those contempo-
rary environmental forces that mediate reward or punishment for the in-
dividual. The Freudians take an entirely different view of the matter. They
assume that past events, in particular those experiences occurring in the first
four or five years of life, determine the adult personality, and that subse-
quently, contemporary events have very little impact on the basic psycho-
logic core of the person. The two models have clearly different implications
for the management of personality change. Whereas the behaviorists set out
to modify the contemporary contingencies under which people function,
the analysts try to change the individual's perceptions and interpretations of
significant events in their past.
58 4. Psychoanalysis and Patient Management

A core aspect of Freudian theory is its developmental framework. The as-

sumption is that as infants mature, they proceed through clearly defined
stages, and that the passage of each phase leaves behind an indelible mark on
the personality of the emerging individual. Another central feature of the
model is the belief that human nature is essentially hedonic. According to the
Freudians, the infant is born with one major tendency, the desire to maxi-
mize pleasure and avoid pain. This has been called the pleasure principle, and
is characterized by the infant's need for immediate (as distinct from delayed)
gratification. For example, when young infants are hungry, they cannot wait,
but must be fed immediately.
Freud also believed that all pleasure has an erotic component, leading to
his much misunderstood theory of infantile sexuality. What he meant was that
in so far as infants pursue pleasure, they must be regarded as sexually active,
which is sometimes misrepresented as implying intercourse, an obviously
absurd notion. The theory localizes the pursuit of pleasure in three major
areas of the body, the oral, anal, and genital regions. Freud called these the
three erogeneous zones because of their capacity to provide pleasure when
stimulated. Furthermore, he asserted that there is a developmental sequence
during which the various zones come into prominence, corresponding with
the major stages of personality development.
The earliest zone to dominate the infant's behavior is the oral zone. Conse-
quently, the first stage of personality development is the oral stage. During
this phase, the infant's main activity is to suck the breast and later the bottle,
not merely for the purpose of ingesting food, but because of the intrinsically
pleasurable sensations associated with the act of sucking. For example, when
tired or in pain the infant will soothe itself by sucking its thumb. The other
important function ofthe mouth at this stage oflife, according to Freud, is to
explore the world with it. Small infants are likely to place all objects they
encounter, edible or not, in their mouths as a way of getting to know these
objects.
The second stage of development is the anal stage. During this period a
child discovers the possibility of obtaining pleasurable sensations from anal
activities. The third stage is the genital phase, during which children become
aware of their genitals and the immense potential of these organs for plea-
sure. Masturbation of one form or another is not exclusively a postpubertal
phenomenon, but is practiced by most children of preschool age.
Although the child is a hedonic creature, it does not live in a social
vacuum. The peopled environment can either facilitate or hinder the
achievement of pleasure. For example, childrens' oral needs may be gratified
or frustrated depending on the capacity of the mother's breasts, whether
children are allowed to suck their thumbs, and on many other circumstances.
Anal activity, likewise, is socially constrained, depending as it does on the
toilet training philosophy of the parents. Genital activity in children, at least
in Western culture, is almost certainly going to be severely curtailed by pa-
rents viewing any genital playas unnatural and "dirty." These confronta-
 Freud's Theory of Personality Development 59

tions between the developing child and its social environment are assumed to
have far reaching consequences. According to Freud the adult personality is
formed by the way in which various conflicts and situations are resolved
when they first arise. This is the notion of fixation, or the assumption that
current behavior constitutes a replaying of earlier scenes, in the sense that
the manner in which some critical oral, anal, or genital crisis was resolved in
childhood will set the pattern for the resolution of analogous problems in
later life.
For example, the Freudian literature contains assertions that persons
fixated at the oral passive stage, will as adults lack drive, be dependent, and
find activities such as kissing, smoking, chewing, and eating extremely
pleasurable. Oral aggressive persons are supposed to use "biting language,"
make "cutting remarks," and get pleasure from inflicting pain on others, all
activities analogous to having a vigorous attitude toward the breast as
babies. The anal stage is deemed to be important because toilet training is
the first real crisis in the life of an infant. It is usually the first time that a
child seriously encounters social rules and regulations. Toilet training can
vary from being very severe to being very lenient-from having too much
attention placed on it by the parents to giving it little emphasis. Anal traits,
like oral ones fall into two categories defining the end of a continuum. Severe
toilet training, according to Freud, can lead in adulthood to an obsession
with cleanliness and order, or, if the child rebels against parental control, to
excessive sloppiness and carelessness.
Another aspect of the anal stage is that the child discovers that it can
please and hence manipulate its mother by using the toilet rather than soiling
its clothes. This is the first instance of a social contract in which the child in
effect is saying to its mother: "You give me (love) and I will give you a
'present' in the potty. If you don't give me what I want, I will not do it."
According to how this childhood scenario is played out, adults can, says
Freud, become either excessively retentive, miserly, reluctant to let go, or
excessively generous, spendthrift, pouring it all out. Collectors (of stamps,
coins, whatever) are supposed to illustrate the anal retentive personality, and
what used to be called "Bohemianism" and more recently the "flower chil-
dren" movement, are illustrative of personalities more interested in expres-
sion and distribution than retention.
Freud was an exponent of the golden mean. He believed that healthy adult
personalities depended, literally, on the balanced overcoming of various
obstacles. Successful child rearing consists of taking a middle ground-it
should be neither too severe nor too lax. The main crises, such as weaning,
toilet training, and the controlling of the libidinous impulses, should be
approached in a balanced manner, in order to produce adult personalities
whose oral, anal, and genital traits likewise occupy the middle ground. A
special crisis that most children encounter is the triangular relationship be-
tween themselves and their two parents. Freud called this the Oedipus Complex
when it involves a boy, and the Electra Complex when it concerns a girl.
60 4. Psychoanalysis and Patient Management

The Oedipus situation is difficult for the male child because of the assump-
tion that little boys are sexually attracted to their mothers and therefore
come to regard the father as a rival. At the same time, there are strong pres-
sures on a boy to love and respect his father. The son resolves this problem by
repressing his sexual love for the mother. Having relinquished his mother as
a sex object, the boy ceases to regard his father as a rival, and can now accord
him the necessary filial devotion. The next step is for the boy to identify with
his father, by which Freud meant that the boy will strive to become like the
person whom his mother loves-the person who is in possession of the object
that he himself had to reluctantly relinquish. The Electra Complex is the mir-
ror image of the Oedipus Complex, the girl child relinquishing her father as a
sex object and identifying with her mother.

The Concept of Repression

Freud used the Oedipus and Electra complexes to explain sex-role orienta-
tion, which the child presumably acquires through the process of identifying
with the parent of the same sex. Implied also in the theory is the notion that
an unresolved Oedipus or Electra complex leads to disturbed, weakened, or
reversed sex roles, and to ambivalence and vacillation, especially towards
authority figures. The Oedipus complex also introduces the concept of re-
pression, which states that unacceptable thoughts and impulses (e.g., incest
with one's mother) tend to be banished from consciousness. However, such
thoughts do not disintegrate or disappear, because according to Freud,
psychic energy cannot be destroyed, only modified. Unacceptable impulses
are merely pushed below the level of conscious awareness, where they con-
tinue to exist in their original form.
Impulses that have been repressed may be triggered by various circum-
stances, giving rise to anxiety. The psyche responds by censoring these im-
pulses, pushing them down again, and/or by allowing some of the energy to
be dissipated in a disguised or indirect form. For example, dreams and slips
of the tongue are supposed to provide an avenue for the expression of un-
acceptable impulses, and activities such as film going, the theater, literature,
and the visual arts can provide vicarious, substitute, or fantasy expression of
impulses repugnant to the conscious personality but fascinating to the un-
conscious mind.
To account for the interaction between the various levels of consciousness,
Freud developed a structural model of the mind, containing three main com-
ponents: the Id, Ego, and Super Ego. The Id consists of the primitive urges
that we are born with, the survival forces that are energized by powerful
erotic and aggressive impulses. The Id operates according to the pleasure prin-
ciple, seeking immediate gratification of its needs regardless of the conse-
quences. However, as the child matures, it begins to realize that in order to
fit into society, it has to curb these instinctive drives. In particular, the
 Freud's Theory of Personality Development 61

child discovers that to get maximum pleasure in the long run, it has to be
able to tolerate some tension in the short term, to learn to postpone imme-
diate gratification. These are the beginnings of the Self or Ego, which as
it develops has the function of monitoring the child's commerce with its
physical and social environment, and delaying immediate gratification in
acordance with the reality principle. Finally, as the standards and values of
society are inculcated in the child, it develops a conscience or Super Ego,
which acts as an internalized parent to self-regulate behavior.

The Defense Mechanisms

According to Freud, a good deal of mental effort is exerted by the Ego
to prevent Id tendencies from breaking through into consciousness. Freud
called these strategies the defense mechanisms. Some of the more fre-
quently mentioned ones include projection, or the attribution of the unsavory
desire to others; rationalization, or the finding of good reasons for bad
actions; overcompensation, or overemphasizing the opposite of the repressed
tendency; and sublimation, or the finding of a socially acceptable outlet for
the tendency.
In summary, the infant is born a hedonic creature. To live in society the
child cannot satisfy every impulse the moment it arises. Socialization consists
of learning to postpone, control, and modify the Id impulses. Personality is
formed through the interaction between the child's primitive biologic
pleasure-seeking needs and the curbing and socializing processes that have
been brought to bear on the child in the first four or five years of life. If the
restrictions and sanctions imposed on the child are either too severe or too
lax, these extremes will be reflected in the adult personality.
Current, contemporary behavior is never taken at face value by
psychoanalysts. Two sets of forces are assumed to be operating to distort the
behavior, unbeknownst to the actor as well as to the observer. The first is
transference, or the notion that the manner and style in which a person reacts
to a contemporary situation will be determined by the manner in which the
person related to the prototype of that situation in childhood. The second
is the notion of unconscious psychic defense, or the assumption that many situ-
ations trigger dormant, repressed impulses. When this occurs, the person
feels anxious and reduces the anxiety by resorting to one of the defense
mechanisms. The fundamental implication of the psychoanalytic model is
that even everyday, "ordinary" behavior contains a large irrational com-
ponent, in the sense that persons are not fully aware of the reasons for their
actions, the purposes that their actions serve, or the nature and extent of
the pleasure that they experience.
The Freudian model of mind has been immensely influential in many
spheres, not just in psychology. The cinema, theater, literature, visual arts,
politics, ethics, and esthetics are only some of the fields that have been
62 4. Psychoanalysis and Patient Management

affected. In psychology, psychoanalysis has been a dominant force, particu-

larly in the first half of this century. However, since the 1950s, with the
development of increasingly sophisticated experimental procedures in the be-
havioral sciences, there has been a gradual turning away from Freud
(Garfield, 1981). Today, the psychoanalytic theory of mind plays a very
minor role in the training and curriculum of most psychology students. The
reason is that so far, no one has been able to propose a satisfactory method
for either confirming or disconfirming the theory, causing many observers to
conclude that the model is inherently impervious to empiric scrutiny. As
Wolpe (1981) has written, " ... not a single one of the theory's main proposi-
tions has ever been supported by scientifically acceptable evidence" (p. 160).
In the absence of empiric proof, contemporary psychology tends to either
ignore or reject psychoanalysis, the reaction varying from regarding it as a
lot of mumbo jumbo to viewing it as an interesting idea awaiting confirma-
tion. For instance, with respect to the concept of orality, which is of special
relevance to the psychology of dentistry, Sandler and Dare (1970) after a com-
prehensive survey of the literature have concluded " ... that great care is
to be used before ascribing later manifestations (be they character traits or
symptoms) to the simple repetition, in later life, of the experiences and
attitudes of the infant, and his relations to his biological objects (in parti-
cular the mother), during his first months of life, during the so-called oral
phase of psychosexual development" (p. 221).
Many social scientists would agree with Salter (1949) that "It is high time
that psychoanalysis, like the elephant offable, dragged itself off to some dis-
tant jungle graveyard and died. Psychoanalysis has outlived its usefulness.
Its methods are vague, its treatment is long drawn out, and more often than
not, its results are insipid and unimpressive" (Salter, 1949, p. 1). Such com-
ments, however, have not deterred many psychoanalysts from continuing
their work, nor has there been any noticeable decline in the number of arti-
cles and books devoted to expounding the Freudian and neo-Freudian
points of view. After all, it is easy for the Freudians to explain their critics'
stance by labeling it as transference behavior, and implying that the resis-
tance to psychoanalysis indicates some unresolved childhood crisis.
Despite its poor empiric showing, quite a few social scientists and dentists
have used the psychoanalytic model to explicate the relationship between the
dentist and the patient. In a way, this is not surprising, as the dental situa-
tion has many of the ingredients that Freudians emphasize. The dentist is an
authority figure and therefore can be thought of as arousing Oedipal fan-
tasies; dentistry involves the mouth, and this invokes fixations from the oral
stage; and body contact between the dentist and the patient may bring about
sexually charged tensions and anxieties. In the next section, a representative
sample of psychoanalytically oriented studies of the dentist-patient rela-
tionship will be reviewed. This will be followed by a critique of the contribu-
tion of psychoanalysis to the psychology of dentistry.
 Studies of Dental Anxiety Based on Psychoanalytic Principles 63

Studies of Dental Anxiety Based on Psychoanalytic Principles

Unlike the work influenced by learning theory, which as we shall see in
Chapter 5 is primarily concerned with the empiric evaluation of various anxi-
ety reducing techniques, the psychoanalytic literature is highly impressionis-
tic. A good example of the genre is Todes' (1972) paper, titled "The child and
the dentist: A psychoanalytic view." The article refers to the oral, anal,
and genital phases, and their supposed relationship to the practice of den-
tistry. Todes writes that whereas to the dentist the oral cavity looks small,
to the patient it appears huge; that numbness as a result of a local anesthetic
produces a distorted body image; that as a body opening, the mouth is in-
vested with fears of penetration; that patients, particularly children, uncon-
sciously associate dental procedures with masturbation, castration, and
other sexual anxieties so that interventions in the mouth inevitably harbor
sexual and aggressive overtones; that a child may refuse to open its mouth
because it expects to be mutilated by the dentist-a parental figure-for
having been naughty; that adolescents, uncertain of their sexual orientation,
find their passivity, and the dominance of the dentist particularly disturbing,
as the situation, according to Todes (1972) evokes homosexual fantasies and
fears. However, no empiric evidence to support these contentions is pro-
vided. Todes concludes, as do most of the other writers in this school, that
a dentist who understands the psychoanalytic basis of dental aversion will
be in a better position to manage the anxious patient. This is a highly de-
batable conclusion, which will be examined at the end ofthis review.
Most of the articles in this area cover the same ground, and will therefore
only be given brief mention unless the author makes some new point. Martin
(1965) and Kirsch (1974) liken the mouth to a cave symbolizing the vagina,
and the teeth symbolizing sexual attractiveness, potency, and the penis.
Kirsch presents case studies in which patients associated missing teeth with
feelings of diminished potency and sexual attractiveness, but one or two such
instances hardly constitute empiric evidence for the generality of the rela-
tionship.
Sword (1970) poses the often asked questions: Why do patients neglect
their teeth, regularly appearing at their six-month appointment with recur-
rent decay, extensive calculus and debris, and dentures covered with de-
posits? Why do patients invest considerable time and money in dental treat-
ment and then ignore the instructions about home care that would give them
better oral health as well as protecting their investment? As we saw in Chap-
ter 2, the conventional answers include patient ignorance, lack of skill in
dental hygiene, placing a low value on oral health, and that because decaying
teeth do not necessarily cause pain, patients have no cues to remind them
that their oral health is deteriorating and hence are not moved to take
appropriate action. Sword, however, offers yet another explanation,
grounded in the psychoanalytic dual instinct theory. Freud proposed the
64 4. Psychoanalysis and Patient Management

existence of two opposing forces, "libido" or the life instinct, and the death
instinct. The life instinct is said to energize human creativity, self-pre-
servation, and procreation. The death instinct is said to provide the energy
for and "explain" acts of self-destruction, manifested overtly in suicide
and more subtly in depressive reactions, fear of success, accident-proneness,
self-blame, self-punishment, and so forth. Normally, according to Freud, the
two forces function in such a way that the constructive drive is dominant,
and the individual can grow and flourish. However, in some psychologically
ill persons, self-hate and the tendency to punish or destroy oneself escape
from the controlling influence of the libido, and such people contribute
actively to their own downfall, either consciously or unconsciously. For ex-
ample, the Freudian theory of depression states that when people harbor
strongly felt but socially unacceptable impulses, such as aggression towards
parents or parental figures, the guilt that this arouses is unconsciously re-
lieved by making a sacrifice, usually by turning the destructive drive back on
the self. The theory asserts that this can occur quite unconsciously, so that
the person is not aware of the hatred felt, will deny such feelings if they are
suggested to the patient, and presumably explains why many depressed pa-
tients are unable to give a clear reason for their lack of self-esteem.
Sword (1970) extended this theory to account for the phenomenon of oral
neglect. Sword states that depressed patients, expiating their unconscious
guilt, make a partial sacrifice by neglecting their teeth, implying that the
depression must be treated before something can be done about the neglect.
Unfortunately, Sword presents no evidence for the assumed link between
oral neglect, depression, and self-destruction.
Martin (1965) suggests that the helplessness and passivity that many pa-
tients feel arouses homosexual fears in them, that patient often see the dentist
in the role of a sadistic attacker and mutilator. These conclusions were drawn
after interpreting the responses of dental patients interviewed about their
feelings and experience. For example, statements such as "The dentist mas-
sacred my teeth," and "If you've got your mouth open, you've got no defense
whatsoever," were presented as evidence for the role of the dentist as
aggressor. However, it should be obvious that alternate interpretations of
such statements are possible.

The Psychoanalytic View of the Dental Profession

The dentists themselves have not escaped the scrutiny of the psychoanalysts.
For example, Raginsky (1968) suggests that the professional manner is a
defense mechanism masking personal insecurity, apprehension and prej-
udice; that dentists harbor guilt feelings and unconscious hostility toward
some of their patients; that dentists often crave to be needed, loved, and
respected, needs that are not always satisfied; and that some emotionally
immature dentists displace their personal problems onto their patients.
 The Psychoanalytic Typology of Dental Patients 65

Raginsky concludes that dentists must have insight into their own personali-
ties in order to become more effective practitioners. However, no evidence is
presented regarding the existence and incidence of these neurotic symptoms
among dentists.
Martin (1965) states that the profession of dentistry inevitably involves
inflicting pain and discomfort on other people. Dentists spend a lot of time in
close physical contact with their patients, in a tense relationship that is quite
stressful for the dentist. Some dentists, according to Martin, use the dental
situation to gratify their own infantile oral and sadistic impulses. Others
react to patient hostility by displacing their aggression, notably through
antagonism toward the medical profession and dental mechanics. Some de-
fend against their anxieties by withdrawing from personal involvement with
their patients, do not work with children, refrain from providing dental
hygiene education, and exaggerate an interest in technical competence.
These conclusions are based on interviews with and observations of dentists
by Martin's research team. However, a nonpsychoanalytically oriented
social scientist might arrive at a different set of interpretations.

The Psychoanalytic Typology of Dental Patients

In some branches of psychiatry it is the practice to classify both normal and

abnormal individuals according to their personality type. The basis for the
classification is often derived from psychoanalytic theory. Some writers have
used such personality taxonomies to explain the behavior of dental patients,
and then offer advice to dentists on how to manage different personality
types. For example, Tarachow (1946) distinguishes between narcissists,
compulsives, hysterics, and masochists.
Narcissists are vain, egocentric, need approval and praise, and are mistrust-
ful and suspicious. According to Tarachow, to gain the confidence of such
individuals the dentists should be as narcissistic about their work as the
patients are about their beauty.
Compulsives are rigid, orderly, and adhere to fixed patterns and schedules.
They may be very moralistic, stubborn and unyielding, change their minds
with difficulty, and cooperate poorly with others in joint tasks. They may be
preoccupied with cleanliness, and they tend to intellectualize experiences
and emotions. The dentist, says Tarachow, can establish a working rela-
tionship with obsessive patients by appealing (pandering?) to their values of
order, cleanliness, and intellect.
Hysterics, according to Tarachow, interpret every experience as a sexual
encounter. Hysterics struggle with sexual symbols wherever they go. An ele-
vator moving in a shaft, a train in a tunnel, opening a door, these and a
myriad other happenings are constant reminders of sex. Visiting the dentist
is treated as a potential seduction. Hysterics are always anxious about sexual
temptations and possibilities of rape. Hysterical symptoms include paralyses
66 4. Psychoanalysis and Patient Management

of various limbs and sensory disturbances such as blindness, deafness, and

even toothache that have no somatic base. Tarachow's advice to dentists
dealing with hysterics is not to encourage the patient's romantic fantasies,
while at the same time recognizing the existence of these feelings and making
due allowances for them.
Masochists assume blame and guilt, feel inferior, are unaggressive, tend to
agree with others, and lack ambition. According to Tarachow, dentists will
find that such patients respond readily to an appeal directed at their sense of
obligation, conformity, and duty. Masochists, because of their need to suffer,
may even be attracted to painful procedures, making them extremely co-
operative dental patients.
An overlapping list of personality types is offered by Friend (1953).
However, Friend's advice to dentists is not always identical with
Tarachow's. For example, Friend believes that obsessive-compulsives make
ideal dental patients because they should conscientiously follow the dentist's
instructions about oral hygiene, be punctual, and pay their bills promptly.
Dentists should not be too warm, reassuring, or personal with compulsives,
but establish a tactful and formal relationship with them.
Types mentioned by Friend that do not appear in the earlier list include
the hypochondriac, homosexual, and infantile patient respectively. Despite the ob-
vious nuisance value of hypochondriacs, Friend counsels patience and toler-
ance. Active homosexuals, according to Friend, are extremely intolerant of
frustration and pain, whereas passive homosexuals may wish to be treated
roughly, and it is likely that they will enjoy the dental procedures in a
masochistic way, making them ideal patients. Many patients, says Friend,
are infantile in some respect, overtly dependent on authority, and lack initia-
tive. Such people also make good (docile?) patients. Finally, both Tarachow
and Friend include the borderline psychotic type in their classification. This
label is attached to people who in the view of some experts are actually
insane, but who are able to hide their illness from the lay person and man-
age to pursue their occupations undetected. According to Friend, 30% of
dental patients fit into this category, and, according to him, make as good
patients as any other despite their oddities. Friend's advice is to humor such
patients but not get involved in their personal problems, delusions, and
fantasies.
The reader will recognize in the various personality types the oral, anal
oedipal traits that were said to characterize the oral, anal, and genital stages
of development. One of the attractions of the psychoanalytic model is its
internal consistency. At the same time, this very consistency constitutes a
major hazard for the theory as the whole system must either stand or fall
together. It is very difficult to partially agree with the model, unlike one's
potential attitude to the proverbial curate's egg. Because the various ele-
ments of the psychoanalytic system are so interrelated, one must either
accept the lot or reject the lot.
 Personality Types, Personality Traits, and Situational Demands 67

Personality Types, Personality Traits, and

Situational Demands

With respect to the particular issue of personality types, their existence and
utility has been the subject of a good deal of controversy in recent years. Two
major criticisms have achieved wide currency and acceptance. The first is
that very few individuals fit into a pure type or category (Cattell, 1965).
Thus, to be able to accommodate the majority of human kind, and not just
the relatively few individuals who happen to be prototypic, would necessitate
constructing a taxonomy with a huge number of categories in it. In effect,
such taxonomies would become continous scales or dimensions along which
individuals would order themselves. Despite the claims of writers such as
Tarachow and Friend, only a minority of dental patients, or for that matter
psychiatric patients, would fit with any degree of ease into the rather simplis-
tic set of categories generated by the Freudian model. Most individuals be-
have more or less narcissistically, compulsively, hysterically, or childishly
depending on the particular circumstances they find themselves in. This
leads to the second point of criticism, directed at the existence and utility of
the personality trait concept.
A great deal of recent work has shown that personality traits are not the
sole or even primary determinants of behavior (Mischel, 1968). The way that
a person acts in a particular situation will depend on two factors: the indi-
vidual's personality, that being the traits, habits, inclination, propensities,
and other permanent characteristics of the person, and on the demands of the
situation. The response therefore is always the outcome of an interaction
between the personal characteristics of the actor and the social situation that
provides what has been called the behavioral setting for the act (Barker,
1968, 1979). The relative contribution of the person and the setting to the
equation also differs, depending on a variety of conditions. In highly circum-
scribed situations such as the dental surgery, personality factors should
be theoretically less important than the demands of the setting in controlling
the behavior of individuals.
The intensity with which the situation can influence the behavior of those
caught up in it has been convincingly demonstrated in a series of experiments
utilizing a simulated prison. At Stanford University in California (Haney,
Banks, and Zimbardo, 1973), and at the University of New South Wales in
Sydney (Lovibond, Mithiran, and Adams, 1979), the basements of the
psychology department buildings were converted into ''jails.'' Volunteer
subjects played the role of either prisoners or guards, the prisoners living in
the jail for the duration of the experiment, and the guards commuting to it for
their "work shifts." Staff members of the psychology departments acted as
the prison superintendent, parole officers, prison chaplain, board of gov-
ernors, and so forth. The experiments ran for several days, with striking
68 4. Psychoanalysis and Patient Management

results. The "guards"very quickly began to exhibit traits consistent with

their role: they became authoritarian, overbearing, aggressive, and punitive.
The "prisoners" likewise behaved appropriately: they became passive, de-
pendent, ingratiating, and devious. And the "prison superintendent" found
himself, to his surprise, behaving as a prison administrator and not as a
social science researcher.
The volunteers in the experiments were all carefully screened for psychiat-
ric symptoms prior to the commencement of the study. The subjects were
randomly assigned to the "guard" or "prisoner" conditions. All subjects
were told that they could drop out of the experiment at any time they wished.
Nevertheless, most subjects remained in the study till it was terminated, and
for the vast majority of the participants the situational pull was so great as to
modify their behavior in the direction required by the behavior setting. It
should also be noted that much of this behavior could be described as
neurotic or even borderline psychotic.
Studies such as the simulated prison experiments cast serious doubt on the
premise that behavior is primarily the overt manifestation of basic personal-
ity traits, whether established in the first few years oflife or conceptualized as
a continuously developing set of inner characteristics. The implications for
the management of dental anxiety are that dentist who interpret the behavior
of their patients purely in terms of the assumed inner characteristics these
people are supposedly bringing with them to the surgery, may be insensitive
to some of the major sources of dental stress. In particular, such dentists are
likely to ignore or deny that the behavior setting of the surgery, and their own
role performance in that context can have a significant impact on patient
anxiety.
There is another and more specific sense in which the dentist's assump-
tions about human nature bear directly on the management of dental prob-
lems. Freudian psychology regards all overt manifestations as symptoms of
some underlying conflict in the psyche of the individual. This hypothesis, for
example, has important consequences for thumb sucking and its treatment,
and the issue has generated quite a large literature (see Ayer and Gale, 1970,
for a review). Psychoanalytic theory maintains that thumb sucking is instinc-
tive and therefore normal in infancy, since it gratifies the oral needs of the
young child. However, in later life thumb sucking is deemed to be indicative
of some underlying emotional problem. The psychoanalytic view considers
it pointless to treat just the symptom, which in this case might involve
discouraging children from sucking their thumbs by punishing them for the
act, or preventing them from placing their thumbs in the mouth by requir-
ing the patient to wear mittens. Such interventions would not be favored
by psychoanalytically oriented dentists, because of the assumption that the
treatment would not reach the real, deep-seated cause of the disturbance. In-
deed, the dentist would actively reject such a therapy, because the Freudian
theory of symptom substitution holds that if a symptom is suppressed, it will
simply appear in another form. In the present case the theory implies that if a
 Personality Types, Personality Traits, and Situational Demands 69

child is prevented from sucking its thumb, it may turn to compulsive mas-
turbation, temper tantrums, or other behavior disorders as a means of ex-
pressing the underlying unconscious conflict. Dentists who accept this view
will refrain from taking any direct action with thumb-sucking patients, other
than to suggest that the patient seeks psychiatric treatment. This advice will
be based on the assumption that nothing can be done about the symptom
until the underlying cause is treated, and if the behavior is restricted it will
simply reappear in another guise.
It is interesting to contrast the learning theory account of thumb sucking
with the above view. Learning theory regards thumb sucking as an acquired
response, not necessarily serving any underlying functions. The genesis of
thumb sucking is deemed to be similar to the origin of any other habit. I t is
assumed that initially the thumb or finger come into contact accidentally
with the mouth and are sucked. The sucking is gratifying because it is analo-
gous to feeding, so the child repeats the behavior. In the process, the child
acquires a habit that is pleasurable but also detrimental to oral health. If this
is the correct interpretation of thumb sucking then there is no reason why the
habit should not be unlearned, using reward and punishment as the means of
extinguishing the behavior. Nor should the dentist be worried about the
symptom appearing in another guise, as a review of the literature by Yates
(1958) concluded that symptom substitution theory has not been supported
by any empiric evidence. Indeed, Ayer and Gale (1970) describe several stu-
dies that have successfully used behavior modification techniques to reduce
thumb sucking, without producing any unfavorable consequences such as
creating new symptoms or problems. This was confirmed by Cerny (1981) in
a study of 600 Australian children, where it was found that 109 or only 18%
were digit suckers. (Of these 87 or 80% sucked their thumb, and 22 [20%]
sucked a finger.) Cerny reports that the majority of the digit suckers gave up
their habit spontaneously or gradually without any assistance other than
occasional parental encouragement, and only 18 children (or 17%) showed
some palatal distortion as a consequence of their sucking habit. Those chil-
dren treated for sucking by a doctor or dentist responded to the treatment,
and the sucking was not replaced by any substitute habits or emotional prob-
lems.
In an American study, Cipes, Miraglia, and Gaulin-Kremer (1986) used
the techniques of monitoring and contingency contracting to treat eleven
children aged 5 to 9 who were persistent thumb suckers. Monitoring involves
keeping a record of the desired behavior (in this instance refraining from
thumb sucking) and rewarding it. Contingeny contracting consists of a for-
mal agreement between the parent and the child in which a behavioral goal
is set for the child and a reward for achieving that goal is agreed on. When
the child meets the goal, he or she is rewarded by the parent according to the
agreement. If the goal is not achieved, the child is not rewarded (nor is it
punished). In the present study, parents monitored the behavior of their
children during set periods, eight times daily. Absence of thumb sucking was
70 4. Psychoanalysis and Patient Management

recorded at each observation by placing stars on a printed calendar that was

displayed in a conspicuous place. The children were given feedback., praise
and a star for not sucking their thumb, and no star or praise if thumb sucking
occurred during the period. Some of the parents also set up contingency
contracts for reaching a jointly agreed upon goal. The results showed that
thumb sucking declined notably from a preintervention baseline, and this
reduction persisted for the six months during which the study was con-
ducted.
Dentists other than those working within the Freudian framework will
tend to reject the symptom substitution hypothesis. Whether they accept
learning theory or not, faced with a thumb-sucking patient, they will at least
not be prevented by their beliefs from recommending direct treatment aimed
at extinguishing the habit, ifthat is an important dental therapeutic goal. It
follows, therefore, that dentists' beliefs about human nature are not just of
academic interest because these ideas intrude directly into the management
of the patient's illness. Thumb sucking provides a sharp illustration of how
different theories can lead to diametrically opposed management strategies,
but is only one example among many. Most if not all management problems
are affected in varying degrees by the dentists' assumptions about what
makes their patients tick.

Australasian Studies

In Australia and New Zealand, the application of the psychoanalytic model

to dentistry has achieved some attention through the work of two influen-
tial writers, R.T. Martin and J.P. Walsh. Martin (1965, 1970) is a
psychoanalyst, and was commissioned by The Dental Health Education and
Research Foundation of the University of Sydney to investigate dentist-
patient relationships. This research has been referred to earlier in this
chapter and also reviewed in the chapter dealing with surveys. Walsh (1953,
1956, 1959, 1962, 1964, 1965) is a Melbourne-trained physician and dentist,
working in Dunedin. Walsh's theme is that many oral symptoms have a
psychogenic or psychosomatic basis, including the inability to open the
mouth, pain in the face, a swollen face, tender or painful teeth, septic teeth
that must come out, dentures that cannot be worn, and bad breath or a bad
taste (Walsh, 1953, 1956). The interpretation is psychoanalytic. The inability
to open the mouth is diagnosed as hysteric trismus, corresponding to vaginis-
mus; fear of losing teeth is taken to symbolize loss of fertility; patients who
insist on having their teeth out are expiating unconscious guilt; and bad
breath is a conversion hysteria. In later papers the list of psychogenic symp-
toms is extended to include clicking jaw and bruxism (Walsh, 1962, 1965),
the latter said to be due to the patient's unconscious attempts to prevent the
manifestation of aggressive tendencies.
According to Walsh (1959), anxiety, feelings of resentment, guilt, frus-
 Conclusion 71

tration, inadequacy, dependency, lack of security, indecision, loss of love,

separation, and aggression can all produce oral symptoms. Walsh (1964)
relates patient behavior to the defense mechanisms. Some patients repress
their dental fears by becoming indifferent to dental health. Some persons
become dentists because they had an unpleasant dental experience as a child
and in order to overcome their anxieties, identify with the aggressor. Some
patients overcompensate by denying their fear, displace or disguise their an-
ger at the dentist through humor, and develop oral symptoms as a substitute
for the gratification of blocked needs, or to punish themselves. However, only
a few case studies are presented by Walsh to substantiate his assertions, and
every one of the cases could be explained without reference to the principle
of unconscious motivation.

Conclusion

Many writers, both dentists and social scientists, have extended the princi-
ples of psychoanalysis to the dental surgery. However, the usefulness of such
an extension can be questioned because there is very little evidence either for
or against the psychoanalytic theory of dental aversion in particular, and the
behavior of dental patients in general. The following list summarizes the
main weaknesses of the psychoanalytic account of dental behaviour:
1) The central assumptions of the psychoanalytic model of the mind are
not capable of being tested empirically (Wolpe, 1981). A requirement of the
scientific method is that the phenomenon under scrutiny can be publicly
observed and reproduced by independent investigators (Lin, 1976). Practi-
cally all of the phenomena of psychoanalysis consist of the subjective inter-
pretations that individual analysts make of the subjective states of their
particular clients.
2) Even if some of the aspects of the Freudian model could be supported
empirically, the extension of these ideas to dentistry rests on analogy, and on
the subjective interpretations that individual dentists make of the conscious
and unconscious states of their patients.
3) The psychoanalytic approach implies that the behavior of dental pa-
tients is essentially irrational, that patients are not fully aware of the reasons
for their behavior-in effect, nothing is what it seems because patients are
acting out infantile fantasies, or employing one or more of the defense
mechanisms to cope with unacceptable erotic, aggressive, or self-destructive
impulses. Dentists concentrating on the latent content, on what mayor may
not be below the surface, could miss noticing or not give sufficient emphasis
to the manifest content of the patient's complaint-to the overt communica-
tions and symptoms being presented by the patient.
4) The psychoanalytic model locates the reasons for the patients' feelings
and acts within the personality of the individual. Intrapsychic explanations
of behavior provide a very one-sided view because they ignore the contribu-
72 4. Psychoanalysis and Patient Management

tion of the situation in determining how people act and what they feel.
Dentists who adopt an intrapsychic view will tend to leave out of the equa-
tion their own actions, and the impact of the behavior setting. This would be
a serious om mission, as research has shown that interpsychic variables
known to have an effect on patient behavior include such aspects as the de-
sign and layout of the surgery; the demeanor of the other members of the
dental treatment team such as nurses, receptionists, and technicians;
whether preventive or restorative care is emphasized; policies regarding the
presence of relatives during the treatment; financial aspects; and the many
other contextual influences that have been discussed elsewhere in this book.
5) Even if the Freudian view of the world were correct, dentists who adopt
the psychoanalytic model as the basis for patient management are not pro-
vided with a feasible treatment rationale, short of sending all of their patients
to be psychoanalyzed. Indeed, because of the theory of symptom substitu-
tion, in many instances dentists would be required not to intervene, particu-
larly if the intervention could be interpreted as punitive by the patient. This
could lead to some patently absurd consequences, with dentists refusing to
treat dental illness on psychiatric grounds. To the extent that the model has
any practical implications, these tend to favor the dentist, enabling practi-
tioners to unload any guilt they might feel about inflicting pain or not effect-
ing a cure. For example, the psychoanalytically oriented dentist can blame
oral neglect on the self-destructive tendencies of the patient, conveniently
ignoring that the most parsimonious explanation for poor oral hygiene is due
to many dentists being very bad health educators. In turn, the reason why
dentists are not effective health communicators is that by and large they do
not receive adequate training in how to teach oral hygiene. Attributing poor
oral hygiene to the death instinct is unlikely to improve the dental curricu-
lum to any marked extent, although it can justify the status quo with respect
to hea)th education.
What positive aspects can be drawn from the Freudian model of the mind?
It is certainly true that people are not always fully aware of their feelings, or
correctly interpret their motives. Individuals undoubtedly have a capacity
for self-delusion, and like to present themselves in the best possible light
(Crowne and Marlow, 1964). However, the majority of people are reason-
ably in touch with their inner selves. Only a minority exhibit the extremes of
tortuous and devious behavior, the heady mixture of manifest and latent
content so beloved of psychoanalytic case-study writers. Dentists should cer-
tainly be aware that at times a patient of the opposite sex could be lusting
after them, that they remind some of their younger patients of their parents,
or that some of the patients may be afraid that losing a tooth will diminish
their attractiveness. Undoubtedly, a small proportion of dental patients
should be visiting a psychiatrist rather than or as well as a dentist, and the
psychopathologic ramifications of dental practice should certainly not be dis-
missed without careful evaluation (Gobetti, 1981). However, most patients
do not visit the dentist in order to give expression to their latent, infantile
 Conclusion 73

needs. Rather, patients come to the surgery primarily for dental treatment
and bring with them fears and anxieties that relate to the here and now, and
not to some traumatic event in distant childhood.
Dentists overly steeped in the principles of psychoanalysis may look for
and find "explanations" that have no substance from the patients' perspec-
tive, or may be regarded as trivial by the patient, thereby decreasing rather
than increasing the level of communciation and trust between the dentist and
the patient. The minority of patients who are walking case studies will be
easy to identify, but it is very doubtful whether anything that the dentist does
will have an impact on their behavior. The material presented in this chapter
leads to the conclusion that psychoanalysis has very little relevance for the
practice of dentistry.
 5
Social Learning Theory and
Patient Management

The core notion of social learning theory is that behavior is shaped and
maintained by its consequences. Two broad principles have dominated the
thinking in this area. These are the law of effect and the principle of contiguity.
The law of effect (Thorndike, 1932), also known as instrumental or operant
conditioning (Skinner, 1953), states that responses that are rewarded (rein-
forced) (Hull, 1951) will persist and increase in frequency, whereas actions
that are punished or have aversive consequences, will decrease in frequency
and ultimately be extinguished (disappear) from the response repertoire of
the individual. The principle of contiguity (Guthrie, 1952), also referred to as
classic conditioning (Pavlov, 1927), states that two responses will become
associated with each other, regardless of content or effect, simply if they are
temporally contiguous, that is, if they are presented to the individual in close
succession. This kind of learning is known as Pavlovian conditioning, so
called after the Russian physiologist who introduced the idea into the litera-
ture. Pavlov was studying the secretion of saliva in dogs. His method was to
place different morsels of food into the dogs' mouths and measure the resulting
flow of saliva. He noticed that after a while the dogs began to salivate at the
sight of the food, the container, and even the white coat of the laboratory
attendant. In other words, the dogs had learned to associate these items
with the administration of the food into their mouths.
Literally hundreds of thousands of experiments have been conducted using
practically every living creature and most of their habits, to confirm and
elaborate the principles of learning theory. In the case of human beings,
studies of the acquisition of conditioned responses have ranged from the nar-
row and specific reflex of the eye blink (Beecroft, 1966), to the general learn-
ing of one's culture (Guthrie, 1975).
 Fear 75

Fear

Fear is a response of the organism to real or imagined threat. In human

beings, most fears are learned rather than innate responses, an issue that we
will return to later. Traditionally, fear in human beings has been measured
in three ways: a) through self-report-by asking persons to indicate, on a
suitable scale, how afraid they feel, b) by observing persons in the vicinity of
feared objects and inferring the extent of their fear from their overt behavior,
such as trembling, facial muscle tension, or approach-avoidance patterns,
and c) by recording changes in various physiologic processes such as heart
rate and skin conductance, generally assumed to mediate the psychologic
experience of fear.
From the above it can be seen that the fear reaction is assumed to have a
connative, behavioral, and physiologic component. Empirically, however,
the three categories of measures do not correlate very highly with each other
(Hodgson and Rachman, 1974; Rachman and Hodgson, 1974). This may be
due to measurement error or because other factors such as level of arousal
affect the covariation between the various components, or because the three-
components assumption is in error. Whatever the explanation, this problem
is only one of the many complexities in this area that tend to be glossed over.

Fear Conditioning
Learning theory assumes that fear has the same logical properties as any
other response, that it is learned, and that its acquisition follows the general
principles of learning. This is contrary to the popular belief that people are
innately afraid of dangerous situations. With the possible exception of loud
noises, to which babies react instinctively with a startle response (Gibson
and Walk, 1960; Goodenough and Tyler, 1959), behaviorists assert that indi-
viduals learn their fears in the sense that certain situations, including quite
innocuous ones, acquire the property of evoking fear and anxiety for that
person. The experiment introducing this idea was the classic Watson and
Rayner (1920) study, in which Albert, an ll-month-old baby, was taught to
fear a white rat. Initially, Albert was quite unafraid of the animal, touching
and playing with it. During the experiment, the investigators struck a sus-
pended steel bar with a hammer whenever Albert reached out to touch the
rat. In other words, an experimental trial consisted of the rat followed by a
loud noise. After seven trials, Albert had developed a fear reaction to the rat.
Even without the loud noise, at the sight of the rat Albert would begin to cry
and avoid the rat. Albert had become a victim of classic conditioning. To be
even handed, it should be noted that this report has been criticized on the
same grounds as many of the studies in the psychoanalytic tradition, namely
that the conclusions were based on only a single subject and the results were
apparently never replicated in their original form (Harris, 1979; Samelson,
76 5. Social Learning Theory and Patient Management

1980). Be that as it may, the principle of emotional conditioning had been

articulated, and has had a significant influence on subsequent research and
theorizing ever since.

The Terminology of Classic Conditioning

The language of classic conditioning contains four key terms: unconditioned

stimulus, conditioned stimulus, unconditioned response, and conditioned re-
sponse. In Albert's case, the unconditioned stimulus was the loud noise that
elicited the unconditioned response offear. The conditioned stimulus was the
rat, which was systematically paired with the unconditioned stimulus, the
loud noise. Eventually, the conditioned stimulus, the rat, began to elicit the
same reaction as the unconditioned stimulus (the noise), namely fear. In
other words, fear, which is the unconditioned response to a loud noise, had
through temporal juxtaposition become the conditioned response to the rat.
It should be remembered that previously Albert had regarded the rat as an
emotionally neutral or even mildly pleasant object. But once the rat was
associated with the loud noise, it took on the noxious property of that sound.
Figure 5.1 presents the classical conditioning paradigm in schematic form.

Classic and Instrumental Conditioning Combined

The next development in the explanation of fear acquisition occurred when

the law of effect (instrumental conditioning) was combined with the contiguity
principle (classic conditioning). This was done by Mowrer (1960a, b), who
proposed a two-factor theory of fear and avoidance. The first stage follows
the principles of classic conditioning as described in the preceding section, in
which previously neutral stimuli acquire, through association, the noxious
properties of an inherently aversive stimulus. The second stage involves ter-
minating the conditioned fear (in Albert's case to the white rat) by withdraw-
ing from the source and avoiding its vicinity. Such avoidance behavior is
instrumentally reinforcing because it reduces the fear that was aroused by

UCS (Noise) UCR (Fear)

___ CR (Conditioned fear)

CS (Rat)--

Figure 5.1. The classic conditioning paradigm.

 Extinction 77

UCS (Noise) UCR (Fear)

__ - CR (Conditioned fear)
~
CS (Rat)- -
Response: Avoidance of rat
~
Terminates conditioned fear:
Instrumentally reinforces
avoidance behavior

Figure 5.2. Classic and instrumental conditioning paradigms combined to account

for fear acquisition and avoidance behavior.

the conditioned stimulus (the rat). Figure 5.2 presents the combined classic
and instrumental conditioning paradigms, in schematic form.
Let us briefly recapitulate the argument so far. Individuals and animals
develop conditioned fears to previously neutral stimuli because of their asso-
ciation through mere contiguity with some inherently noxious condition.
They also discover that they can instrumentally reduce the fear by avoiding
the stimulus that has acquired the anxiety-arousing properties. This para-
digm was avidly embraced to explain the acquisition of phobias, including
dental phobias. The argument goes as follows: At some point in the patient's
history the previously neutral dental surgery was paired with pain. If this
happened often enough, or if the pain was sufficiently intense, in due course
the dental situation would come to elicit fear and anxiety irrespective of
whether further actual pain was being experienced. The patients, in order to
reduce or eliminate this fear, would avoid taking dental treatment. However,
there are several problems with the learning paradigm of phobic fears, cast-
ing doubt on whether conditioning can fully account for the phobias, includ-
ing dental phobia. These problems will now be reviewed.

Extinction

A great many studies have established that conditioned responses wane and
finally disappear if the pairings between the conditioned stimulus and the
unconditioned stimulus are discontinued, that is, if the conditioned stimulus
is repeatedly presented unaccompanied by its usual reinforcer (Kimble,
1961). For example, in the case of Albert, ifon subsequent occasions the rat
were to have been repeatedly presented without the noise, Albert's fear of the
creature should have gradually diminished and finally disappeared. What
would have been the consequences of the diminished fear on Albert's be-
78 5. Social Learning Theory and Patient Management

havior toward the rat? It will be remembered that the theory states that
escaping from a feared object will have the effect of reducing the fear, and is
therefore reinforcing. But once the fear has disappeared, avoiding the object
is no longer reinforcing, and so the avoidance behavior, too, should extin-
guish.
However, contrary to these theoretic expectations, a great many fears and
their associated avoidance behaviors persist in real life, in the clinic, and in
the laboratory (Bandura, 1977; Clarke and Jackson, 1983; Seligman, 1971),
long after the cessation of any pairing with an inherently aversive event. The
dental situation provides a good example: Modern dental techniques have
greatly reduced the amount of pain associated with most therapeutic pro-
cedures. Theoretically, this should gradually extinguish patients' fear and
avoidance behaviors. Yet for many patients the dental situation continues
to be a source of severe anxiety.

The Equipotentially Premise

A central assumption in learning theory has been that the laws and mechan-
isms of learning are the same across species, stimuli, and responses. In the
context of the present discussion, this assumption has two important con-
sequences. The first is the belief that results obtained in the laboratory using
animal subjects can be generalized to human beings in natural settings, in-
cluding dental patients. The second is the assumption that any stimulus is
capable of becoming a conditioned fear stimulus provided that it is paired
closely, in time and space, with some aversive event.
Seligman and Hager (1972) have reviewed evidence casting doubt on both
of these assumptions. What the data suggests instead is that the degree and
kind of conditioning (learning) taking place is in part determined by the
intrinsic properties of the conditioned and unconditioned stimulus, and the
particular relationship between them. This idea will be expanded on below
in the next section, "Preparedness." Seligman and Hager's conclusion, de-
spite its formulation in learning theory terms, is highly consistent with the
social-psychologic account of learning, which emphasizes the importance of
the relationship between the learner, the material being learned, the source
of the learning, and the social context within which the learning occurs. As
we shall see later, all these variables have implications for the management of
anxiety in the dental surgery.

Preparedness

Seligman (1970, 1971) has proposed that some stimuli, because of their
biologic or adaptive significance, are more easily conditioned to produce fear
than other, adaptively irrelevant stimuli. Stimuli that readily acquire aver-
 The Traumatic Conditioning Experience 79

sive properties are said to be biologically prepared for their phobic develop-
ment. Some experimental support for the notion of preparedness does exist.
For example, it is much easier to condition fear using electric shock as the
unconditioned stimulus, to pictures of snakes and spiders than to pictures of
houses, flowers, and mushrooms (Ohman, Eriksson, and Olofsson, 1975;
Ohman, Fredrikson, Hugdahl and Rimmo, 1976). Presumably it is adaptive
to fear snakes and spiders but not flowers and mushrooms. In a recent study
(referred to in Fredrikson and Ohman, 1979), it was found easier to condi-
tion phylogenetically fear-relevant stimuli such as snakes or spiders, than to
condition ontogenetically fear-relevant stimuli such as guns, further support-
ing the biologic notion of preparedness. Relating these ideas to the question
of dental aversion, there is no reason to suppose that dentists should be con-
sidered either phylogenetically or ontogenetically prepared to serve as
fear-inducing stimuli because their function is to assist rather than harm
their patients. The evidence supports this view: In an epidemiologic study
of common fears and phobias, Agras, Sylvester, and Oliveau (1969) found
that 390 out of every 1,000 people feared snakes, in comparison to only
198 fearing dentists.

The Traumatic Conditioning Experience

A core assumption of the learning theory account of avoidance acquisition is

that the person should have been exposed to at least one conditioning ex-
perience, specifically, that at least one pairing of the conditioned stimulus
with an inherently noxious, unconditioned stimulus should have happened to
the individual. To test this implication, a number of investigators have asked
phobic persons to recall a specific traumatic event that preceded or coin-
cided with the onset of their fear (e.g., Buglass, Clarke, Henderson, Kreit-
man, and Presley, 1977; Lazarus, 1971; Rimm,Janda, Lancaster, Nahl, and
Dittmar, 1977). These studies indicate that very few people can remember
any occurrence that they would regard as having precipitated their fear. The
actual rate of persons reporting a direct traumatic experience varied from
2% in one study to a maximum of35% (Rimm et aI., 1977), leaving the great
majority ofphobics unable to pinpoint such an event. There are exceptions to
this trend. For instance, all 34 of Lautch's (1971) dental phobic subjects
reported having had an unpleasant dental experience in their childhood. But
most people find visiting the dentist relatively unpleasant, so Lautch's results
do not explain why these particular patients developed a phobia whereas
others did not. Hence Lautch's study cannot be used to either confirm or
deny the general view that it is often difficult to identify the specific genesis of
a phobia. It is certainly possible that people may forget or repress their
traumatic experiences. Nevertheless, findings such as these constitute a
major unresolved problem for the learning theory account offear acquistion.
The studies reviewed above were primarily concerned with establishing
80 5. Social Learning Theory and Patient Management

the antecedent conditions to phobic reactions. Studies have also looked at the
effect of previous experience on less extreme reactions to dentistry, in particu-
lar on dental anxiety. For instance, Rankin and Harris (1984) asked 258
dental patients to fill out a Dental Experience Questionnaire and also admin-
istered two dental anxiety scales to them. The results showed that anxiety
was related to the patients' previous dental experience, those patients with
bad experiences having higher anxiety scores, particularly if the most recent
dental experience was negative.

Treatment of Fear Based on Learning Theory Principles

A variety offear-reducing techniques have been developed, of which the best

known are systematic desensitization (Wolpe, 1969), flooding or implosion
(Boulougouris and Marks, 1969), and modeling (Bandura, Blanchard, and
Ritter, 1969, Bandura, Grusec, and Menlove, 1967). All the techniques de-
pend on exposing the person to the object that is feared, until the fear is
desensitized or extinguished, or until the person learns to control the fear.
The exposure is usually imaginal in that the subjects are asked to imagine the
fear-arousing scene. Under desensitization the exposure is gradual: subjects,
while relaxed, imagine increasingly more distressing scenes. Under flooding
the exposure is sudden: the subjects are asked to imagine the situation that is
the most frightening for them. Under modeling the exposure is vicarious: the
afflicted person observes another individual being exposed to the feared
situation.
Research regarding the effectiveness of the various techniques consistently
shows that relaxation techniques alone (teaching subjects to relax their mus-
cles) are about as effective in reducing fear as techniques depending on im-
aginal exposure of the feared object (e.g., Borkovec and Sides, 1979; Denney,
1974; Goldfried and Trier, 1974; Kazdin and Wilcoxon, 1976). Although
methodologic difficulties undoubtedly playa role in this finding, nevertheless
here too there is an unresolved problem for the learning theory account of
acquired fears.

Ethical Considerations

Behavior modification, like psychoanalysis, has its critics and there are some
social scientists who are vehemently opposed to the method. Unlike the
criticism of psychoanalysis, however, the complaint is not that behavior
modification techniques are useless, but rather that they work too well,
giving excessive power to the therapist and taking too much choice away
from the client. An extreme version of this point of view is represented in
the following passage, written by two well-known and respected clinicians:
"The basis of the behavior modification techniques (deprivation, punish-
 Studies of Dental Anxiety Based on Learning Theory Principles 81

ment, terror, exploitation, disgust, bribery) have been with us through the
centuries. In civilized communities, however, most of these tactics have long
been abandoned by fair-minded, humane individuals. Thus, the behaviorist
model, under the cloak of scientific respectability, has not only re-introduced
but has encouraged the use of these degrading, destructive, dehumanizing,
totalitarian tactics not only in mental hospitals but in prisons, industrial
settings and schoolrooms as well" (Braginsky and Braginsky, 1976, p. 76).
Nevertheless, despite views such as these, behavior modification is being
widely practiced in a variety of contexts, including the management of dental
patients (Melamed, 1979).

Studies of Dental Anxiety Based on Learning Theory Principles

Despite some of the unresolved problems inherent in social learning theory,

many investigators of dental anxiety have used this framework to guide their
research. Some of these studies will now be reviewed. Implicit in many of the
investigations is the idea that dental fear is somehow irrational, that it is
mildly (or in some cases, severely) phobic in nature. A phobia has been
defined as " ... a special form of fear which (1) is out of proportion to de-
mands of the situation, (2) cannot be explained or reasoned away, (3) is
beyond voluntary control, and (4) leads to avoidance of the feared situation"
(Marks, 1969, p. 3). Later, evidence will be presented to indicate that the
"irrational fear" model of dental anxiety cannot be empirically sustained,
and that it paints a misleading picture of the average dental patient. For the
moment, however, the literature will be reviewed as it stands.
From a methodologic point of view, many of the studies lack sophistica-
tion. Some are little more than impressions and clinical observations, and as
such, subject to bias. For instance, Keys, Field, and Korboot (1978) con-
ducted an "experiment" (their term) in which two fearful patients were given
instructions and praise. No control subjects were employed. Nevertheless,
Keys et al. were willing to conclude that instruction and praise combined are
effective in facilitating cooperative behavior. Other studies have a polemic
rather than empiric bent, the aim ofthe author being to persuade the profes-
sion to adopt a particular course of action. Others are carefully conducted
scientific investigations. The studies to be reviewed have been deliberately
selected to provide a reflection of what is available. The literature is huge and
beyond the scope of this book to cover exhaustively. The examples have been
arranged in a rough hierarchy, beginning with impressionistic studies short
on rigor, extending to well controlled and sophisticated experiments.
The major practical concern of the writers being reviewed in this section, is
the management of anxious patients. Wright and Lange (1976) were particu-
larly interested in developing techniques that would make children more at
ease in the surgery. Wright and Lange assumed that dental anxiety is learnt,
specifically due to variables such as previous medical and dental experiences;
82 5. Social Learning Theory and Patient Management

maternal anxiety towards dental treatment; physical and emotional disabil-

ity; an unstable home life; and cultural attitudes toward health care. How-
ever, the authors present no evidence regarding the incidence of these events
in the lives of their patients. Their method for reducing anxiety was to relax
the patient either verbally or through training, on the quite reasonable as-
sumption that relaxation reciprocally inhibits anxiety (Wolpe, 1969). They
also positively reinforced desirable behavior through attention, interest, and
praise; and nonreinforced undesirable behavior by ignoring it. However,
again no data regarding the efficacy of these procedures was provided.
Cosgrove (1976) also assumed that dental anxiety develops in childhood as
a result of negative experiences, and some means for allaying these fears are
proposed. The methods include explanation, a professional manner that will
make the patient like the dentist, audio-sedation with white noise or music,
relaxation, hypnosis, and pharmaceutical sedation. However, Cosgrove pro-
vides no empiric data on the degree to which these various techniques actual-
ly reduce dental anxiety.
Hill and O'Mullane (1976) present what amounts to a theoretic cost-
benefit analysis of three major methods being used with apprehensive chil-
dren. The techniques are desensitization, sedation, and general anesthesia.
The authors review studies showing that desensitization tends to be more
time consuming than either sedation or anesthesia, with seven to nine pre-
treatment sessions not uncommon. However, there are problems with seda-
tion: oral sedation is unpredictable and intravenous sedation can produce
unintended general anesthesia with an increase in dosage. General anesthe-
sia is undesirable because of the complete loss of the protective laryngeal
reflexes, and because of the small but real risk of complications. Many author-
ities also recommend that a specialist anesthetist, using special equip-
ment, should administer the anesthetic, thereby adding to the cost and com-
plexity of the procedure. Hill and O'Mullane propose an alternative method
that they call "gradual acclimatization to operative dentistry," that incor-
porates the aim of preventive care. In effect, the children get used to dental
procedures through learning how to care for their teeth. The rationale of the
program is carefully explained to the parents, and their cooperation enlisted.
In the first visit, a history is taken, a brief examination made, and the child
is praised for coming to see the dentist. The second visit is taken up with
toothbrushing instructions and dietary advice. No work as yet is done in the
child's mouth. In the third visit, the children are asked to demonstrate their
toothbrushing skills, are praised, and at this stage the dentist will take over
the brushing, move the child into the chair, and commence simple intraoral
procedures. In the fourth session the diet is discussed, fluoride is applied to
the child's teeth, and further intraoral procedures are gradually introduced.
Unfortunately, the authors provide no quantitative data about the effective-
ness of gradual acclimatization in reducing dental anxiety.
Quite a few studies refer to how much time behavior modification tech-
niques consume. However, Weisenberg and Epstein (1973) present a case
 Studies of Dental Anxiety Based on Learning Theory Principles 83

study in which they used four methods, desensitization, forced exposure, re-
hearsal, and modeling, respectively, claiming that they were able to reduce
the fear of a 2-year-old child at a cost of only three 15-minute appointments.
An unusual feature of this case was the rehearsal manipulation, which con-
sisted of giving the parents a plastic mirror and asking them to "play dentist"
at home with the patient, praising (i.e., rewarding) the child for appropriate
responses.
Gatchel (1980) compared the effectiveness of desensitization against group
discussion. Nineteen fearful patients were divided into three sections, two
experimental groups and a control group. The experiment subjects met for
six sessions, as a group. Subjects in the desensitization condition were first
given training in relaxation. Then they were instructed to visualize dental
scenes in an ascending order of fearfulness. After each session, a group dis-
cussion took place, led by a facilitator who encouraged coping attempts. Sub-
jects in the education/discussion condition discussed their past and present
experiences of dental anxiety during their six sessions but did not undergo
desensitization. The control subjects did not participate in either desensitiza-
tion or group discussion. The results showed a greater reduction of anxiety as
measured by the Corah Dental Anxiety Scale, in the den sensitization condi-
tion than in the two other groups. On other measures of dental fear the two
experiment groups differed significantly from the control group, indicating
that both methods have an effect in reducing fear. This study is noteworthy
more for its technique than its outcome, in suggesting that behavior mod-
ification does not need to be individually administered but can be achieved
in a group context, and hence becomes more economic. There is even the
suggestion that under some conditions group-administered desensitization
may be more effective than when individuals are trained in isolation.
Machen and Johnson (1974) conducted an experiment in which they ran-
domly assigned preschool patients to three groups: a systematic desensitiza-
tion, model learning, and control condition, respectively. The children in the
two experimental conditions visited the surgery one week before their first
dental appointment. In the desensitization condition, the children were in-
troduced to the equipment normally used in dental practice. The items were
arranged in an ascending order according to their anxiety-inducing prop-
erties, beginning with objects such as the mirror, and ending with the chair
and the handpiece. In the model learning condition, the children watched a
videotape of a child behaving positively during dental treatment, and being
verbally reinforced by the dentist. The behavior of all of the children was
then rated during three subsequent dental visits. The results showed that on
the second and third visits the behavior of the children in the two ex-
perimental groups was significantly less negative than that of the children in
the control group. There were no differences between any of the groups on
the first visit. Finally, the two experimental groups did not differ from each
other on any of the visits. This study provides partial empiric support for the
efficacy of desensitization and modeling in reducing dental anxiety in chil-
84 5. Social Learning Theory and Patient Management

dren. The results are also consistent with the bulk of the behavior therapy
evaluation literature, in not finding any differences between the various
forms of trea tmen t.
Corah, Gale, and Illig (1979a) compared the relative efficacy of relaxation
and distraction to reduce dental anxiety. The patients were 48 men and 48
women. Subjects were randomly assigned to one of three conditions: a re-
laxation condition, in which patients listened through earphones to a re-
corded voice instructing the subjects to relax various muscles; a distraction
condition, in which patients played a video ping pong game on a television
monitor mounted near the ceiling, with ajoy stick clamped to the arm of the
dental chair; and a control group. The rather complex results suggest that
relaxation was superior to distraction in reducing anxiety, although both
methods had a positive effect on the patients. In a second study with the
same design, Corah, Gale, and Illig (197gb) added a perceived control condi-
tion, in which patients are given a button switch that activates a buzzer and a
light; subjects can press this button if they wish the dentist to pause, or if they
wish to communicate with the surgeon. Eighty adult patients participated in
this study and were randomly assigned to the various conditions. Essentially
the same results were obtained as in the previous study: relaxation and dis-
traction, in that order, were effective in alleviating stress. Perceived control
had no significant effect on reducing anxiety.
Systematic desensitization can be regarded as an instance of the more
general principle of counter-conditioning, where the patient is gradually
guided into making responses that are incompatible with an existing unde-
sired response, in this instance, dental anxiety. In an interesting application
of this principle, Nevo and Shapira (1986) have proposed that the use of
humor might be an effective counter-conditioned response to dental anxiety.
They interviewed 10 dentists about their use of humor in managing child
patients and whether this reduced anxiety. Many of these dentists reported
that they explicitly used humoros statements, jokes, puns, quips, riddles, and
rhymes, as a means of countering dental anxiety, on the assumption that
humoros feelings and cognitions are incompatible with and should therefore
displace anxious ones. The other assumed function of humor is to increase
rapport between the dentist and the patient. However, no independent evi-
dence for these outcomes is presented by the authors. As a comment on this
approach, provided it is not overdone, a cheerful dentist and surgery is cer-
tainly preferable over a gloomy one because at the very least it should contri-
bute to a better dentist-patient relationship. But the dentist must be careful
that the humor does not disparage the patient, and that the level of humor
matches the mental development and to some extent the mood of the client.
The technique of flooding has also been investigated in a dental context.
Unlike systematic desensitization where the stimuli are presented in an
ascending order of fearfulness, the flooding technique requires subjects to
imagine the most fear-arousing situations they can tolerate. In a study of 50
phobic patients, Mathews and Rezin (1977) found that of those subjects ex-
 Studies of Dental Anxiety Based on Learning Theory Principles 85

posed to flooding, 48% successfully completed all necessary dental treatment

within the two month follow-up period, in comparison to only 30% of sub-
jects in the control condition, who had been trained to relax but not exposed
to flooding.
Not all investigators accept that the different techniques will all produce
similar results. Adelson and Goldfried (1970) wanted to establish that
modeling reduces dental anxiety more efficiently than desensitization, the
"tell, show, do" procedure, or premedication. Two children took part in the
study: Amy, who had little dental anxiety, and Penny, for whom the authors
anticipated a management problem. Penny watched while Amy was being
examined by the dentist. Amy was cheerful, responsive, and cooperative
throughout the session and was given a reward as she left. Subsequently
Penny was examined, and contrary to what had been anticipated, the treat-
ment proceeded smoothly. The authors attributed this outcome to Penny
modeling herself on Amy's behavior. However, it should be noted that this
study lacks a control group, in not providing information in how anxious
Penny would have acted in the absence of a positive model, or how well she
would have behaved if she had been exposed to some other procedure.
White, Akers, Green, and Yates (1974) extended the Adelson and Gold-
fried study with a more rigorously designed experiment. The subjects were
15 anxious girls between 4 and 8 years of age. The authors manipulated the
modeling behavior with the help of an experimental confederate, an 8-year-
old girl who underwent simulated treatment. The confederate was carefully
rehearsed to respond appropriately in the chair. The subjects were randomly
assigned to three conditions. In the model condition, the patients sat behind
a one-way viewing screen and observed the confederate-model being treated
for six 5-minute sessions over a three-week period. In control condition I, the
no-model desensitization condition, subjects sat behind the one-way screen,
again for six sessions, observing the dentist demonstrating and naming the
equipment used in the experimental condition, no model being present. The
subjects in control condition II had no prior exposure to the opera tory, pro-
fessional team, or the model.
The dependent measures were based on two scales, an approach and
an avoidance checklist respectively. The approach list had seven items in
an ascending order from "walked down hall" to "allowed operative." The
avoidance list contained eight items (e.g., crying, restless in chair, won't
allow treatment), scored on a four-point scale (absent, mild, moderate, and
severe). The dentists conducting the treatment and providing the ratings
were unaware of the patient's experimental condition.
The rather complex results of this study clearly supported the efficacy of
modeling as a means of reducing dental anxiety. Children exposed to the
model exhibited more positive behavior than those in control condition II.
However, children in control condition I-the no-model viewing condition,
were also less anxious than the no-model no-viewing subjects, thereby in-
dicating the value of systematic desensitization.
86 5. Social Learning Theory and Patient Management

Using confederates is a very costly procedure and may be given to bias

because it is very difficult to keep the behavior of the confederates constant
across all subjects. Wroblewski, Jacob, and Rehm (1977) overcame this
problem by using videotapes. This experiment also had three conditions. In
what the authors called the "symbolic modeling with relaxation" condition,
anxious adult patients were given relaxation training on the first session.
During the next five sessions, they were given further relaxation instructions,
and then they watched 19 videotaped scenes recorded in a dentist's surgery
depicting progressively more anxiety provoking dental situations. Subjects in
the "symbolic modeling only" condition were presented with the same
videotaped hierarchy, but without the relaxation instructions. The third con-
dition was a control group labeled "attention placebo" in which subjects saw
two video tapes, one of a dental student interviewing a patient about his
social and medical history, dietary habits, and other matters related to dental
health; the second tape showed an empty dental chair.
The results showed that the group exposed to symbolic modeling com-
bined with relaxation improved the most on the behavioral measure of seek-
ing dental care, followed by the modeling-only group. The control group
showed the least change.
In another study on the effect of modeling, Melamed, Weinstein, Hawes,
and Katin-Borland (1975) assigned 14 children to two groups. The experi-
ment subjects watched a 13-minute videotape of a 4-year-old child coping
with anxiety during a dental visit. The child was verbally rewarded for coop-
erative behavior and given a trinket at the end of the session. Children in the
control group did not see the film but were given a drawing task instead. The
results indicated that children who saw the modeling videotape were more
cooperative and showed significantly less disruptive behavior than children
in the control group. There is thus consistent support in the literature for the
efficacy of modeling as a method for reducing dental anxiety.

Perceived Control and Anxiety Reduction

It has been suggested that one reason why dental patients are anxious is
because they do not have control over what is happening to them. To test this
hypothesis, several studies have been conducted in which patients are pro-
vided with a signaling device such as a button that activates a red light and a
buzzer. The patients are invited to press the button if they wish to communi-
cate with the dentist or if they wish the dentist to pause so that they can rest
for a while. A review of this literature by Corah, Bissell, and Illig (1978) and
Corah, Gale, and Illig (1979b) reveals conflicting results. In some studies
dental patients in "control" of the situation showed less arousal and anxiety
than an appropriate comparison group (Wardle, 1983). Other studies have
found greater arousal in the "perceived control" condition. And in some
studies (e.g., Corah, 1973; Corah, Gale, and Illig, 1979b) no differences
 Studies of Oral Hygiene Programs Based on Learning Theory Principles 87

were found. The precise role of perceived control in the dental situation has
not been identified and further research is needed to explore what intu-
itively seems like a good idea but so far has eluded unequivocal empiric con-
firmation.

Biofeedback and Anxiety Reduction

In an interesting development, Carlsson, Linde, and Ohman (1980) have

combined desensitization and biofeedback to train phobic patients. The sub-
jects were shown a series of progressively more fear-provoking scenes on a
television screen, ranging from a dental nurse seen talking on the telephone
to make an appointment, to the dentist using a drill. The patients were given
a switch by means of which they could stop and start the tape at will.
Subjects were also connected to an EMG feedback device that measures
and visually displays muscle tension for biofeedback training. Patients were
taught to relax, and then desensitization and biofeedback relaxation training
were carried out. Thus, if the EMG feedback device indicated tension, the
patient was instructed to stop the tape showing the dental scene that had
aroused the anxiety. The training continued until all scenes could be watched
without increases in tension. When all the distressing stimuli could be
tolerated, dental treatment was discussed with the patients and they were
shown actual instruments. During the first appointment, which included an
injection of a local anesthetic, patients were allowed to use the tension feed-
back device if they wished. The results showed that a range of 4 to 11 hourly
sessions was needed before dental treatment could commence, with a mean
of 7.2 sessions. However, dental treatment was possible with only minor
problems for all patients, and all of them recorded a reduction in dental
anxiety. Similar results were obtained in a subsequent study (Berggren and
Carlsson, 1984), in which 21 out of 24 patients with severe dental fear were
successfully treated using this technique. According to the authors, an im-
portant element in the therapeutic process is the biofeedback component,
which teaches patients how to identify tension, shows them ways of control-
ling it, and gives patients objective information about their progress. This
latter aspect is important because it increases motivation to continue what is
quite a distressing experience for phobic patients.

Studies of Oral Hygiene Programs Based on

Learning Theory Principles

In addition to reducing dental anxiety and increasing general cooperative-

ness among dental patients (Stokes and Kennedy, 1980), another major
practical aim has been to persuade people to adopt and maintain improved
oral hygiene habits. Perhaps the most important of these is having clean
88 5. Social Learning Theory and Patient Management

teeth, something that in theory can be easily achieved by effective tooth-

brushing. However, many people either do not regularly clean their teeth, or
do not do so effectively. For instance, Macgregor and Rugg-Gunn (1986)
have developed a method for studying toothbrushing in which they ask
volunteers to brush their teeth and then film them through a semi-silvered
mirror above the washbasin. Such a procedure is superior to direct observa-
tion because it provides a permanent record that can then be subsequently
studied in a systematic way. Studies of toothbrushing behavior routinely
reveal that many people are not very good at it from a dental hygiene point
of view, and could benefit from instruction and training to improve their
performance.
Although many schools conduct dental health programs based on lectures
and demonstrations, these seem to have little effect on the cleanliness of chil-
dren's teeth. This prompted Swain, Allard, and Holborn (1982) to develop
an instruction technique based on behavior modification principles which
they called the "Good Toothbrushing Game." Forty-five elementary school
children participated in the program, which was run in their school. All the
children were examined before the study began to establish their baseline in
dental health, including the cleanliness of their teeth. The children were then
issued with a dental kit containing a toothbrush, toothpaste, and disclosing
tablets, and were also given a lecture and demonstration in oral hygiene.
The children were randomly assigned to two teams and told that they were
participating in a daily class game, the object of which was to be the team
that had the cleanest teeth. Each day four children from each group were
randomly selected to represent their team and have their teeth checked, no
one knowing in advance when they would be checked. The winning team had
their names posted on the bulletin board, the children were praised for
achieving a good score, and they also received feedback about the areas they
did not brush well (e.g., "You did not properly clean the inside of your bot-
tom teeth"). The results showed that the childrens' oral hygiene improved
markedly while the "Good Toothbrushing Game" was being played, and
that this effect persisted when the children were followed up nine months
after the program had ended.
In a French study (Kerebel, Le Cabellec, Daculsi, and Kerebel 1985;
Kerebel, Le Cabellec, Kerebel, and Daculsi, 1985), 244 children in four
schools participated in a program aimed at improving their oral hygiene.
What is interesting about this study is that it used a quasi-experimental de-
sign. Half of the children were given detailed instructions in toothbrushing,
and then brushed their teeth at school every day after lunch. The three-
minute toothbrushing was supervised by dental students. In addition to daily
supervised toothbrushing, prophylactic treatment was provided every two
months, during which the teeth were cleaned and polished. The rest of the
children served as a control group, receiving neither oral hygiene instruction
nor prophylactic treatment. The study was carried out over three years, and
showed that on a variety of measures such as plaque index and prevalence of
 Summary and Conclusion 89

caries, the oral hygiene of the experimental group was significantly better
than that of the control group. The authors conclude that oral hygiene in-
struction alone, or purely mechanical plaque-control do not have much im-
pact on oral health. What is needed is to motivate children to improve their
oral hygiene. The backbone of this study was the daily supervised tooth-
brushing during school hours, which apparently led to a permanent increase
in oral hygiene motivation, and which generalized to the home setting.
Studies such as these confirm what educational psychologists have been
saying for a long time, namely that active, behaviorally based learning is
much more effective than passive, cognitive, information based instruction,
particularly if the aim is to change or instill some form of behavior (e.g.,
Furnham and Bochner, 1986). Learning by doing not only motivates the
student, it also gives instant feedback and hence greatly facilitates the ac-
quisition of a particular skill. Combined with encouragement and reinforce-
ment, active learning by doing is a very effective way of teaching oral
hygiene.

Summary and Conclusion

The learning theory conceptualization of dental anxiety has clear implica-

tions for the development of methods to reduce dental apprehension. Over
the last 15 years there has been an increase in the use of behavior modifica-
tion techniques in the treatment of dental aversion. Nevertheless, research
evaluating the efficacy of these techniques has been sparse, and until recent-
ly, largely impressionistic and anecdotal. However, well conducted, relative-
ly sophisticated experiments, using adequate samples of both children and
adults, are now beginning to appear in the literature. These studies indicate
that the various behavior modification techniques, either singly or in com-
bination, do have a significant impact on dental anxiety, resulting in reduced
levels of dental aversion. These findings, however, do not necessarily confirm
the learning theory model because the various treatment procedures tend to
be confounded with the establishment of a personal relationship between the
dentist and the patient. A dentist who relaxes, desensitizes, or shows a model
to a patient is also indicating concern for the patient as a person, and a caring
attitude for the patient's well-being. It is possible that the crucial variable
is the quality of the relationship, and that the actual procedures playa sub-
sidiary role to that relationship.
Traditional learning theory emphasizes the mechanics of the treatment (the
hierarchies, the muscle relaxation, the imitation of the model) and has little
to say about the interpersonal context in which these procedures are enacted.
The experiment has yet to be done in which the mechanical treatment vari-
ables are kept constant, and interpersonal variables such as warmth, trust
and respect toward the dentist-behaviorist are systematically varied. Con-
sequently, the theoretic explanation regarding the efficacy of behavior
90 5. Social Learning Theory and Patient Management

modification techniques in dentistry is incomplete-the methods work, but

why they do work is subject to debate. However, the literature does have
clear practical implications for the reduction of dental aversion: behavior
modification techniques, carried out in the context of a warm, personal rela-
tionship between the dentist and the patient, do significantly reduce dental
anxiety at the time of the treatment, and for many patients this improvement
represents a permanent change in their orientation toward dentistry.
One problem with adopting a behavior modification stance is that it may
lead to construing dental anxiety as a phobia in the same way that fear of
heights is considered to be a phobia. Taking a phobic view of dental aversion
in turn implies that these fears are baseless or irrational. Such a conclusion is
not warranted. Certainly, some patients do have a phobia and their fears can
legitimately be described as irrational. However, as a study conducted by the
author and reported in Chapter 6 has shown, the great majority of patients
respond quite rationally to the dental situation. They selectively fear those
procedures that hurt or look as if they ought to be painful, they tolerate the
less abrasive procedures, and their pain and fear experiences are affected by
the extent to which they like and trust their dentists. Thus, to view dental
fear primarily as irrational and phobic can lead to quite misleading and
erroneous conclusions about the nature and origins of dental aversion, and
about the appropriate therapeutic measures to combat it. Although the
learning theory model does not necessarily categorize dental aversion as a
phobia, many practitioners make that equation. It is not difficult to see why
that should be so. Dentists, like most other people, like to be liked, and don't
like being disliked (Rubin, 1973). Consequently, there is a tendency for den-
tists to attribute the negative behavior of their patients to some condition
within the patient rather than blaming themselves or their discipline. Both
psychoanalysis and learning theory provide this convenient means of avoid-
ing accountability. By labeling the aversive behavior of patients as "irration-
al," even they escape blame as people cannot be held responsible for their
irrational acts. This cozy arrangement takes care of the problem of who is
responsible for any unpleasantness-no one-but it lacks scientific sub-
stance and obscures the actual dynamics of the dentist-patient relationship.
This will be the topic of the next chapter.
 6
Social Psychology and
Patient Management

This chapter starts out with a brief account of the major theoretic orien-
tations in psychology, leading to a description of the social-psychologic
perspective of human behavior. Then, some studies of the dentist-patient
relationship grounded in this perspective will be reviewed, followed by
the original report of a major Australian study conducted by the author.
Throughout, the implications of this literature on patient management
are considered.

Models of Human Behavior

Contemporary psychology, being a relatively young discipline, lacks the uni-

ty of some of the more established areas of knowledge. Most psychologists
would agree that theirs is the science of behavior and experience, but there is
a great deal of disagreement about what those terms mean, what aspects of
behavior or experience should be emphasized, and what methods should be
used in measuring and defining these phenomena. Furthermore, psychology
is one of the least neutral of all the sciences because its topic is humankind
itself and almost all of psychology's statements and findings have philo-
sophic, value-laden connotations. There is another sense in which the debate
is not academic. As we have already seen in previous chapters, how people
view human nature directly affects how they conduct themselves in the world
of affairs, including the management of a dental practice.
In psychology there exist three major divergencies and countless minor
ones. The term "divergency" is being used here in preference to the more
conventional "dichotomy" because the differences in perspective represent
variations in emphasis rather than mutually exclusive constructions of real-
92 6. Social Psychology and Patient Management

ity. In a general sense all of the points of view are correct because they all
refer to events or constructs that have an empiric base. However, each point
of view has its own special domain of utility, both with regard to providing
suitable explanations for phenomena as well as suggesting a practical course
of action. The problem arises when a particular perspective is applied in an
inappropriate domain, or more seriously, when there is an attempt to use the
principle to explain all behavior and experience. To date, there is no single
explanatory system in psychology analogous say to the law of gravity in phy-
sics, or Einstein's extension of this law to MC2. This lack of general laws of
behavior has bothered many psychologists because of their (mistaken) belief
that a discipline must have a set of universal principles if it is to attain the
status ofa science (Koch, 1981). In turn, this has led a number of writers in
fruitless pursuit of what Allport (1954) called a "simple and sovereign"
theory of human behavior, an unattainable goal given the present state of
knowledge.
In evaluating a theory, the correct question to ask is not if it is true, but
whether it is useful: What does it explain at what levels of generality, and
what effective action does it predict at what levels of specificity? Questions
about the existential veridicality of a theory can safely be left to the philo-
sophers, allowing us to accept the simultaneous presence of several theoretic
perspectives in psychology and the absence of anyone overriding universal
framework. Let us now look at the three major divergencies in psychology.

Body or Mind

Probably the longest standing argument has been between the physiologists
and the mentalists, a problem inherited from the body-mind issue in philoso-
phy (Scher, 1962). Today no one denies that human beings are biologic as
well as psychologic and social animals (Aronson, 1976). There is clear evi-
dence that the biochemic, glandular, central nervous system, brain and other
physical functions all interact and play an important role in how we feel,
what we do, and what we know (Ohman, 1981). The argument has shifted
into the following three issues:
1. Physiological primacy. Are physiologic variables the primary causes of
psychologic events? The simple answer is, yes sometimes, but not necessarily
so. For instance, psychologic events such as anxiety can cause physiologic
changes such as the growth of an ulcer (Beecher, 1972). Emotional stress has
been implicated in the myofascial pain-dysfunction syndrome (Greene and
Laskin, 1974). Biofeedback techniques can alter heart rate, blood pressure,
and a host of other responses once thought to be governed by the auton-
omous nervous system and hence not amenable to conscious control
(Basmajian, 1979; Birbaumer, Elbert, Rockstroh, and Lutzenberger, 1981;
Yates, 1975). However, it would be just as misleading to adopt a position of
 Body or Mind 93

psychologic primacy-the belief that mind always prevails over matter.

Many physical and some mental diseases do have a clear physical origin
(Hutt and Gibby, 1961). So do some mood states, of which a good example is
the depression and confusion some women experience due to hormonal
changes associated with the female menopause. The answer therefore is that
most behavior is the joint outcome of an interaction between psychologic and
physiologic variables, neither of which can be considered as necessarily pri-
mary, a view that has been called the holistic approach, where the individual
is regarded as "a unit, a whole" (Woodworth, 1959, p. 231).
2. Reductionism. In order to real!J understand behavior, is it necessary to re-
duce it to its physiologic components? This is the doctrine of reductionism,
which states that all psychologic phenomena can and should be reduced to
their physiologic base (for a brief but highly readable review of this issue see
Underwood, 1957, pp. 226-232). Most social psychologists reject reduction-
ism on the grounds that such transformations are inappropriate, impossible
given the present state of the art, and probably impossible in principle given
the interaction and reciprocal effects of psychologic and physiologic proces-
ses. The sorts of topics that social psychologists are interested in highlight the
absurdity of strict reductionism. For instance, how would one go about trans-
lating morale in the work place, attitude change, racial prejudice, or group
conformity to its physiologic "foundations," and what would one gain from
such a reduction? There are other topics, though, such as dental anxiety,
where it may be quite useful and possibly essential to take into account paral-
lel bodily changes, not because the body is somehow absolutely primary, but
because in that particular context bodily changes do playa large role and can
be measured with existing procedures and instruments.
The most general refutation of reductionism rests on the principle that
there are different domains of discourse, each with its own self-contained
"language." Human beings can be studied from many different perspectives.
Physiologists study the biochemistry, neurology, the nerves, glands, hor-
mones, genes, and brain cells that constitute the elements in these physical
systems. Psychologists study the beliefs, motives, fears, aspirations, and
other mental elements that constitute the mind of human beings. Sociologists
study how individuals aggregate into groups, and the elements of their dis-
course are the social classes, trade unions, ethnic communities, and other
collectivities of human life. Each domain has its own set of concepts, explana-
tory principles, and implications for action. It is neither useful nor appropri-
ate to explain phenomena in one domain in terms of the discourse of another
domain, and it can be particularly misleading to view the physiologic system
as primary. However, when more than one domain of discourse impinges on
a problem, as is often the case, then an explanation invoking both domains
will be superior to an explanation based on only one set of principles, pro-
vided of course that each explanation is offered on its own terms and not as a
translation.
94 6. Social Psychology and Patient Management

3. Within or between skins. The third major divergency has been the argu-
ment about whether to seek the explanation of behavior inside the person or
in the situation. It is a running issue in psychology and we have already
encountered it earlier in various parts of this book. The question cuts across
all other divergencies including the psychosomatic and reductionism issues,
and many regard it as the most important single unresolved problem in
psychology today (Endler and Hunt, 1968; Endler and Magnusson, 1976).
To recapitulate, one point of view asserts that behavior is primarily deter-
mined by "within-skin" characteristics, by the structural aspects that a per-
son can be thought of as possessing. The term "personality" expresses this
idea, and refers to the enduring psychologic traits that presumably distin-
guish and characterize a person in the same way that physical traits such as
height, eye color, and body build do. These traits in turn are assumed to have
developed as a consequence of the person's genetic make up interacting with
the experiences of the individual's life history. We can refer to this approach
as "within-skin" because it assumes that a p~rson's behavior is the product
of the individual's internal makeup. This view is shared by physiologic
psychologists, who tend to emphasize inherited and physically based deter-
minants of psychologic processes; psychoanalysts, who construe all behavior
as being the reenactment of the individual's original resolution of the anal,
oral, and oedipal conflicts; and behaviorists, who construe acts as stemming
from the internalized habits that individuals carry around with them. In-
cidentally, it is unlikely that these three groups of scholars would agree on
any other substantial question relating to behavior, illustrating how the
within/between-skin controversy does tend to cut across the major issues in
psychology .
The contrasting view states that behavior is governed largely by the situa-
tion, particulary the social situation or behavior setting that is the context for
the act. This view has been called "between-skin" because an important
ingredient in any situation is the presence of other people, who those people
are, and what their relationship is to one another. We will return to this issue
in the next section.
There is a good deal of experimental evidence in support of the view that
situational factors play an important role in the determination of behavior.
We have already described the experiments using a simulated prison
(Haney, Banks, and Zimbardo, 1973; Lovibond, Mithiran, and Adams,
1979) which showed that subjects given the task of either guard or prisoner
very soon began to act appropriately to their assigned roles. Many other
studies can be cited that make a similar point. For example, research in the
field of littering and vandalism has found that people scatter litter not be-
cause of some trait of vandalism but because some situations are more con-
ducive to destruction and littering than others, particularly places that have
already been littered or where subjects have seen someone else destroy or
litter (Finnie, 1973; Geller, Witmer, and Tuso, 1977; Jorgenson and Dukes,
1976; Krauss, Freedman, and Whitcup, 1978; Zimbardo, 1969).
 The Social-Psychologic Perspective 95

The Social-Psychologic Perspective

Roles
The principles of group dynamics are the basis for the social-psychologic
perspective of human behavior. All groups have or develop a structure so
that there tends to be a division of labor whenever people congregate for a
purpose. The division oflabor has been conceptualized through the notion of
a social role. In informal groups, as in formal ones, the respective roles tend
to be clearly defined. In traditional households, for example, one person may
do the washing up while another dries, one the mowing while the other does
the laundry, one the cooking and cleaning while the other the providing.
These roles, indeed all roles, are constantly changing as societies change,
either gradually or rapidly. The concept of a role, however, remains, even
though its contents may change.
Human beings are social animals (Aronson, 1976), living their lives in the
company of other people, hermits and shipwrecked mariners excepted.
There are a great many groups to which individuals can belong, the most
common types of associations being the work, family, recreational, political,
educational, and religious bodies. In addition to their function, groups can
also be distinguished according to how formal or informal they are, and the
steepness of their internal hierarchy.
In formal groups, the division of labor tends to be more explicit than in
most informal groups. In any commercial enterprise there will be many func-
tions, reflected in the different divisions of the company. Some will be en-
gaged in manufacture, others in selling, advertising, or coordinating, each
person having an allotted specialty in the total mosaic. There is more to it,
however, than just carrying out a task. Research has shown that people do
not just do ajob, they become it in the sense that it enters into their identity.
Studies asking people who they are invariably show that individuals identify
themselves in part by their occupation-"I am a lawyer, taxi driver, den-
tist," particularly when they are interacting with a person occupying the
counter-role, in the present example client, passenger, patient (Secord and
Backman, 1964).

Hierarchy and Status

The division of labor in both formal and informal groups is seldom neutral
with respect to status. The most universal distinction is between the role of
leader and that offollower (Gibb, 1954). Most groups, including highly in-
formal and peer groups, have someone who functions as a leader or decision
maker, even if there is no formal title bestowed on such an individual, or
when a supposedly nonhierarchical title such as "coordinator" is used.
Formal groups usually openly acknowledge the function of leader, and the
people exercising that role have titles such as chairman, captain, manager,
producer, and the like.
96 6. Social Psychology and Patient Management

A hierarchy implies relative status for the individuals participating in that

group. Even in the most informal and democratic of groups the persons
exercising leadership have greater status than ordinary members. In formal
groups the relative status is reflected in differences in privileges, remunera-
tion, badges of rank, and conditions of work (Packard, 1961). In highly struc-
tured organizations such as the army, church, or civil service, every person
has a precise place in the hierarchy, as do citizens of societies where a caste
system prevails.

Norms
A role not only defines a person's place in the group, it also specifies that
person's rights and obligations vis-a-vis other persons in the group, or more
accurately, other persons occupying particular role positions. A Captain is
supposed to salute a Major irrespective of who the senior officer is.
Most roles form part of a role set: husband-wife, father-son, manager-
employee, manager-general manager. The same person at different times
will be required to enact various roles, in this example that of husband,
father, supervisor, and junior, and in each case the required behavior will
be quite different.
Society can be thought of as an interlocking matrix of role sets. A particu-
lar relationship will work if the persons in that role set agree about their
reciprocal rights and obligations. The crucial idea here is the notion of
mutual agreement. Some relationships seem very odd to the outside obser-
ver. Most of us know of married couples where one person may be seen to be
behaving abominably, yet the marriage survives. In extreme cases this could
be due to a masochist having married a sadist, with each person obtaining
from the liaison precisely what they are looking for. More commonly, the
couples would have worked out their own definition of what constitutes an
equitable relationship, a subjective assessment at the best of times.
Most interpersonal conflict arises due to the participants disagreeing
about what each person can legitimately expect the other to do. For exam-
ple, an executive may expect his secretary to serve him with tea, whereas
the secretary may feel that this is not part of the duties of that office. Social
power as distinct from coercive power is normative in the sense that the role
contains the obligation to behave in a certain way towards persons in specific
counter-roles. A person who takes on a particular job knows that there is an
explicit agreement to obey the instructions of the supervisor insofar as they
relate to the work role. In the dental surgery, a nurse knows and accepts that
she has to carry out the professional duties assigned to her by the dentist; but
she may refuse to do the shopping, or go to the dentist's house at the weekend
to weed the garden, as that is not part of the role of a nurse.
Industrial disputes are often about changing the reciprocal rights and
obligations of the participants. The campaign for shorter hours is a case in
point, its purpose being to vary the norms about what is an accepted defini-
 The Norms of the Dental Surgery 97

tion of the working week. Other disputes have the aim of changing the norms
relating to what constitutes the legitimate exercise of social power in the work
place. For example, in many industrial settings workers are now demanding
to be consulted about decisions affecting them, a demand that managers
often interpret as a threat to their authority (Bochner, Ivanoff, and Watson,
1974). In role theory terms, the managers and workers no longer agree that it
is the legitimate right ofa manager to give an order simply because of the role
position the manager occupies. There are armed forces in western Europe
that now have trade unions for their members, concerned with issues such as
defining the legitimate exercise of authority in a modern army.
Some social roles have rather special normative expectations attached to
them. For instance, a male medical doctor while in his surgery may ask a
female patient to undress, and she will do so without a qualm. If a solicitor
made the same request of a female client, or a dentist asked his patients to
disrobe, it is unlikely that the request would be complied with. This is an
extreme example of social power that is normatively based and role-linked,
but most roles have this characteristic to some extent. Dentists are no excep-
tion, as we shall now consider.

The Norms of the Dental Surgery

The dental surgery is a special setting with its own role-related rules. The
mutual rights and obligations of the dentist and the patient govern the in-
teraction. Presumably all dentists and most patients know what these are. As
the dentists are the ones who would have made the rules in the first place, it
can be assumed that they would consider the norms appropriate. Less is
known or can be assumed about the extent to which patients accept their
rights and obligations and the rights and obligations of the dentist, the extent
to which they regard the situation as a legitimate exercise of social power.
However, role theory suggests that patient acceptance of the dental situation
may not be total. The problem is that individuals performing the role of
dentist inevitably break two norms widely adhered to outside of the surgery.
The first is the norm about not causing pain. In ordinary circumstances most
people do not expect to inflict pain on others or have pain inflicted on them.
That norm is often broken in the dental relationship. In that sense the dental
surgery is an extraordinary setting with unusual rules that many participants
may never fully understand or accept, including some dentists. This is prob-
ably the real explanation for the many problems encountered in the dental
situation, variously labeled as transference by the psychoanalysts and phobic
behavior by the learning theorists.
The second norm invariably broken in the dental surgery is the intrusion
of the dentist into the personal space of the patient. This is an aspect on
which both psychoanalysis and learning theory tend to be silent, yet is a
major feature of the dental situation.
98 6. Social Psychology and Patient Management

Personal Space

Surrounding each person is an invisible bubble that constitutes that indi-

vidual's personal space (Sommer, 1969). Human beings experience stress if
another person intrudes into their portable territory. However, the size of the
bubble and the definition of what constitutes an act of invasion depends on
who the transgressor is, and the relationship between the "invader" and the
"owner" of the territory. As Hall (1966) has found, there are at least four
zones of interpersonal distance.
The first is the intimate distance zone, ranging from zero to 18 inches, and
is the characteristic spacing for people engaged in lovemaking, comforting,
nursing, and other intimate activities. Admission to this zone is reserved for
spouses, lovers, and close friends. When strangers are forced into involuntary
intimate distance such as in elevators or crowded trains, they find the experi-
ence very stressful.
The second zone is the personal distance region, extending from 1V2 to 4
feet away from the individual, and is the characteristic spacing for chatting,
gossiping, playing cards, and generally interacting with friends and ac-
quaintances. Discomfort is felt if strangers intrude into this space, and also if
friends space themselves too far away, outside the limits of the zone.
Next is the social distance zone, 4 to 12 feet in extent, and is the character-
istic spacinl!; in formal settings such as the office, in the professional rooms of
doctors, lawyers, accountants, and other practitioners, and in shops, televi-
sion interviews, and wherever people enact their formal roles. Again discom-
fort occurs if the norm if broken, if the lawyer sits too close to the client or the
shop assistant stands too close to the customer.
The last region is the public distance zone, ranging from 12 to 25 feet, and
is the characteristic spacing of official, ceremonious occasions such as the
formal dinner, church service, courtroom, parliament, political rally, and the
university lecture, particularly where there is a large status difference be-
tween the speaker and the audience. Embarrassment is often felt when there
is an involuntary coming together of such personages with their clients, for
example when a student meets a professor in the cafeteria, or a member of
the public encounters the distinguished after-dinner speaker in the wash
room.
The general principle of spacing is that the. "correct" interpersonal dis-
tance depends on two things, the nature of the activiry that the persons are
engaged in, and the nature of the relationship existing between them. Neither
of these conditions are necessarily fixed. For example, strangers on a long
train journey thrown together in a crowded compartment may redefine their
mutual relationship by introducing themselves to each other. The enforced
proximity will then become more appropriate and bearable because it now
exists between acquaintances rather than strangers. The accommodation in
the dental surgery probably follows a similar principle.
The surgeon for much of the time will be operating within the intimate
 Reinforcements and Relations 99

distance zone, thereby breaking the norm unless the dentist is closely related
to the patient. To tolerate this intrusion the patient will have to be able to
redefine the relationship. It should follow that a patient who likes, respects,
and admires the dentist will find it much easier to suspend the normal reac-
tion to territorial invasion than a hostile, resentful, or suspicious patient.
It will be recalled that the psychoanalysts interpreted patient resistance to
dental treatment as reflecting hidden anxieties about oral/vaginal penetra-
tion, rape, and homosexual attack. A much more plausible account, sup-
ported by a good deal of evidence, suggests that what patients really react to
is the invasion of their personal space, in particular the breaking of norms
about activities taking place in the intimate interpersonal distance zone.
Likewise, the anxiety that dentists sometimes experience can be attributed to
their norm breaking by repeatedly intruding into the intimate zones of per-
sons to whom they are not closely attached.

Reinforcements and Relationships

As we saw earlier in this book, the learning theory model asserts that the
behavior of human beings is controlled by reinforcement, either through the
contiguous association of stimuli (classic conditioning) or by rewarding de-
sired behaviors and punishing undesired acts (instrumental conditioning).
There is no doubt that both techniques work. Most animal training is b)lsed
on the principle of instrumental conditioning. You can teach a dog to sit up
by giving it a biscuit each time it performs the desired response, just as you
can teach a cat not to scratch the upholstery by belting it each time the claws
come out. Indeed, highly elaborate circus routines are built up in the same
way. It therefore seems plausible that the behavior of human beings likewise
is controlled and modified by reward and punishment. This is a widely held
belief and many of the institutions in society are based on its rationale. Most
child rearing is founded on this principle. The legal and penal systems de-
pend on it, assuming that fines and jail sentences will deter people from
stealing, speeding, going on strike, or killing their spouses. The education
system assesses students in the belief that good grades or the fear of bad ones
will make everyone study harder. Many other examples could be given of
institutions and practices that make the assumption that behavior is con-
trolled by its reinforcing contingencies.
Unfortunately the evidence in real life, as distinct from the laboratory or
the armchair, suggests that the principle of reinforcement is somewhat lack-
ing. The jails are full of people who have been there before, the speed limit is
largely ignored, juvenile delinquency is rife, and students do not respond to
the grading system as expected. Why is this so? The social-psychologic per-
spective suggests that it is not the rewards and punishments per se that con-
trol behavior but who is doing the rewarding or punishing. In other words,
the quality of the relationship between the source of the reinforcement and its
100 6. Social Psychology and Patient Management

recipient is an important mediating variable. This principle suggests the

hypothesis that rewards emanating from a person who is liked, respected, or
admired will have quite a different impact than rewards coming from a per-
son who is disliked or distrusted.
There is a good deal of experimental evidence to support this hypothesis.
In a series of studies Jones (1964) found that positive acts by a disliked
person will be seen by the recipient as attempts at ingratiation. Mann (1974)
found that spectators at a football game who supported the losing team,
overestimated the number of free kicks awarded to the winning team, were
more critical of the umpire, thought the game was dirtier, and rated the
standard of the game lower than supporters of the winning team. Winkler
and Taylor (1979) telephoned voters just prior to the 1976 American pres-
idental election, asking them who they thought would win and whom they
preferred to win. The subjects were then contacted again immediately after
the election, and asked why Carter rather than Ford had won. The results
showed that Carter supporters attributed the win to Carter's personal char-
acteristics, whereas Ford supporters regarded the outcome as due to chance.
Numerous other studies confirm that "facts" are seldom neutral, but practi-
cally always interpreted in relation to the source of the statement (who said
it) and the preexisting attitude of the listener to the speaker and the issue
(Bochner and Insko, 1966).
Thus with the exception of extreme exchanges such as violence, interper-
sonal acts are seldom intrinsically rewarding or punishing. Rather, the ac-
tions take on their reinforcing properties from the source of the act and the
quality of the relationship between the actor and the recipient. This principle
has an important bearing on the management of dental patients. The im-
plication is that patients who have a personal relationship with their dentist,
and who admire, trust, and like their dentist, will put a more positive inter-
pretation on the acts and words of their surgeon than patients whose rela-
tionship is poor. In specific, practical terms, patients enjoying a good rapport
with their dentist should experience less fear, anxiety, pain, and discomfort;
attend more frequently, listen more carefully to the dentist, and follow in-
structions about dental hygiene; and be less resentful about the financial cost
of dental care. Some of these hypotheses will now be examined with reference
to the empiric literature. The next section contains a selected review of
studies conducted from the perspective of the social psychology of the
dental surgery.

Studies of the Social Psychology of Dentistry

Most of the studies of the social psychology of dentistry consist of recom-

mendations about how dentists should behave toward their patients (e.g.,
Grainger, 1972). However, generally the authors do not provide direct
empiric evidence regarding the efficacy of these procedures in improving pa-
 Studies of the Social Psychology of Dentistry lOl

tient behavior. At best, the prescriptions are based on analogy. For example,
Deneen, Heid, and Smith (1973) argue that the same interpersonal qualities
known to be effective in counseling and psychotherapy should also facilitate
the dentist-patient relationship. The authors identify empathy, respect,
genuineness, and warmth as the core conditions transcending and affecting
the outcome of any helping relationship including the dental one. However,
no direct evidence is presented in favor of what amounts to a very sweep-
ing generalization. Deneen et al. recommend that dentists should become
active listeners and attenders. Specifically, they should learn how to make
effective eye contact with their patients, respond with appropriate head
nodding, maintain a relaxed posture, and indicate by their verbal responses
that they are listening to the patient. The authors conclude that a dentist
who is perceived as caring will be better able to influence a patient's atti-
tude toward oral health, increase the patient's confidence in the quality of
care provided and the patient's respect for the dentist. No data are cited in
support of these interesting hypotheses.
Hornsby, Deneen, and Heid (1975) state that in the United States less
than 3% of a dental student's professional training is concerned with
teaching interpersonal communication skills. These skills are necessary be-
cause according to the authors, it is the dentist's responsibility to ensure that
patients accept and understand the diagnosis, rationale, and treatment pro-
cedures of preventive programs. The authors assume that dentists who have a
warm relationship with their patients will be more successful in influencing
the behavior and attitudes of their patients. This is a very plausible hypothe-
sis because there is considerable data from a wide variety of studies in social
psychology confirming that communicators who are perceived as warm and
respected by their audience, are able to change attitudes and influence be-
havior more readily than persons who are negatively perceived (Hovland,
Janis, and Kelley, 1963; Insko, 1967). However, the hypothesis has not been
confirmed directly with respect to dentists and their patients in the Hornsby
et al. study.
Jackson (1975) provides some specific, practical examples of active listen-
ing by the dentist. To establish rapport with the patient the dentist must
correctly divine the patient's feelings and then respond appropriately to
them. Patients, according to Jackson, will often indicate their feelings in an
indirect manner, and the dentist must be sensitive to what the patient is
really trying to convey. For example, when a patient says: "I hope this won't
take long," the statement probably means "I am nervous about my dental
treatment." If this in fact is the case, then it would be insufficient for the
dentist to reply merely to the statement (e.g., "No, it will only take a few
minutes"). What the patient really wants to hear is reassurance that it won't
be painful, cost too much, involve an extraction, or require a local anesthetic.
The dentist therefore has to respond to the translation or interpretation of the
statement rather than to its overt meaning. The danger of course is that the
dentist may misinterpret the hidden meaning (if any) and create unnecessary
102 6. Social Psychology and Patient Management

confusion. However, presumably there are certain regular patterns in the

comments that most patients make, whose intent the dentist will come to
recognize with experience. Jackson (1975) draws an analogy between the
airline pilot constantly monitoring the gauges in the cockpit, and the dentist
constantly evaluating the patient's emotional state. For example, the state-
ment "I sure liked Dr. Block. I went to him for 30 years," can probably be
translated as "I am not sure that I trust you."
Dentists failing to attend to their patient's feelings can reduce the rapport
between them. Take this exchange. Patient: "I see you have a new drill."
Dentist: "Yes, a Siemens 242 X 53, a real beauty." According to Jackson, the
dentist ignored the real message the patient was sending-anxiety about the
drill-and hence did nothing to reduce that anxiety. Or this example. Child:
"I hate dentists. I don't want to be here." Dentist: "Come now. Even your
little brother didn't mind his check-up. Be a good boy and open your
mouth." According to Jackson, this dentist had made a mistake. The child is
really saying "I am afraid" and the dentist is passing judgment, in effect
saying "Because you are afraid I think you are both childish and bad." Such
evaluative statements do not contribute to the establishment of rapport. Nor,
according to Jackson, should dentists simply be supportive, such as telling
their patients that it is acceptable to feel the way they do but unnecessary.
For instance, Jackson disapproves of the following exchange. Patient: "Oh, I
wish I did not have to have a new denture, myoid one is so comfortable."
Dentist: "Many people feel that way at first, but you will get used to it."
Jackson suggests that the comment "many people feel that way" and its
companion "I often feel the same way myself," are not effective in estab-
lishing rapport because the statement takes the focus of attention away from
the patient to other people. The present author disagrees. A good deal of
research in social psychology (Festinger, 1954; Darley and Latane, 1968)
indicates that people are often uncertain about how they should respond to
new or ambiguous situations. They take their cue from watching how other
people respond. In the dental situation it is not possible to directly observe
whether other patients in a similar situation would find the experience pain-
ful, irritating, pleasing, acceptable, or unacceptable. In effect, patients are
asking themselves and their dentists: "How do other people react to what I
am undergoing?" If a dentist can convincingly convey to the patient that
other individuals in similar circumstances have found the procedure accep-
table, the chances are the patient in question will use that as a guide to
what the appropriate response should be.
The type of statement Jackson (1975) approves of most is the understand-
ing statement. Patient: "It is three o'clock already." Dentist: "You are an-
xious to get away"; or Patient: "Must I have an injection?" Dentist: "You
don't like injections." According to Jackson, understanding statements help
to establish rapport because they convey to the patient that the dentist really
cares about them.
There is no doubt that what has been called a hidden agenda (Hall, 1959,
 Studies of the Social Psychology of Dentistry 103

1966) underlies many conversations taking place in the dental surgery.

However, very little empiric research has been conducted to establish the
types of exchanges, their relative frequency of occurrence, their latent and
overt meanings, and the best way to handle the latent content of patient
communications. Jackson's analysis is useful in that it provides the basis for
future research. However, his conclusions and suggestions for action regard-
ing patient management should be treated with caution because they are
based on impressions, relatively few case studies, and analogy from counsel-
ing episodes rather than on solid empiric evidence derived from dental prac-
tice. Nevertheless, it is possible to agree with Collett's (1969) conclusion that
a permissive, noncritical climate will reduce patients' resistance to saying
what they really think. Pendleton and Bochner (1980) found that many pa-
tients in general medical practice are inhibited from communicating their
anxieties and fears to the physician. In particular there is a great reluctance
on the part of medical patients to ask questions about their condition. It is
quite likely that similar inhibitions prevent dental patients from discussing
their condition with their dentists, in return reducing the opportunity for the
dentist to interrogate and instruct the patient. Consequently, anything the
dentist can do to create a climate conducive to greater participation by the
patient in the proceedings should have a positive effect. The next study is an
example of a strategy for turning patients from being passive consumers to
becoming active participants in achieving dental health.
Miller (1974) describes a program he has developed to involve patients
more in their treatment, a point also made by Weisenberg (1973). The aim is
to make patients feel that they are members of the health team. Miller first
gets his patients to state their full commitment to a "Preventive Program."
Then, patients are given supplies and equipment that is theirs to keep, in-
cluding items such as: a battery operated slide viewer, photographs that are
taken at each visit and given to the patients to enable them to monitor their
progress, a working stone model with those tooth surfaces clearly indicating
the places that the patient consistently misses when brushing, a torch with a
magnifying mirror, a notebook labelled "My Personal Preventive Dentistry
Diary," and ample supplies of disclosing tablets, brushes, and floss.
During the program all patients were kept fully informed on the nature
and progress of their treatment. In the case of those patients who could not
care for their own oral hygiene, the responsibility was delegated to a parent,
guardian, relative, nurse, or friend. Unfortunately Miller presents no evi-
dence regarding the efficacy of these procedures in improving dental care and
hygiene.
The importance of what dentists say and how they behave, as distinct from
the technical procedures they carry out, is convincingly demonstrated in stu-
dies evaluating placebo therapy effects (Beecher, 1972). Laskin and Greene
(1972) report on a particularly well-conducted investigation using this tech-
nique. Fifty patients suffering from myofascial pain dysfunction participated
in the study. After the completion of diagnostic testing, they were told that
104 6. Social Psychology and Patient Management

they were suffering from a muscular disorder that was reversible, and reas-
sured of a good prognosis. Then, each patient received a prescription for a
placebo drug, accompanied by an enthusiastic endorsement of its potential
therapeutic effects. Patients were told that only the university pharmacy had
a supply of the drug because it was new, and on payment ofa small fee, each
subject received a bottle of 30 orange and blue capsules containing sodium
lactate. Patients were instructed to take one capsule four times a day for one
week, and to report all changes occurring in their condition during that time.
The results showed that 26 of the 50 patients (52%) reported some im-
provement in their condition after placebo therapy, eight of them to the point
where they could be discharged from the clinic. Of the remainder, 20 patients
reported no change and 4 claimed that they felt worse. The symptoms that
responded most favorably were the subjective ones of pain and tenderness,
whereas the more objective problems of clicking and limitation persisted in
most of the patients who had these symptoms. A follow-up survey of these
patients several years later (Greene and Laskin, 1974) showed that their
improved condition had persisted, with most individuals reporting that they
were doing quite well. In a later study, Goodman, Greene, and Laskin (1976)
administered two mock equilibrations to 25 MPD sufferers and found that 16
(or 64%) of the patients reported a total or nearly total remission of their
symptoms.
The general conclusion that can be drawn from these studies is that the
psychologic and procedural aspects of the dentist-patient relationship have
a strong influence on the outcome of therapy, as well as on the levels of pain
and discomfort acknowledged and/or experienced. One specific conclusion
casts doubt on Jackson's (1975) contention that supportive statements im-
pede rapport and patient progress. On the contrary, the Laskin and Greene
(1972) study provides clear evidence for the efficacy of supportive statements
and procedures. It is not suggested that dentists go to the lengths of admin-
istering placebo products or treatments to their patients. Indeed, as Beck
(1977) points out, there are ethical considerations to be taken into account.
Pure placebo therapy involves deception, and its discovery by the patient
could lead to a loss of trust and confidence in the practitioner, and a loss of
confidence in the profession by the public at large. Another problem relates
to the issue of informed consent. In many countries patients now have a legal
right to receive complete and understandable information regarding their
diagnosis, treatment, and prognosis, so as to be able to either give informed
consent or refuse treatment. Pure placebo therapy (which is seldom indicated
in dentistry), may be construed to violate both the principle of non deception
and the principle of informed consent. However there is no harm in and a lot
to be said for emphasizing the beneficial aspects of the legitimate and
routinely carried out procedures in the surgery. For instance, the administra-
tion of an anesthetic should be more effective ifit is supported by the author-
itative statement "In a few minutes you will feel no pain."
Many of the sensations that dental patients experience are ambiguous, in
 Studies of the Social Psychology of Dentistry 105

that they can be variously interpreted. Dentists through their words and
actions can influence the interpretations that patients make of their internal
states and the labels that they attach to these sensations. For example, a
patient aware of sharp objects in the mouth can either conclude that a tooth
has disintegrated and go into shock, or assume that the chips consist of an old
filling, and consider the sensation as a routine aspect of the treatment. The
interpretation will almost totally depend on whether the dentist is aware of
what is going through the patient's mind ("What is that sensation?"), and
on whether the dentist provides the patient with information that leads to
a benign rather than a panic stricken interpretation. Schachter and his col-
leagues (Schachter and Singer, 1962; Schachter and Wheeler, 1962) have
conducted several major studies on the labeling of internal states. These ex-
periments confirm that medically lay persons have great difficulty in inter-
preting their bodily sensations, including toothache (Wozniczka, 1977). In
general, people tend to rely on external cues to identify and categorize their
feelings. The abominable practice of canned laughter indicates to viewers
when they should feel amused. Wise mothers have learned that when their
child trips and falls, the best thing to say is: "It doesn't hurt, does it?" Yet
this principle is noteworthy by its absence in the descriptions of patient man-
agement, despite its rational and empiric appeal. The present author was
able to find only one report that used this technique, to reduce negative
reactions to dental prophylaxis (the mechanical removal of soft and hard
deposits from the tooth surface). In a study with children aged 3 to 12 years,
Neiburger (1978) would start the consultation by saying: "Hello, Billy. How
are you? Today we are going to clean your teeth with a magic toothbrush and
toothpaste." Later in the prophylaxis, the dentist said: "When I brush your
teeth it will tickle and make you laugh even more. You don't have to laugh
too much, but many children do." The study is poorly designed, and the
procedure and results are presented in a confusing manner, but there seems
to have been a marked increase in patient cooperation subsequent to the
administration of what Neiburger called "suggestion" but what was really a
labeling manipulation.
Schachter's ideas, first published in the early 1960s, have been very in-
fluential in stimulating research and theorizing in the psychology of emotion,
a subject of obvious relevance to an understanding of dental anxiety. A brief
description of the current version of the model is therefore in order. Excellent
reviews of this literature can be found in Eiser (1986) and Reisenzein (1983).
According to Schachter, an emotion results from the interaction between
two processes: physiologic arousal and a thought or cognition about the
arousing situation. Physiologic arousal is conceptualized as being emotional-
ly neutral, its main function being to determine the intensity of an emotional
state, but not its quality. It is the cognition that determines which emotion, if
any, will be experienced. But the mere temporal coincidence of these two
components is not sufficient for an emotional state to occur, although arousal
and cognition are considered to be the necessary conditions for an emotion
106 6. Social Psychology and Patient Management

to be experienced. To illustrate, if a snake were to suddenly appear in a

person's visual field, this perception would arouse the individual but not
necessarily produce fear. Fear will only be experienced if the cognition
(I see a snake) and the arousal (I feel aroused) are connected and labeled as
indicating danger (The snake will bite me and I will die).
More recently, the labeling of arousal has been interpreted in terms of
another prominent construct in psychology, the concept of causal attribution
(Jones and Nisbett, 1971). To illustrate, an individual will experience an
emotion if I) the person has an appropriate cognition (I see a snake), 2) is
aroused by the perception (I feel aroused), 3) makes a causal connection
between the two (My arousal is due to having seen the snake), and 4) labels
the situation as dangerous (The snake may bite me, and because it could be
poisonous I might die). Thus, an emotion is the result of arousal and three
cognitions: a perception ofa particular object, a causal belief that the arousal
was due to the perception of that object, and a belief that the situation is
potentially dangerous, or exciting, or erotic, or whatever interpretion is
placed on it.
Schachter distinguishes between two ways in which emotions are gener-
ated. In everyday, "normal" emotional states, the cues arousing the person
also generally provide the cognitive labels for the arousal (I see a snake, I am
aroused, I am aware of being aroused, my arousal is caused by the percep-
tion of that snake, snakes are dangerous, I am afraid). It is assumed that
these cognitive processes occur rapidly and are below the level of conscious-
ness, so that the individual is aware only of the resultant emotional state, in
this example fear. A less common and less typical way in which emotional
states can arise is when there is a perception of some "unexplained" arousal,
an awareness of physiologic arousal for which no immediate causal explana-
tion comes to mind. Examples include physiologic disorders, the consump-
tion of drugs with unanticipated side effects, sleep deprivation, and in the
case of dental patients, nonspecific sensations of oral discomfort. When such
unexplained arousal occurs, Schachter says that the individual will engage in
a causal search process to find a reason for the arousal. This search for a
cause is deliberate and conscious, and not automa,tic as in the case of every-
day emotional states, and it ceases as soon as a plausible cause for the arousal
has been found. If an emotional source is identified as the cause for the arous-
al, then the person will experience the corresponding emotion. To illustrate,
an unexplained sound in the house will arouse a person. If the person then
attributes the arousal to the refrigerator turning itself on, no emotion will
result. If, however, the person attributes the arousal to a burglar making an
entrance through a window, the individual will experience fear. It is the
generation of emotion based on making attributions about nonspecific phy-
siologic arousal that has direct implications for an understanding of some
kinds of dental fears.
In summary, the core idea of the model is that what produces emotions is
the subjective representation of a situation or an event such as defining it as
 Studies of the Social Psychology of Dentistry 107

"dangerous," or "exciting," or "funny"; more generally, that there is an

ongoing cognitive appraisal and analysis of the environment fueled by phy-
siologic arousal that leads to various emotional states. Emotion, according
to Schachter, is a postcognitive phenomenon. Another basic idea is that
physiologic arousal is regarded as being undifferentiated, emotionally non-
specific, so that arousal per se is conceived of as being affectively neutral and
only becomes emotionally tinged after being labeled as such. In addition,
Schachter distinguishes between physiologic arousal and perceived arousal,
the latter rather than the former being regarded as the proximate determi-
nant of an emotion.
One final concept must be introduced, which will bring the discussion
back full circle to where it started, namely in the dental surgery. "Unex-
plained" arousal, that is, arousal for which no obvious cause is apparent,
lends itself to being explained in a variety of different ways. When the true
source of the arousal is not or cannot be identified, or when the arousal is
attributed to a condition that did not or could not have produced it, mis-
attribution is said to have occurred. As was mentioned earlier, dental patients
may misattribute the cause of their nonspecific sensations to antecedent
conditions that elicit fear and anxiety. From the dentist's point of view, the
process of misattribution can be used to induce patients to make attribu-
tions about their sensations that will lead to positive rather than negative
emotions.
Schachter's theory of emotion has generated a great deal of research. For
instance, in his review, Reisenzein (1983) cites around 220 empiric studies,
and this literature has undoubtedly grown in the meantime. Although, as is
the case in most fields, there is controversy about some of the details of the
model, there is nevertheless considerable agreement about the main features,
particularly in regard to the salient role of the cognitive component in gen-
erating emotions. There is no doubt that the theory can account for some
of the varieties of dental anxiety, and can be used to generate procedures
aimed at reducing such anxiety.
Another way of regarding the labeling and placebo effects is to think of
them as instances of the more general process of expectation. Several studies
have been done that explicitly look at the effect of expectations on dental fear
and anxiety. Kent (1984) administered a Dental Anxiety Scale to 76 dental
patients as they arrived for their appointment. He also asked the;m how much
pain they expected to feel on the present visit, and how much pain they
expected to feel on future visits. The results showed that high-anxious
subjects expected more pain than low-anxious patients. Wardle (1984)
approached 51 patients who were waiting to have a tooth extracted, asked
them to rate their present level of anxiety, and to indicate how much pain
they expected to feel during the injection of the local anesthetic and during
the actual extraction. After they had their tooth removed, they were asked
again to rate the pain they had experienced during these two procedures.
The results showed that fearful patients expected their treatment to be
108 6. Social Psychology and Patient Management

more painful than fearless patients. However, there was no relationship be-
tween the amount of actual pain experienced and anxiety. In other words,
fearless patients were more accurate in predicting levels of pain than fearful
ones. Thus, even if a particular dental experience is likely to be much less
painful than patients anticipate, this may not necessarily influence their ex-
pectations the next time round. This may explain why some people, particu-
larly those who are anxious, continue to regard dental treatment as a painful
experience despite modern developments that have greatly reduced the
amount of pain involved. The problem is that even if experience contradicts
expectations, as long as expectations of harm persist so will the anxiety about
the procedures. One implication of this model for the management of dental
anxiety is to change the expectations by providing patients with information
during treatment that the probability of pain will be low. If one can reduce
their expectations of discomfort, chances are this will also reduce their level
of anxiety, thereby setting up a positive spiral that should lead to more veri-
dical cognitions about dental procedures.
At a more general level still, the preceding section refers to the interaction
between cognitive and emotional processes, in particular about thoughts of
varying kinds and anxiety. Some work has been done specifically on the link
between negative cognitions and dental anxiety. Kent and Gibbons (1987)
gave 198 undergraduates a list of eight negative thoughts that sometimes
occur to dental patients, such as "I have thought that any treatment I need
will be very painful," or "When a dentist is drilling a tooth, I have thought
that he will hit a nerve at any moment." Subjects had to indicate by a "yes"
or a "no" whether they ever had any of these thoughts. The subjects also
completed a Dental Anxiety Scale. The results showed that the higher the
subjects' level of anxiety, the more negative thoughts they had. For practical
purposes, whether the thoughts cause the anxiety or vice versa is largely
irrelevant, since this is another instance of a mutually reverberating system
with each element acting on the other in a continuous cycle. Likewise, a
reduction in one aspect should bring about a lessening in the other. Thus, if
the aim is to intervene in the cycle, whether the point of entry occurs in the
cognitive or emotional domains also becomes largely irrelevant, and will de-
pend on the preferences of the therapist and on what is deemed as being more
practicable.
The Kent and Gibbons study drew its rationale from Bandura's (1983)
theory of self-efficacy. It is appropriate to briefly review this theory, as it has
implications for the understanding and management of dental anxiety.
As was discussed elsewhere in this book, anxiety is generally regarded as
having three components, or to be more precise, anxiety is measured by
observing changes in three different domains: 1) the physiologic domain,
where changes in processes such as heart rate, respiratory rate, or sweating
are deemed to be indicative of anxiety; 2) the behavioral domain, where
responses such as restlessness, facial expressions, or avoidance behaviors are
supposed to indicate anxiety; and 3) the cognitive/emotional domain, in
 Studies of the Social Psychology of Dentistry 109

which people are asked whether they feel anxious. Two further assumptions
are generally made about anxiety: first, it is assumed that a high correlation
exists between the three indices, so that measured levels of anxiety at one
level are taken to be indicative of levels of anxiety in the other two domains.
As we saw, this assumption is not always supported by the empiric evidence,
there being studies showing that physiologic indices do not always correlate
with verbal self-reports of anxiety, at least when it comes to dental anxiety
(Keys, 1978). The second assumption is that changes in one domain (e.g.,
the cognitive) will lead to changes in the other two (e.g., the physiologic and
behavioral domains). Bandura's theory of self-efficacy is particularly con-
cerned with this second assumption.
Bandura and colleagues (Bandura, 1983; Bandura, Reese, and Adams,
1982) state that peoples' perceptions of their efficacy affect what they choose
to do and their likelihood of success. In other words, the beliefs that people
have about their ability to perform an act will affect how they regard that act,
and what its expected consequences for them might be. For example, drivers
who distrust their skill will conjure up outcomes of wreckage and bodily
injury, while those confident of their driving abilities will anticipate sweeping
vistas and a pleasant relaxing ride. The former driver will fear driving, the
latter not. Thus, according to this theory, what makes potentially aversive
events fearsome is a perceived inefficacy to cope with them. This has been
confirmed in studies showing that people who are led to believe that they can
exercise some control over painful stimuli display less anxiety and impair-
ment than those who lack personal control, even though both groups were
subjected to the same painful stimulation. People who judge themselves to be
inefficacious in managing potential threats, approach such situations with
greater anxiety than those who reckon they can cope.
Bandura reports that peoples' internal dialogues-what they are thinking
and saying to themselves-mirrors their self-percepts of efficacy or inefficacy.
Fearful people believe that their inept coping behaviors will cause disaster.
Here are some extracts from a snake phobic thinking aloud while asked to
handle a snake: "I may squeeze the snake's head too hard and provoke it to
strike me; it can take you by surprise with those slithering unpredictable
movements; I'd lose control and drop it." Bandura concludes that fears and
expectations of calamity are to a large extent determined by the belief that
people will not be able to cope with the situation, that is, with perceived
coping efficacy rather than by aspects of the feared object; and that anticipa-
tory fear and phobic thinking can be reduced by training people to cope with
the stressful situation, and even more to the point, give them the confidence
to believe that they will be able to cope.
This model has clear implications for the reduction of dental anxiety.
Catastrophic thinkers, patients who believe that they will be unable to con-
trol their thoughts and emotions in a dental situation, are likely to show more
anticipatory anxiety, not necessarily because they are more afraid of dental
procedures, but because they are more afraid of losing control over their
110 6. Social Psychology and Patient Management

cognitions. According to the theory, then, control over the thoughts may be
more important than their contents. This account of dental anxiety may
sound a little farfetched, but Bandura cites an impressive amount of evidence
for a variety of phobias, supporting this explanation. The practical implica-
tion for the management of fearful dental patients is to try and change their
cognitions, particularly their self-perceptions about how well they will be able
to handle dental stress. This can be done by modifying the internal dialogue
that all persons engage in when facing some challenge of problem: "Yes, I
can cope with this situation. Yes, I have some self-efficacy to perform this
behavior. Yes, I am confident I am going to be able to control myself when I
get close to the fearful object." This procedure therefore provides a cognitive
adjunct to the more traditional behaviorally oriented methods of relaxation
and systematic desensitization commonly used in the treatment of fear (see
Chapter 5). But, as we said earlier, the cognitive, emotional, physiologic and
behavioral elements all form a complex, interacting system. Provided a posi-
tive spiral is set up somewhere in that system, the predicted end results ought
to be similar.
Recently, research has begun to appear that takes seriously the notion that
the dentist and the patient form a mutually influencing, interdependent, re-
verberating social system, with each person affecting and being affected by
the behavior (or perceived behavior) of the other. Most social interactions
have this quality but the mutuality of influence is intensified in relationships
that are emotionally charged and physically or psychologically isolated from
the outside world. Dental appointments seem to fulfil these conditions rather
well. Using this model, Weinstein, Getz, Ratener, and Domoto (1982a;
1982b) have found that the behavior of child patients is systematically re-
lated to the management style of the dentist. Twenty-five dentists and 50
children participated in the study, in which all sessions were videotaped.
Child behaviors were classified into fearful and nonfearful responses, and
related to specific dentist acts. The fearful behaviors included crying,
screaming, whimpering, protest, hurt, and discomfort. Four dentist behavior
categories were identified: guidance, empathy, physical contact, and verba-
lization. The results show that providing immediate direction and specific
reinforcement tended to be followed by a reduction in the child's fear, as was
patting and stroking. Explanations, although frequently used, did not appear
to reduce fear. Reassurance was also not effective, although questioning for
feelings was. Coercion, coaxing, and put-downs increased fear, as did stop-
ping the treatment to manage the child.
The authors then looked at the other side of the coin to see if patient
behavior had any systematic effects on the responses of the dentist. The re-
sults showed that dentists tend to respond to a child's fearful behavior with
acts that are counterproductive, that is, with rules, coercion, coaxing, re-
assurance, and put-downs. Nonfearful patient behavior tended to elicit
direction and reinforcement from the dentists.
These studies constitute a pioneering attempt to document the existence of
 A Major Australian Study III

and quantify the reciprocal effect of the dentist-patient relationship. Even if

some of the details may need modification in the light of subsequent research,
these studies have empirically established the principle of interdependence
and mutual accommodation between dentist and patient, confirm that a
major ingredient in successful patient management is the style adopted by
the dentist, and provide clear suggestions consistent with social-psychologic
theory as to which style is effective in eliciting cooperative behavior in dental
patients.

A Major Australian Study

The present author carried out a large-scale study of the dentist-patient rela-
tionship. The study was conducted in Sydney, Australia, and was supported
by funds from the Dental Health Education and Research Foundation of the
University of Sydney. The experiment will be described in detail, as it has
not been previously published.
The aim of the study was to provide empiric support for some of the claims
made in the literature. As the review in the preceding pages has shown, there
is a widely held belief that the manner in which a patient responds to dental
treatment will depend in part on how the patient regards the dentist, which
in turn will be affected by how the dentist interacts with the patient and on
the quality of the relationship existing between them. However, the literature
has at least two major weaknesses: the variables are usually not precisely
defined, and the conclusions drawn are often based on folklore rather than
empirical evidence. The experiment about to be described has precisely de-
fined independent (antecedent) and dependent (outcome) variables, clearly
stated hypotheses derived from theory, a large sample, appropriate controls,
and the results were submitted to sophisticated statistical analyses permit-
ting the drawing of unequivocal conclusions.

Introduction and Overview

The method consisted of a structured interview. The interviews were con-
ducted in the waiting rooms of dental surgeries. The subjects were dental
patients attending the surgery as part of a regular appointment. All inter-
views were conducted immediately before the subjects received dental
treatment.
Three conditions were systematically varied in the study: a) the type of
dental practice, which was either preventive or restorative; b) the socio-
economic status (SES) of the patients, as indicated by the location of the
practice in either a high- or a low-income suburb; and c) the gender of the
patients.
Four outcome or dependent variables were systematically measured: a)
the degree of anxiety aroused by various aspects of dental treatment; b) pa-
112 6. Social Psychology and Patient Management

tients' confidence in their dentists; c) the stereotypes that patients hold about
their dentists; and d) patients' factual knowledge about dental hygiene.
The analysis addressed two problems. The first was to determine the anat-
omy of dental anxiety. What aspects of the dental situation arouse anxiety
and to what extent, and do different aspects arouse differing degrees and
kinds of anxiety? The second problem was to determine the effect of the three
independent variables (type-of-practice, SES, and gender), either singly or in
combination, on each of the dependent variables (anxiety, confidence,
stereotypes, and knowledge). In addition the effect of age on the dependent
variables was also assessed. For obvious reasons, age could not be systemati-
cally varied, and was therefore treated as a covariate.
The design of the study is explicitly related to the major hypothesis under
examination: that how a patient responds to the stress of the dental situation,
and what the patient feels and thinks about the dentist, depends systemati-
cally on who the patient and the dentist are-on the patient's gender, age,
income, education, etc.; and on the characteristics of the dentist, including
whether the dentist practices predominantly restorative or predominantly
preventive dentistry, the extent to which dental education is provided, the
location of the practice, etc. The results confirmed this model of the dental
situation, although some of the antecedent variables were found to be more
influential than others.
Ifit is true that the responses of dental patients are a systematic function of
the social psychology of the treatment situation, this casts doubt on the wide-
ly held belief that patients have a general and irrational fear of dental prac-
tice. As we saw earlier, implicit in both psychoanalytic and classic learning
theory is the assumption that the dental surgery generates pervasive and
undifferentiated anxiety, so that all aspects of treatment, even totally in-
nocuous ones such as the chair or the surgeon's white smock can evoke dis-
tress. In contrast, the social-psychologic model expects the dental patient to
be far more rational and pragmatic. In particular, the model assumes that
patients can distinguish those aspects of the treatment situation that cause
pain or are directly associated with pain, from those aspects that cause dis-
comfort but are not painful in the usual sense of that term. The results of the
present study conclusively confirmed this hypothesis and have important im-
plications for the management of dental stress, both as experienced by the
patient and also by the dentist.
Finally, in contrast to much of the literature in this area, the design of the
present study enables conclusions to be drawn that are unequivocal and
generalizable. Five limitations characterize the bulk of the literature: a) small
samples, affecting the generalizability of the results; b) unrepresentative sam-
ples, affecting the generalizability of the results; c) the confounding of subject
variables (age, gender, SES, etc.) with type of dentistry, affecting the inter-
pretation of the results; d) an inadequate conceptualization and operation-
alization of the dependent variable, leading to misleading interpretations;
 A Major Australian Study 113

and e) either an atheoretic survey approach, or a highly constraining

theoretic framework such as the psychoanalytic model or a model assum-
ing the existence of learned phobias. The problem with survey-type studies
is that they produce a mass of unrelated data that are difficult to interpret.
The problem with studies that are too narrowly conceived is that their
method usually does not allow the hypothesis to be falsified.
In the present study, the size of the sample was precisely calculated to
permit the results to be generalized. The subjects were selected so as to repre-
sent the main categories of patients, and the.dentists were selected so as to
represent the main categories of practitioners. The principal subject and
practitioner variables were systematically varied to avoid confounding. The
dependent variables were explicitly selected with a view to testing hypotheses
about their relationship to the independent variables. Finally, the hypotheses
were systematically derived from a general theory of social behavior, and
tested with a design that permitted these hypotheses to be either confirmed
or disconfirmed in the light of empiric evidence.

Design
The design of the study appears in Table 6.1. Three conditions were syste-
matically varied: a) type of dental practice (preventive or restorative), b)
socioeconomic status (SES) of the patients (high or low), and c) gender of
patients.
Eight surgeries participated in the study, two in each of the respective
type-of-practice by SES conditions. Surgeries were classified as either pre-
ventive or restorative from information provided by members of the Dental
Health Foundation Research Committee, from information provided by the
respective dentists themselves in response to a direct inquiry about the type
of practice they conducted, and from observations made by the interviewers.
The distinguishing criterion was whether both adults and children were
given cleaning instructions and demonstrations, general dental education,
and cleaning and fluoridation during each treatment program.

Table 6.1. Design of the Study·

Type of Inter- Socioeconomic status ofsuburbt
practice viewer High Low

Dr. PH 1[2.9S] Dr. PH 2[2.4S] Dr. PL 1[5.3S] Dr. PL 2[4.S5]

Ms.N IS Ms IS Fs IS Ms IS Fs IS Ms IS Fs IS Ms IS Fs
Preventive
Ms.B IS Ms IS Fs ISMs ISFs IS Ms IS Fs IS Ms IS Fs
Dr. RH1[3.0S] Dr. RH2[2.4S] Dr. RL 1[5.3S] Dr. RL2[5.S9]
Ms.N IS Ms IS Fs IS Ms IS Fs IS Ms IS Fs IS Ms IS Fs
Restorative
Ms.B IS Ms IS Fs IS Ms IS Fs IS Ms IS Fs IS Ms IS Fs
*N = 576
tThe numbers in brackets indicate the status ranking of the suburbs.
114 6. Social Psychology and Patient Management

The SES rating of the suburbs in which the respective practices are located
was determined according to a scale developed by the Sydney sociologist
Congalton (1969). The range of the scale is 1 to 7, the lower the score the
higher the standing of the suburb, and vice versa. The actual status score of
each suburb appears in Table 6.1 in brackets after each dentist's identifying
symbol.
As Table 6.1 indicates, 576 subjects served in the study. The design is
completely counterbalanced: half the Ss were tested in a preventive, and half
were tested in a restorative surgery; half the Ss were tested in a surgery lo-
cated in a high-status suburb, and halfin a surgery in a low-status suburb;
and the number of males and females was equal in each cell.

Overcoming Surgery-Specific and Interviewer-Specific Effects

Two surgeries were employed in each type-of-practice by SES condition. The
reason for the duplication was that if only one surgery per condition had been
used, the possibility could not be ruled out that the results were due to attri-
butes specific to that particular surgery, rather than to general factors deter-
mined by the respective surgery's type and SES clientele. However, if the
results in each cell are based on more than one surgery and no significant
differences occur between the surgeries in each condition, then there is a
much greater likelihood that the findings reflect general rather than surgery-
specific effects.
Two interviewers were employed, each investigator interviewing half of
the subjects in each condition. The reason for the duplication was that if only
one interviewer had collected all the data, the possibility could not be ruled
out that the pattern in the data was affected and hence distorted by the
specific attributes of the investigator. However, with two investigators work-
ing in parallel, such an explanation becomes less tenable, particularly if an
analysis reveals no interexperimenter differences.

Procedure
Subjects were interviewed in the waiting rooms of the surgeries while waiting
for their consultation. The dentist and his staff had been briefed on the pur-
pose and method of the study, and they provided full and active cooperation.
The interviewer (a young woman) would approach a patient and introduce
herself as follows: "My name is (E.N. or M.B.). I am from the Dental Health
Research Foundation. We are doing research on attitudes to dental matters.
Would you like to take part? It will only take a few minutes, and the results
will be completely confidential-your name will not be recorded, and the
dentist will not see your responses." Altogether 32 individuals who were
approached refused to take part in the study; Ms. N had 17 and Ms. B had 15
refusals.
 Results and Discussion 115

All patients present in a particular surgery on the day in question were

included in the study, provided they satisfied the following criteria: they were
between the ages of 20 and 60, had attended that particular surgery at least
once in the past, and could speak and write English. Testing continued until
the quota of 18 males and 18 females per interviewer per surgery was
reached.
The method was a structured interview. Ss indicated their answers by
marking a questionnaire, or by ticking an alternative on a card that E pre-
sented to them. All Ss were tested individually. Privacy was achieved by E
and S withdrawing to a quiet corner of the waiting room.
Details of the various questionnaires will be described in conjunction with
the presentation of the results.

Results and Discussion

Checks on the Manipulations

The SES Manipulation
Subjects were asked to indicate their or their spouses' income on a five-point
wage-range scale. The mean income range of the patients in the high SES
condition was 3.33, whereas the mean income range of low SES patients was
2.32. These differences are highly significant (t = 16.9; df = 416; P < .001)
and provide corroboration for the respective SES of the patients in the two
conditions.

The yYpe-of-Practice Manipulation

Subjects were asked the reason for their attendance at the surgery by means
of a card on which they checked whether they were about to receive preven-
tive, restorative, or emergency treatment. After the consultation, the dentist
was independently asked what kind of treatment he had just administered,
using the same categories. A frequency table of the respective responses by
type-of-practice was prepared, and is presented in Tables 6.2 and 6.3. The
analysis supports the type-of-practice manipulation because both tables indi-
cate that a significantly higher proportion of preventive dentistry was being
carried out in the preventive than in the restorative surgeries.

Checks on Surgery-Specific and Interviewer-Specific Effects

An extensive analysis revealed no significant differences between the parallel
surgeries in each cell, on each of the dependent variables. Similarly, no sig-
nificant differences between the two interviewers were found. These data
diminish the possibility that the substantive findings of the study are limited
to the particular surgeries sampled and interviewers employed.
116 6. Social Psychology and Patient Management

Table 6.2. Frequency Distribution of Patients Giving Various Reasons for Treat-
ment in the Two Type-of-Practice Conditions
Type of practice
Preventive Restorative
Patient's reasons NofSs % N ofSs %
Preventive 110 38 85 30
Restorative 117 41 153 53
Emergency 39 13 32 11
Preventive and restorative 20 7 13 4
Restorative and emergency 2 5 2
Total 288 100 288 100
,e= 1O.31;df=4;p<.05.
Table 6.3. Frequency Distribution of Various Types of Treatment Received by
Patients in the Two Type-of-Practice Conditions
Type of practice
Preventive Restorative
Type of treatment NofSs % NofSs %
Preventive 112 39 65 23
Restorative 129 46 183 65
Emergency 26 ~ 26 9
Preventive and restorative 13 5 8 3
Restorative and emergency 3 1
Total· 283 100 283 100
X2 = 24.02; df= 4; P < .05.
• Information on 5 Ss in each condition was not available.

Substantive Results
Anxiery in the Dental Situation
Patients' reactions to the dental situation were measured by means of a 25-
item "Attitudes to Dental Treatment" scale. The scale consists of 25 state-
ments about dental treatment (e.g., "needles and injections," "when the
dentist puts his hand in my mouth"), followed by the phrase "makes me
feel" or "I feel." Subjects responded by checking a five-point scale where
1 was labeled "not at all anxious," and 5 was labeled "extremely anxious."
The full questionnaire is reproduced on pages 117-118.
Three sets of analyses were performed on the data. The first analysis was
concerned with determining the absolute amount of anxiety produced by
various aspects of the treatment situation, or in operational terms, the aver-
age amount of anxiety for each item on the scale. A second analysis sought
 Results and Discussion 117

ATTITUDES TO DENTAL TREATMENT

The following items refer to different aspects of dental treatment. Please

mark on the corresponding scale the degree to which each of the items make
you feel worried, tense, nervous, or anxious.
For example: If the white coat that your dentist wears makes you feel
slightly anxious then you would place a mark as follows:
The white coat that my dentist wears makes me feel:
Not at all anxious: 1 : (2) : 3 : 4 : 5 : Extremely anxious
1. Bright lights make me feel:
Not at all anxious: 1 : 2: 3: 4: 5: Extremely anxious
2. Not being able to see what the dentist is doing makes me feel:
Not at all anxious: 1 : 2 : 3 : 4 : 5 : Extremely anxious
3. The smell of the surgery makes me feel:
Not at all anxious: 1 : 2: 3: 4: 5: Extremely anxious
4. Needles and injections make me feel:
Not at all anxious: I : 2 : 3 : 4 : 5 : Extremely anxious
5. Reclining back in the dentist's chair makes me feel:
Not at all anxious: 1 : 2: 3 : 4: 5 : Extremely anxious
6. The air or suction pump in my mouth makes me feel:
Not at all anxious: I : 2 : 3 : 4 : 5 : Extremely anxious
7. Having the dentist breathing on me makes me feel:
Not at all anxious: I : 2: 3: 4: 5: Extremely anxious
B. Feeling little bits of teeth and fillings in my mouth makes me feel:
Not at all anxious: 1 : 2 : 3 : 4 : 5 : Extremely anxious
9. Being unable to move or talk during treatment makes me feel:
Not at all anxious: 1 : 2 : 3 : 4 : 5 : Extremely anxious
10. When the dentist drills on my tooth I feel:
Not at all anxious: 1 : 2: 3: 4: 5: Extremely anxious
11. Having water run in my mouth makes me feel:
Not at all anxious: 1 : 2 : 3 : 4 : 5 : Extremely anxious
12. Having to keep my mouth open makes me feel:
Not at all anxious: 1 : 2 : 3 : 4 : 5 : Extremely anxious
13. When the dentist picks at my tooth with a sharp instrument I feel:
Not at all anxious: 1 : 2 : 3 : 4 : 5 : Extremely anxious
14. When the dentist puts his hand in my mouth I feel:
Not at all anxious: 1 : 2: 3: 4: 5: Extremely anxious
15. When the dentist squirts air into my mouth I feel:
Not at all anxious: 1 : 2 : 3 : 4 : 5 : Extremely anxious
16. When my face and mouth go numb I feel:
Not at all anxious: 1 : 2: 3: 4: 5: Extremely anxious
17. Being unable to stop the dentist when it hurts too much makes me feel:
Not at all anxious: 1 : 2 : 3 : 4 : 5 : Extremely anxious
lB. When the room is too hot or too cold I feel:
Not at all anxious: 1 : 2 : 3 : 4 : 5 : Extremely anxious
118 6. Social Psychology and Patient Management

19. When the dentist places all his instruments in front of me I feel:
Not at all anxious: 1 : 2: 3: 4: 5: Extremely anxious
20. Not being able to swallow comfortably makes me feel:
Not at all anxious: 1 : 2 : 3 : 4: 5 : Extremely anxious
21. Having cotton wool in my mouth makes me feel:
Not at all anxious: 1 : 2 : 3 : 4: 5 : Extremely anxious
22. Having to keep still makes me feel:
Not at all anxious: I : 2: 3: 4: 5: Extremely anxious
23. Having the dentist lean over me makes me feel:
Not at all anxious: 1 : 2 : 3 : 4: 5 : Extremely anxious
24. Having to have a tooth pulled makes me feel:
Not at all anxious: 1 : 2 : 3 : 4: 5 : Extremely anxious
25. The sound of the drill makes me feel:
Not at all anxious: 1 : 2 : 3 : 4 : 5 : Extremely anxious
26. Are there any other aspects of dental treatment that make you feel an-
xious, nervous, worried or tense?

to reveal whether the various aspects of the treatment situation clustered

together into natural categories. In operational terms, the data were submit-
ted to a factor analysis to determine any groupings among the 25 items. In
the third analysis, the responses of individuals in the various experimental
conditions were compared to determine the effect of these conditions (e.g.,
SES or type-of-practice) on anxiety. In operational terms, the 25 scores of
each individual subject were reduced to two scores, corresponding with that
individual's score on each of the two clusters or factors revealed by the
second analysis, and these factor-scores were then used in comparing indi-
viduals across the various experimental groups.

What Makes Patients Anxious?

The scores for each statement were summed across all 576 subjects, and an
average computed. These data appear in Table 6.4. The statements have
been abbreviated and arranged in descending order of anxiety. It is some-
times the case in attitude measurement that subjects are reluctant to use the
extreme ends of the scale (Guilford, 1967; Crano and Brewer, 1973; Selltiz,
Jahoda, Deutsch, and Cook, 1963). It is therefore reasonable to suppose that
a score greater than 3 indicates high anxiety; a score between 2 and 3 indi-
cates moderate anxiety; and a score less than 2 indicates slight anxiety.
Before interpreting these results, it should be noted that the data in Table
6.4 are average results based on the responses of all the subjects irrespective
of their SES, gender, age, or type-of-practice. Individual and group differ-
ences can be expected to exist, as indeed is indicated by the fairly large stan-
dard deviations on some of the items (the standard deviation is a measure of
 Results and Discussion 119

Table 6.4. Mean Anxiety Scores and Standard Deviations ofItems in the "Attitudes
to Dental Treatment" Scale

Standard
Statements* Mean deviation

24. Tooth pulled 3.73 2.36

17. Unable to stop dentist when it hurts 3.37 1.38
10. Dentist drills on tooth 3.28 1.31
25. Sound of drill 3.06 1.42
4. Needles and injections 3.06 1.38
20. Not being able to swallow 2.78 1.25
13. Dentist picks at tooth 2.78 1.26
18. Room too hot or cold 2.04 1.79
12. Keep mouth open 1.96 1.12
8. Bits of teeth and fillings in mouth 1.95 1.14
6. Air or suction pump in mouth 1.95 1.17
16. Face and mouth numb 1.92 1.21
9. Unable to move or talk 1.92 1.10
3. Smell of surgery 1.89 1.16
21. Cotton wool in mouth 1.88 1.10
19. Instruments in sight 1.85 1.18
15. Air squirts in mouth 1.77 1.01
2. Unable to see what dentist doing 1.73 1.00
5. Reclining in chair 1.67 1.02
11. Water run in mouth 1.66 1.00
22. Having to keep still 1.61 1.01
1. Bright lights 1.61 0.90
14. Dentist's hand in mouth 1.60 0.93
7. Dentist breathing on patient 1.47 0.85
23. Dentist leans over patient 1.35 0.79
* The numbers refer to the item's original position in the "Attitudes to Dental Treatment"
Questionnaire.

dispersion; the larger the index, the greater the range of differences around
the mean score). Thus these data provide a gross picture only, to be refined
by subsequent analyses that break these results up into their component
parts.
With this proviso, it is clear that not all aspects of the dental situation are
threatening, and those aspects that do arouse anxiety are not equally threat-
ening but vary in their impact. As the data in Table 6.4 show, having a
tooth pulled, being unable to stop the dentist when it hurts, having a tooth
drilled, and needles and injections create a good deal of anxiety, whereas the
dentist leaning and breathing over the patient, putting his hand in the pa-
tient's mouth, and the bright lights in the surgery are not particularly anxiety
arousing. In the middle of the spectrum are the instruments and other
sources of discomfort such as the suction process, the feeling of numbness,
120 6. Social Psychology and Patient Management

and the inability to move or talk. What emerges is a picture of the rational or
reasonable dental patient: specifically afraid of those aspects of the situation
that do in fact hurt, bothered and annoyed by those aspects that create dis-
comfort, tolerant of those aspects that do not directly cause pain or discom-
fort, and clearly able to discriminate between the various categories. This
ability to separate the pain inducers from the discomfort inducers, and in
turn to separate these from the general background stands in marked con-
trast to the stereotype of the dental patient overwhelmed by general anxiety
that expresses itself as undifferentiated aversion to all or most aspects of the
treatment process, including the dentist. The stereotype has its theoretic ori-
gins in both the psychoanalytic and classic learning models, as these theories
imply that traumatic or even "ordinary" fear will generalize from the par-
ticular source of the fear to surrounding objects and events. However, the
data presented in Table 6.4 provide no support for the existence of a gen-
eral dental-aversion syndrome, and this finding (which was predicted) paved
the way for a detailed analysis aimed at further substantiating the hypothesis
of the reasonable dental patient.

The Anatomy of Dental Anxiety

The data from the 25-item "Attitudes to Dental Treatment" questionnaire
were submitted to a factor analysis. Factor analysis is a technique that ex-
amines the relationship between the statements in a questionnaire and iden-
tifies any natural groupings among the items. These groupings are called
factors, and each factor summarizes a large number of related responses.
Those individual attitudes that cluster together can then be described in
structural terms, just as in biology individual cells that form part of a wider
system develop their own particular structure.
Operationally factor analysis is based on the technique of correlation. In-
dividual items will fall into a cluster if a majority of the subjects respond to
the items in a similar fashion. For example, hypothetical items A, B, and C
will emerge as a factor if those subjects that give a high response to item A
also give high responses to items Band C, while those subjects that give a low
response to item A, also give low responses to items Band C. The most useful
factors are those that discriminate sharply among the subjects. Thus rather
than merely saying that Subject X has a higher score on anyone particular
question than Subject Y, the information provided by factor analysis allows
us to say that Subject X scores higher than Subject Y on a whole range of
related questions, a much more useful assertion. Factor analysis therefore, is
a means of reducing and simplifying a mass of items, providing that they all
converge on the same underlying attitudinal structures.
The results of the factor analysis are presented in Table 6.5. The first point
to note is that no general factor emerged. This means that no general atti-
tude toward dental treatment was found, and contradicts assertions regarding
the existence of a general dental-fear or dental-phobia syndrome. Rather, the
 Results and Discussion 121

Table 6.5. Factor Analysis of "Attitudes to Dental Treatment" Questionnaire

Factor I Factor II
(Discomfort) (Pain)
Statements· Loading Statements· Loading
12. Keep mouth open .71 10. Dentist drills on tooth .82
20. Not being able to .70 25. Sound of drill .76
swallow 4. Needles and injections .68
II. Water run in mouth .66 13. Dentist picks at tooth .61
21. Cotton wool in mouth .58 17. Unable to stop dentist .56
9. Unable to move or talk .56 when it hurts
18. Room too hot or cold .54
6. Air or suction pump in .52
mouth
* The numbers refer to the statment's original position in the "Attitudes to Dental Treatment"
questionnaire.

analysis revealed the existence of two major clusters or factors. Table 6.5
presents the respective statements that make up each factor. Not all 25 items
appear in the table; it is usual for the sake of simplicity, to include only items
that load .5 or higher as defining a factor and statements loading less than .5
have therefore not been listed in the table. These latter statements were not
clearly identified as belonging to either factor, nor did these items form a
separate cluster of their own, and they are therefore not being considered in
this section of the report.
The naming or labeling of factors is to some extent an arbitrary matter.
Factor I has been labeled as a discomfort factor, and Factor II a pain factor.
The pattern in the data closely parallels the results presented earlier, that
anxiety varies with different aspects of the treatment situation. The present
analysis confirmed that patients clearly distinguish between those aspects
that produce pain and those aspects that result in discomfort.

Dental Anxiety as a Function of Type-of-Practice, SES, and Gender

The emergence of two separate factors on the 25-item "Attitudes to Dental
Treatment" questionnaire permitted the data to be reduced and expressed in
terms of the two factors. The technical operation consists of assigning factor
scores to each subject. The 25 scores of each individual were transformed
into two scores, one representing his or her level of experienced discomfort,
and the second score representing his or her experienced pain. Each of these
sets of scores were then submitted to an overall analysis of variance, to indi-
cate what effect, if any, type-of-practice, SES, and gender of patients had on
levels of discomfort and pain respectively. Analysis of variance is a technique
that can reveal in one operation any "main" effects due to the respective
122 6. Social Psychology and Patient Management

Table 6.6. Mean Factor I (Discomfort) Scores in Each Condition*

Type of Practice

SES Preventive Restorative

Males Females Males Females Total

High -.16 -.18 -.02 -.Il -.12

Low +.13 +.27 -.10 +.18 +.12
Total +.01 -.01 o
Total Males = -.04
Total Females = +.04
*A high score indicates high discomfort.

Table 6.7. Analysis of Variance of Factor I (Discomfort) Scores

Sum of Mean
Source squares DF square F

Main effects 8.326 3 2.775 2.805

SES 7.449 1 7.449 7.530*
Practice .149 1 .149 .151
Gender .750 .750 .758
2-Way interactions 5.130 3 1.710 1.728
SES X Practice 2.591 1 2.591 2.619
SES X Gender 2.503 2.503 2.530
Practice X Gender .051 .051 .051
3-Way interactions .415 .415 .419
SES X Practice X Gender .415 .415 .419
Explained 15.059 9 1.673 1.691
Residual 559.941 566 .989
Total 575.00 575 1.000
*p < .01

experimental conditions manipulated in the study, as well as any interaction

effects that these conditions produce in combination.

Discomfort
Table 6.6 presents mean factor scores in each experimental condition for
Factor I (discomfort), and Table 6.7 presents the analysis of variance for
these data.
The only significant effect was for SES, such that patients from surgeries
in the low socioeconomic suburbs experienced (or were willing to express)
greater discomfort than high SES patients.
 Results and Discussion 123

Table 6.S. Mean Factor II (Pain) Scores in Each Condition*

Type of Practice

SES Preventive Restorative

Males Females Males Females Total

High -.13 +.14 +.10 +.20 +.08

Low -.16 -.18 -.16 +.19 -.08
Total -.08 +.08 o
Total Males = -.09
Total Females = +.09
*A high score indicates high pain.

Table 6.9. Analysis of Variance of Factor II (Pain) Scores

Sum of Mean
Source squares DF square F
Main effects 14.524 3 4.841 5.018
SES 7.084 I 7.084 7.342*
Practice 3.494 3.494 3.62lt
Gender 3.814 3.814 3.953:
2-Way interactions .772 3 .257 .267
SES X Practice .290 1 .290 .301
SES X Gender .039 1 .039 .040
Practice X Gender .443 1 .443 .459
3-Way interactions 2.793 2.793 2.895
SES X Practice X Gender 2.793 2.793 2.895
Explained 28.878 9 3.209 3.325
Residual 546.122 566 .965
Total 575.00 575 1.000
*p < .01
tp<.06
~p< .05

Pain
Table 6.8 presents mean factor scores in each experimental condition for
Factor II (pain), and Table 6.9 presents the analysis of variance for these
data.
The analysis revealed one large and highly significant effect, and two
effects whose statistical significance is borderline. The large effect was due to
SES, and unlike the results on discomfort, the evidence indicates that high
SES patients experienced and/or are willing to admit to more pain than low
124 6. Social Psychology and Patient Management

SES patients. The two smaller effects were due to type-of-practice and gender
of patients: a) respondents in restorative practices experienced more pain
than patients in preventive practices, and b) females experienced more pain
than males.
The data indicate a complex relationship between the two components of
dental anxiety and patient characteristics. The results seem to suggest that
working-class patients are more sensitive to the discomfort of dental treat-
ment, whereas middle class patients are more sensitive to pain, or are more
willing to admit that they are experiencing pain. The more stoic attitude
of the working-class patient to pain is certainly consistent with popular
stereotypes, as is the notion that middle-class persons are more inhibited
about making a fuss concerning relatively unimportant matters. However,
the explanation is undoubtedly much more complex and an attempt to eluci-
date these findings appears in the next section, together with further empiric
evidence concerning this issue.
The finding that females experienced (or were willing to admit to) more
pain cannot be interpreted in isolation, but must be viewed against the
general literature on individual differences in pain sensitivity. This literature
was reviewed in Chapter 3 and is consistent with the finding that female
dental patients experienced (or were willing to admit to) more pain than
male patients.
The finding that preventive patients subjectively experienced less pain
than restorative patients was predicted and confirms that the general social
context of dental treatment significantly influences how patients respond.
Thus patients in preventive surgeries are more likely to know and have a
personal relationship with their dentist. It can be hypothesized that as per-
sonal contact between the dentist and a patient increases, the patient's con-
fidence in the dentist's ability will increase, the patient will feel less anxious,
and there will also be a decrease in the amount of pain experienced. An
alternate explanation for the finding that preventive patients experience less
pain may be that preventive dentistry is veridically less painful than restora-
tive dentistry.
To test the hypothesis that patient confidence is systematically related to
the social psychology of the dental treatment situation, a special question-
naire measuring patients' confidence in their dentist was included in the
study, and these data will now be presented.

Patients' Confidence in Their Dentist

Patients' confidence in their dentist was measured by means of a six-item

scale reproduced below. The responses to the six items were added up for
each subject, producing a general confidence score, with a high value indicat-
ing high confidence.
 Patients' Confidence in Their Dentist 125

CONFIDENCE SCALE

I. How confident do you feel about what your dentist is doing when he or she
is working on your teeth?
Not at all confident: I : 2 : 3 : 4: 5 : Extremely confident
2. How effective do you think a dentist can be in preventing further dental
disease?
Not at all confident: I : 2 : 3 : 4 : 5 : Extremely confident
3. How confident do you feel about what your dentist tells you about your
teeth?
Not at all confident: I : 2: 3 : 4: 5 : Extremely confident
4. How effective do you think a dentist can be in restoring decayed or dam-
aged teeth?
Not at all confident: I : 2: 3: 4: 5: Extremely confident
5. How competent do you think your dentist is in general?
Not at all confident: I : 2 : 3 : 4 : 5 : Extremely confident
6. How confident do you feel about your dentist in general?
Not at all confident: I : 2: 3: 4: 5: Extremely confident

Table 6.10 presents the mean amount of confidence expressed in each of

the experimental conditions, and Table 6.11 presents the analysis of variance
for these data.
The analysis confirmed that: a) patients in preventive surgeries expressed
more confidence in their dentists than patients in restorative surgeries,
b) high SES patients expressed more confidence than low SES patients, and
c) female patients expressed more confidence than male patients. Finally,
an internal analysis using age as a covariate revealed a strong positive
relationship between age and confidence, that is, the older the patient, the
more confidence he or she expressed.
The confidence data are consistent with, and help to explain the findings

Table 6.10. Mean Confidence Scores in Each Condition*

Type of Practice

SES Preventive Restorative

Males Females Males Females Total

High 27.33 27.78 25.79 27.02 26.97

Low 25.69 26.63 24.78 25.97 25.73
Total 26.83 25.88 26.37
Total Males = 25.89
Total Females = 26.85
* A high score indicates high confidence.
126 6. Social Psychology and Patient Management

Table 6.11. Analysis of Variance of Confidence Scores

Sum of Mean
Source squares DF square F

Main effects 348.962 3 116.321 7.872

SES 77.962 77.962 5.276*
Practice 107.383 107.383 7.268t
Gender 161.656 161.656 1O.94H
2-Way interactions 8.448 3 2.816 .191
SES X Practice .289 .289 .020
SES X Gender 2.567 2.567 .174
Practice X Gender 5.593 5.593 .378
3-Wa y interactions 4.388 4.388 .297
SES X Practice X Gender 4.388 4.388 .297
Explained 1097.706 9 121.967 8.255
Residual 8363.042 566 14.776
Total 9460.748 575 16.453
.p < .001
tp < .01
.p < .05

on patient anxiety. There is a strong indication that patient confidence medi-

ates anxiety. Overall, preventive patients are more confident, and again
overall, they experience less pain than restorative patients. However this re-
lationship is influenced by other interacting effects. In particular, the tenden-
cy for high SES patients to have greater confidence in their dentists appears
to be cancelled out by their greater susceptibility to pain relative to low SES
patients. In other words, high confidence by itself can only reduce but not
overcome patient sensitivity to the painful aspects of dental treatment, but
probably explains why high SES patients experience less discomfort (Factor
I) than low SES patients.
In addition to patient confidence, two other patient characteristics can be
expected to have an effect on how the dental situation is perceived. These are
the stereotypes that patients hold about their dentists, and the degree of
accurate knowledge patients possess about dental health and care. These two
variables were also systematically explored in the present study.

Patients' Stereotypes About Their Dentist

Psychologists use the concept of a stereotype to refer to "pictures in the

mind" (Allport, 1958; Katz and Braly, 1933, 1935; Klineberg, 1966) or
generalized attitudes that individuals hold about other persons or classes
 Patients' Stereotypes About Their Dentist 127

of persons. Stereotypes can be more or less veridical, and most contain at

least a "kernel of truth" (Campbell, 1967). Stereotypes can be positive or
negative-the target can be perceived either more or less favorably than is
objectively the case, but most of the literature has been concerned with nega-
tive stereotypes. For practical purposes, the veridicality of a stereotype is
irrelevant, as people will respond to others in terms of their perceptions of the
others' characteristics, rather than the others' objective qualities. Stereotypes
are very resistant to modification.
The stereotypes that patients hold about their dentists were measured by
means ofa "belief" questionnaire, which is reproduced below. All the items
imply a negative attitude toward or perception of the dentist. The question-
naire was scored by adding up the number of items endorsed (ticked) by the
respondent, so that the higher the score, the more negative the stereotype.

BELIEF QUESTIONNAIRE

l. Which of these do you believe to be true of your dentist? Tick as many or

as few (or none) of the following:
__ X-rays are taken too often
__ Sometimes is careless
__ The dentist tries to make you come to too many appointments
__ Needles are given too frequently
__ Needles are not given enough
__ The dentist only creates more problems when you go and see him or
her so that you have to go and see them again (example: making a
hole in one tooth while the dentist is supposed to be filling another)
__ Write in any others ____________________

2. Which of these do you believe to be true of your dentist? Tick as many or

as few (or none) of the following:
__ The dentist does not explain why or what he or she is doing
__ The dentist does not give you time to explain what you think is wrong.
__ The dentist does not give you time to ask questions
__ The dentist charges too much
__ All too often the dentist tells you it is not going to hurt when he knows
it will.
__ The dentist does not give you enough dental health education
__ The dentist asks questions when your mouth is full of fingers or in-
struments so that you can not answer
__ There is too much chatter about everything but your teeth
__ The dentist is too impersonal
__ Write in any other ____________________
128 6. Social Psychology and Patient Management

Table 6.l2 presents the mean number of stereotypes held in each of the
experimental conditions and Table 6.13 presents the analysis of variance for
these data. The results indicate that patients in the restorative surgeries held
significantly more negative stereotypes of their dentists than patients in pre-
ventive surgeries, and that males were more negative than females. An inter-
nal analysis using age as a covariate revealed that the older the patient, the
more positive were his or her perceptions of the dentist. Finally, the absolute
level of stereotyping was. low in all the conditions, the largest mean being
1.94 in the Restorative Male Low SES condition.
The stereotype data parallel and corroborate the results on patient con-

Table 6.12. Mean Number of Stereotypes in Each Condition'"

Type of Practice

SES Preventive Restorative

Males Females Males Females Total

High U7 0.72 1.57 1.04 U3

Low UO 1.04 1.94 U4 1.31
Total 1.01 1.43 1.22
Total Males = 1.45
Total Females = 0.99
.. A high score indicates more negative stereotypes.

Table 6.13. Analysis of Variance of Stereotype Scores

Sum of Mean
Source squares DF square F

Main effects 56.486 3 18.829 6.995

SES .425 .425 .158
Practice 23.565 23.565 8.754'"
Gender 32.213 32.213 11.967t
2-Way interactions 7.700 3 2.567 .954
SES X Practice 1.640 1 1.640 .609
SES X Gender .036 1 .036 .013
Practice X Gender 6.028 1 6.028 2.239
3-Way interactions 3.722 3.722 1.383
SES X Practice X Gender 3.722 3.722 1.383
Explained 113.707 9 12.634 4.693
Residual 1523.598 566 2.692
Total 1637.306 575 2.847
tp < .001
"p< .01
 Patients' Stereotypes About Their Dentist 129

fidence in regard to the important variable of type-of-practice: preventive

patients are not only more confident about their dentists than restorative
patients, but they also hold fewer negative stereotypes. The stereotype
findings are also consistent in the case of the sex variable (females are more
confident and hold fewer stereotypes than males), and age (the older the
patients, the more confident they are and the fewer stereotypes they hold).
To obtain a description of what annoyed patients the most about their
dentists, a frequency distribution of the complaints was prepared and these
data appear in Table 6.14. The most frequent complaint was "The dentist
charges too much," endorsed by 157 (27%) of the subjects, closely followed
by "The dentist asks questions when your mouth is full of fingers or instru-
ments so that you cannot answer." These data confirm the view of the
"rational" patient. Only seven out of the 576 respondents (a little over 1%)
felt that dentists created more problems, and only 10 patients (l. 7%) com-
plained that needles are not given enough. However, 27% of the subjects
complained about the cost, 26% felt annoyed about being asked questions at

Table 6.14. Frequency Distribution of Complaints

Statements Number and
percentage of
subjects endorsing
each statement

l. The dentist charges too much 157 27%

2. The dentist asks questions when your mouth is full of
fingers or instruments so that you cannot answer 148 26%
3. The dentist does not explain why or what he or she is doing 53 9%
4. The dentist does not give you time to ask questions 52 9%
5. X-rays are taken too often 50 9%
6. The dentist does not give you enough dental health educa-
tion 49 8%
7. All too often the dentist tells you it is not going to hurt
when he knows it will 38 7%
8. The dentist tries to make you come to too many appoint-
ments 32 6%
9. Needles are given too frequently 25 4%
10. The dentist does not give you time to explain what you
think is wrong 25 4%
Il. Sometimes is careless 21 4%
12. The dentist is too impersonal 18 3%
13. There is too much chatter about everything but your teeth 15 3%
14. Needles are not given enough 10 2%
15. The dentist only creates more problems when you go and
see him or her so that you have to go and see them again
(example: making a hole in one tooth while the dentist is
supposed to be filling another) 7 1%
130 6. Social Psychology and Patient Management

the wrong time, and a significant proportion were concerned about the effect
of x-rays (50 or 9%), insufficient explanation of the procedure (53 or 9%),
insufficient time (52 or 9%), and insufficient dental health education (49 or
8% ). The figures are all the more notable given the reluctance of patients to
openly criticize their dentists, and it is likely that these stereotypes are much
more widely held than the raw data indicate.

Patients' Knowledge About Dental Health and Care

The amount of accurate information about dental care was measured by

means of a "Dental Knowledge Questionnaire", which is reproduced below.
The questionnaire was scored by awarding two points for each item that had
a perfect answer, and one point for an item with a partially correct answer.
The total score reflected the patient's knowledge about dental care; the high-

DENTAL KNOWLEDGE QUESTIONNAIRE

1. Name one thing that you think is a main cause of tooth decay:

2. Name the one most effective thing that you think you can actively do to
prevent tooth decay:

3. Name one thing that you think is the main cause of gum disease:

4. Name the one most effective thing you think your dentist can do to help
preserve oral health:

5. What is dental plaque?

6. What do you think is the one most important thing your dentist has
taught you about dental care:

7. Which of the following do you think is the best type of tooth brush? Place
at least one tick in each column.

~ soft bristle ~ small head

~ medium bristle ~ medium head

~ hard bristle ~ large head

8. What do you consider to be the best way to clean your teeth?

 Patients' Knowledge About Dental Heath and Care 131

er the score the more extensive and accurate the patient's information. Table
6.15 presents the mean knowledge scores in each of the experimental condi-
tions and Table 6.16 presents the analysis of variance for these data. The
results reveal large and significant differences in the knowledge domain for
all three variables. Thus preventive patients are much better informed than
restorative patients, high SES patients are better informed than low SES
patients, and females are better informed than males. These data corroborate
the stereotype, confidence, and anxiety findings, and indicate the importance
of dental health education. Preventive patients are better informed, more
confident, hold fewer negative stereotypes, and experience less pain than re-

Table 6.15. Mean Knowledge Scores in Each Condition*

Type of Practice
SES Preventive Restorative

Males Females Males Females Total

High 10.78 11.39 6.69 8.47 9.33
Low 10.13 10.33 6.29 6.28 8.25
Total 10.65 6.93 8.80
Total Males = 8.47
Total Females = 9.12
* A high score indicates greater knowledge.

Table 6.16. Analysis of Variance of Knowledge Scores

Sum of Mean
Source squares DF square F
Main effects 2192.361 3 730.787 63.334
SES 178.748 178.748 15.491 t
Practice 1952.197 1952.197 169.187t
Gender 64.549 64.549 5.594*
2-Way interactions 56.968 3 18.989 1.646
SES X Practice 4.012 4.012 .348
SES X Gender 46.570 46.570 4.036
Practice X Gender 6.293 6.293 .545
3-Way interactions 18.460 18.460 1.600
SES X Practice X Gender 18.460 18.460 1.600
Explained 2370.938 9 263.438 22.831
Residual 6530.889 566 11.539
Total 8901.826 575 15.481
tp < .001
*p < .02
132 6. Social Psychology and Patient Management

storative patients. The same consistent pattern was obtained in the case of
gender classification: females are better informed, more confident, and hold
fewer negative stereotypes than males. The pattern is repeated when the data
are classified by SES: high SES patients are better informed and more con-
fident than low SES patients.
The knowledge and confidence variables are the two factors that appear
as significant effects in each of the three experimental conditions (type-of-
practice, SES, and gender). Knowledge and confidence must therefore be
regarded as cornerstones in the overall patient-dentist relationship. There is
considerable evidence in social psychology that the knowledge a person pos-
sesses in a particular domain provides the foundation for the attitudes he or
she holds in that area (Festinger, 1957). Although the present study pro-
duced no direct evidence that knowledge plays a primary role in the dental
domain, the overall pattern in the data supports the following extrapolation
from the general literature on attitude formation: the amount of accurate
knowledge that patients possess about dentistry will systematically affect
their perception of the dentist, their confidence in the dentist, their degree of
anxiety arousal in the dental situation, and the amount of pain they experi-
ence. Although these variables are interrelated so that each complexly affects
all the others, the cognitive (knowledge) component undoubtedly acts as a
pivot for the whole system. It is also the domain most accessible to interven-
tion.

Summary and Conclusions

The study produced three sets of results. The first finding was that patients
discriminate between two aspects of the dental situation, namely those
aspects that are painful, and those aspects that are uncomfortable. The pain-
ful aspects arouse fear and anxiety, whereas the uncomfortable aspects of
dental treatment arouse annoyance. These findings supported the hypothesis
that the majority of patients are entirely rational in their approach to dental
treatment. The results do not support the psychoanalytic model of dental
anxiety as an inevitable and largely unconscious reaction to oral intru-
sion. The results also do not support the learning theory model of dental
anxiety as nonspecific fear, initially attached to actual pain producing agents
but subsequently generalized to all aspects of the dental situation. Instead,
the data unequivocally confirm that patients make a distinction between the
various elements of dental treatment and respond to each element rationally
and appropriately.
The second set of results pertained to the detailed analysis of the effect of
several social and psychologic variables on how patients responded to the
dental situation. The antecedent or independent variables were concerned
with who the patients were, their occupation, gender and age, and the type of
practice they attended. The outcome or dependent variables were concerned
 Summary and Conclusions 133

with the patients' reactions, perceptions, and attitudes, and included

patients' ratings of confidence, stereotypes about their dentists, and their
knowledge of dental hygiene. These results have been summarized in Table
6.17. The significant relationships are indicated by an X in the respective
cell.
All the relationships in Table 6.17 form a coherent pattern. Thus preven-
tive patients are better informed, hold fewer negative stereotypes and are
more confident; higher SES patients are better informed and more confident;
females are better informed, hold fewer negative stereotypes, and are more
confident; and older patients are more confident and hold fewer negative
stereotypes. These data conclusively establish the existence of a systematic
pattern of relationships among: a) the cognitive variable of accurate knowl-
edge about dental hygiene, b) the perceptual variable of negatively stereotyp-
ing the dentist in the absence of such accurate knowledge, and c) the affective
variable of confidence as a function of what the patients know about dental
procedures, what they believe about their dentist, and how they perceive the
dentist. These relationships constitute the social psychology of the dentist-
patient system.
The third set of results pertains to relating the social psychology of the
dentist-patient situation to dental anxiety. The anxiety results have been
summarized in Table 6.18. The significant relationships are indicated by an
X in the respective cell. Reading Table 6.18 in conjunction with Table 6.17

Table 6.17. The Social Psychology of the Dental Situation: Summary of Results*
Dependent variables
Independent Higher Fewer Greater
variables confidence stereotypes knowledge
Preventive Practice X X X
Higher SES X X
Females X X X
Older Patients X X
* An X indicates a significant relationship between the two variables.

Table 6.18. Dental Anxiety: Summary of Results·

Type of anxiety

Independent Less Less

variables discomfort pain
Preventive Practice X
Higher SES X
Lower SES X
Males X
*An X indicates a significant relationship between the two variables.
134 6. Social Psychology and Patient Management

shows that the type-of-practice variable produced a consistent effect across

both the social-psychologic and the anxiety domains: preventive patients
were more confident, held fewer stereotypes, possessed greater accurate
knowledge, and experienced less pain than restorative patients. Such con-
sistency is partially lacking in the SES category, and absent in the gender
classification. Higher SES patients have more confidence and knowledge and
experience less discomfort, but feel more pain than low SES patients. This
inconsistency may be attributed to a less stoic attitude to pain by the middle
class, possibly related to the more sedentary life-style of persons in non-
manual occupations.
The inconsistency is even more pronounced in the data on gender differ-
ences. Although females have greater confidence and knowledge and harbor
fewer negative stereotypes, they nevertheless experience more pain than
males. This finding points to a fundamental problem in any research con-
nected with the experience of and tolerance for pain. As we saw in Chapter 3,
pain tolerance is complexly determined by at least five sets of conditions: (1)
individual genetic dispositions (presumably these were randomly distributed
in the study); (2) individual differences related to past experience with pain-
ful stimuli (also presumably randomly distributed in the study); (3) biologi-
cally related categories such as gender and age (gender was systematically
varied and age measured in the study); (4) broad systematic environmental,
physical-ecologic, and social-psychologic factors associated with a person's
life style, such as his or her occupation, income, and cultural and ethnic
identity (SES was systematically varied and culture controlled in the study);
and (5) the contemporary social-psychologic context of the interaction, in-
cluding the quality of the relationship (this was systematically varied in the
study through the type-of-practice manipulation). These variables combine
complexly to determine the degree of pain tolerance, and, depending on the
constellation, may have either an additive or averaging influence, that is,
either increase the prevailing effect or cancel each other out.

Implications for the Management of the Dental Situation

A major implication of the present study is to concentrate on those conditions

that are amenable to change. Thus dentists can do very little about the SES
or gender of the patients, but should be aware that high SES and female
patients are likely to have a lower pain threshold, and use that knowledge
accordingly. There is also very little that the dentist can do about further
reducing the aversive consequences of those procedures that most patients
consider to be painful (identified in the present study as the pain fear factor),
short of administering a general anesthetic. However, it may be feasible to
reduce many of the aversive consequences of those procedures that create
annoyance (identified in the present study as the discomfort factor). Further
 Implications for the Management of the Dental Situation 135

research is needed to systematically explore the management of these proce-

dures because most of them are in principle capable of being modified.
Finally, there is a great deal that individual dentists and the profession
generally can do about improving the social psychology of the dentist-patient
relationship. The evidence implies that dentists should adopt more explicitly
the role of dental health educators. Further research is needed to establish
the parameters of the role of the dental health educator. In particular, the
hypothesis should be tested that the dentist-patient relationship would be
enhanced if education were to become a more central part of the consulta-
tion. At present, education is typically conducted for a brief period only,
often at the end of the consultation when the patient may not be in the right
frame of mind or body to absorb much knowledge. The present study
confirms other surveys reviewed elsewhere in this book that overall, patients
are not very well informed about dental hygiene, suggesting that current
methods of education are not sufficient to impart accurate knowledge about
relatively simple matters, nor is what is being done now enough to dispel
negative stereotypes. It is realized that there are serious practical problems
in devoting precious consultation time to education. Perhaps one solution
may be for the dentist to conduct occasional group sessions, at a nominal
cost, devoted solely to education, which all patients are urged to attend. It
may also be possible to produce a video tape about dental hygiene and play
this film through video monitors in the waiting room. A further possibility
would be to enlarge the role of the dental nurse to include dental education
and arrange for the nurse or receptionist to conduct live demonstrations of
dental hygiene in the waiting room.
A related hypothesis is that the dentist-patient relationship would be en-
hanced if the dentist were to adopt more explicitly the role of manager of the
long-term dental health of the patient. This hypothesis is implied by the data
on the more positive attitudes of preventive relative to restorative patients,
and by evidence that accurate knowledge mediates greater confidence and
lower stereotyping. In particular, the prediction should be tested that den-
tists who are seen as promoting the continuing dental health of the patient
will inspire greater confidence and be the target for fewer negative percep-
tions, than dentists who merely concentrate on the contemporary problem of
restoring the patient's teeth.
A major obstacle in the way of enlarging the dentist's role so as to include
the educational and "pastoral" functions, is the relative infrequency of visits.
It is very difficult for a personal relationship to develop between individuals
who only see each other at annual or even six-month intervals. This sug-
gests the hypothesis that all three problems (how to educate effectively, how
to function effectively in a long-term preventive capacity, and how to perso-
nalize the relationship) could be ameliorated by interspersing conventional
dental consultations with sessions devoted purely to educational aims,
perhaps conducted in small groups. This would increase the frequency of
136 6. Social Psychology and Patient Management

dentist-patient contact to perhaps four or six occasions annually, and also

have the important side effect of the patient and the dentist interacting
under conditions where neither person was under stress.
In summary, four implications for the management of the dental situation
have emerged from the present study:
1. to modify the discomfort-producing aspects of treatment so that patients
experience less annoyance;
2. to devote more resources and consultation time to education;
3. to place greater emphasis on long term management;
4. to have more frequent contact between the dentist and patient.
 7
Community-Based Dental
Health Education

Stimulating the Demand for Preventive Dental Care

Increasingly, public health authorities in a variety of countries are trying to

raise the level of community dental health. In practice this means trying to
change existing attitudes and behavior and/or instilling new attitudes and
behaviors, particularly those that will prevent or minimize the occurrence of
dental decay. Changing attitudes and behavior are central topics in social
psychology and a great deal of empiric research and theory building about
these processes has accumulated over the past 80 years. It is outside the
scope of this book to provide a general review of this huge literature, nor
would it be appropriate to do so. Rather, we propose to describe those
theoretic models that have particular relevance to public health education
and which have stimulated empiric research in this field. An important prin-
ciple to be kept in mind is that public health education programs that are
soundly based in theory are more likely to be effective than programs that do
not have such a base.
Elsewhere in this book we reviewed studies that concentrated on develop-
ing particular dental health-generating habits such as toothbrushing, con-
cluding that the active acquisition of skills is more effective than passive,
information-based learning. Our concern in this section is to go beyond such
specific processes and principles and take a broader, more general approach
to health education. The aim will be to proceed from low-level theories such
as the active learning principle referred to earlier accounting for the acquis-
tion of habits, to medium-level theories such as the Health Belief model,
which accounts for the development of more general cognitive and behavior-
al orientations, and finally, to a comprehensive model that takes into account
the major personal and sociocultural forces that affect health-related be-
havior.
138 7. Community-Based Dental Health Education

Low-Level Theories

Research in psychology has identified a number of principles that can be

used to change or instill particular attitudes and behaviors. Many of these
are derived from learning theory and are used in behavior modification pro-
grams. These principles were reviewed in Chapter 5, mainly from the per-
spective of reducing dental anxiety. However, some of the constructs can
also be applied to stimulate preventive oral hygiene habits such as tooth-
brushing, the most relevant principles being reinforcement, practice, praise,
and feedback or knowledge of results.
Social psychology also has generated a number of specific principles that
can be used in the service of attitude change. One such method is peer group
decision making, which has been found to be effective in changing the atti-
tudes of motorists and presumably would work in other public health fields.
The approach is based on the pioneering work of Lewin (1947) who estab-
lished that attitudes, particularly in young people, are related to their need to
be accepted by their peers. Consequently, persons will hold those attitudes
that they consider to be valued by their peers. A great deal therefore depends
on what the group norm is, or to be precise, what the perceived norm is, and
how much a person wants to be accepted by the peer group. This has par-
ticular relevance for devising traffic safety education programs, especially for
young people. In many groups the norm favors heavy drinking and fast,
uninhibited driving. Injunctions, threats, and appeals by parents, police, or
safety experts to change these practices are unlikely to be accepted because
they would require an individual to became a deviant in the group. Thus the
attitude will resist change because it fulfills an important function for the
individual, that of gaining access to and being accepted by a valued group.
There may well be parallels in the dental field, with children engaged in
toothbrushing behavior being regarded as sissies.
The solution is to try and shift the attitudes of the whole group, to make
groups rather than individuals the targets of an influence attempt. This was
the strategy adopted by Clark and Powell (1984) in their work with young
drivers. Men under the age of25 years who had been in at least one accident,
participated in the study. They attended three sessions to talk about their
attitudes toward cars and driving, bringing their friends with them. Before
the discussions began, attitude scales about driving and drinking were admin-
istered, Ilsing items such as: When you are driving, do you push your way
through or wait your turn? Do you drink and drive?
The group discussions were conducted with the aim of getting the subjects
to explore their own attitudes and behaviors rather than to moralize about
them. In the third session the group was asked if they would like to come to
some sort of decision about the things they had been discussing for the past
two weeks. They were then given the attitude scales again. The results
showed that their attitudes changed significantly in the desired direction. A
control group that had not been exposed to group discussion, but only had
their attitudes measured twice during the same three-week interval, showed
 Stimulating the Demand for Preventive Dental Care 139

no change in their scores. The study clearly demonstrates the effectiveness of

using the group as a change agent. In particular, it shows that peers rather
than outside experts and authority figures can be very effective in changing
and maintaining desirable behaviors. The technique has obvious applica-
tions in the field of oral hygiene, but a search of the literature has not
revealed a study that explicitly uses this approach.
Another change method stemming from social psychology is the forced-
compliance paradigm (Festinger and Carlsmith, 1959). The basic idea is to
induce subjects to comply with some request. The compliance is said to be
"forced" in the sense that subjects would not normally wish to undertake
the requested behavior. Consequently, subjects have to choose between re-
fusing to comply and antagonizing the person making the request, or they
must commit themselves to behaving in a way that they know to be incon-
sistent with their true feelings. This sets up an aversive state of cognitive
dissonance (Festinger, 1957), which the subjects can reduce by changing
their attitude to make it consistent with the behavior they have been drawn
into. More generally, the forced-compliance paradigm implies that one way
to change attitudes is to first induce the person to change the correspond-
ing behavior, which is contrary to the accepted wisdom that attitude change
must precede behavior change.
A number of studies have confirmed this effect (for a recent review, see
Eiser, 1986), but the phenomenon is most easily produced in highly con-
trived laboratory settings. Still, one can think of ways in which the process
might be put in the service of oral hygiene. Presumably, once people have
been induced to engage in a slightly effortful task such as toothbrushing
or flossing, they need to justify this behavior to themselves. One way of
doing this may be to convince themselves that the practice has some utility.
A scan of the literature has not revealed any study explicitly using this prin-
ciple to promote oral hygiene. Cognitive dissonance theory and the forced-
compliance paradigm have been applied to an analysis of pain. Bayer (1985)
suggests that there are many times when patients may experience induce-
ments to inaccurately report their pain. Patients may respond to social pres-
sure to stoically bear their pain and therefore report less pain than they
actually experience. At other times there may be inducements to exaggerate
the level of pain or to persist in reporting it after it has been resolved. Pre-
sumably the level offelt or experienced pain is to some extent affected by the
levels that patients are induced into reporting. Bayer produces no evidence
for this effect, but it is certainly implied by the theory.
The attribution process (see an earlier discussion of this concept in
Chapter 6) can also be put in the service of preventive health programs. For
instance, as Eiser (1982) has pointed out, the concept of addiction, say to
smoking, is very much bound up with how people explain their own and
each other's behavior; or, more specifically, to what do they attribute the
causes of their own and another's behavior. The same principle applies to
any act that has health-related consequences.
A basic assumption of attribution theory is that people explain their own
140 7. Community-Based Dental Health Education

behavior differently from the way they explain the behavior of others-that
there is a fundamental distinction between how actors and observers account for
behavior. Jones and Nisbett (1971) have shown that when people are asked
to account for their own behavior (actors), they tend to offer situational ex-
planations, but when asked to explain the behavior of others, to assume the
role of an observer, they tend to make attributions in terms of the internal,
enduring personality characteristics of the other individual. To illustrate, if!
am asked why I came late to a dinner party, I will probably answer that it
was due to the taxi not turning up on time, or that the traffic was heavy, or
that something unexpected came up at work that detained me, all genuine
and not made-up stories. However, if asked why I thought some other person
was late, I as an observer am likely to attribute the other's behavior to some
enduring trait possessed by that individual, such as chronic tardiness,
absent-mindedness, or social insensitivity.
According to Eiser (1982), this is exactly the pattern that smokers (actors)
use to explain their own smoking, as compared with the explanations offered
by nonsmokers (observers) to account for the behavior of smokers. Non-
smokers are much more likely to label the smoker as addicted (i.e., that their
smoking is due to some enduring, internal characteristics of the person),
than were smokers when asked to give reasons why they smoked. Nonsmok-
ers also underestimated the amount of pleasure obtained by smokers, and the
extent to which smokers were frightened about the risks to their health. In
other words, in the view of the nonsmoker, the average smoker is addicted,
does not obtain much pleasure from smoking, and is relatively unconcerned
about any associated health risks. The apparent irrationality of smokers is
explained by making the personal, simplistic attribution that smokers are
"addicted", a circular argument about the alleged distinctive attributes of
smokers. Not only does this fail to provide a genuine explanation for the
behavior, it also tends to deflect attention from any possible situational con-
ditions that might contribute to the maintenance of the habit. Smokers,
however, when they analyze their own behavior, take a much more complex
view. They are fully aware of the positive and negative properties of tobacco
consumption, of the difficulties involved in stopping, and of the personal and
social consequences of their "addiction."
The practical implication of an attributional analysis for designing preven-
tive health programs is to move away from a personality-oriented explanation
of the target behavior, to a more complex, situation-based one. To illustrate,
characterizing persons who do not brush their teeth as slothful, lazy, and
irresponsible is not very helpful. Even if this were true, it is difficult to see
how construing the problem in this way could lead to a feasible solution of it,
short of providing psychotherapy to those individuals with "weak" personali-
ties. A situational attribution, on the other hand, which will explain poor oral
hygiene behavior in terms of circumstances such as a lack of relevant
knowledge-poor facilities and resources for carrying out preventive oral
hygiene (e.g., no toothbrush and no convenient place to brush one's teeth),
 Stimulating the Demand for Preventive Dental Care 141

lack of social and institutional supports for preventive practices-can be

quite readily translated into appropriate remedial interventions. Some of
these situation-based remedies will be discussed later in this chapter.

Middle-Level Theories
The middle-level theories are characterized by the assumption that there is
a degree of consistency between attitudes, beliefs, and behavior. Although
this is not always the case (see Bochner, 1980 for a review of this issue), the
relationship between these three components holds sufficiently to make it a
useful basis for change programs. These models take the more conventional
view that beliefs and attitudes must be changed (using whatever particular
methods might be appropriate to the occasion) before behavior change can
occur.
In Chapter 2 we described the Health Belief model, which has been
used both to explain and also to stimulate preventive health behavior. To
recapitulate, the model states that people are more likely to take preventive
action if they believe that they are susceptible to the disease, if they believe
that the disease may have serious consequences for them, if they believe that
by taking action the disease can be prevented or made less serious, and
if they believe that taking action would not be worse than contracting the
disease itself. As we saw, research on the extent to which the health beliefs
of patients determine their actual preventive behavior provided equivocal
results. Some studies supported the model whereas others did not. It is
possible that the reason for the failure of some of these programs was that
they used inappropriate methods, that the campaigns relied too much on
imparting cognitive, abstract information rather than using a more active
approach. The problem is that the core idea of the model states that beliefs
are crucial in determining behavior, and therefore almost by definition it is
highly reliant on using a cognitive approach.
Another model of behavior change based on the assumed positive correla-
tion between attitudes and action is Ajzen and Fishbein's (1980) theory of
reasoned action, which has been applied to a wide range of behaviors includ-
ing smoking (Fishbein, 1982), alcohol use, contraceptive use, mother's choice
of infant feeding methods, and consumer behavior (for a recent review of this
literature, see Eiser, 1986). The theory of reasoned action is usually pre-
sented by means offairly daunting diagrams with arrows joining a multitude
of boxes (e.g., Ajzen and Fishbein, 1980; Hoogstraten, de Haan, and Horst,
1985), but its basic ideas are quite straightforward and can be summarized
by a series of propositions. 1) The core idea is that behavior is determined by
intention. 2) Intention, in turn, is determined by two complexly interacting
components; a) beliefs about the consequences of performing or not perform-
ing the target behavior, and b) beliefs about whether other people would
approve or disapprove of performing the behavior. Both these components
include an expectancy as well as a value element. Will this consequence be
142 7. Community-Based Dental Health Education

made more or less likely by my performance of this behavior, and how good
or bad for me would such a consequence be? Will other people whose opinion
I respect be more or less likely to approve of me if I perform this behavior,
and how much do I value the approval of such people? These various ele-
ments are presumed to combine multiplicatively to predict intention, which
in turn predicts behavior.
In practice, problems arise in the empiric measurement of the various be-
lief elements and how these measures should be weighted and combined. But
in principle these problems can be overcome by paying more attention to the
empiric operations underlying the various concepts. In some respects the
theory of reasoned action is similar to and overlaps with the Health Belief
model. However, it differs in two significant respects. First, it explicitly dis-
tinguishes between expectancy and value effects in predicting behavioral
intentions. Although these two elements are implied in the Health Belief
model, they are not as clearly separated. Second, the theory of reasoned
action explicitly distinguishes between attitudinal and normative predictors
of intentions. Indeed, the normative elements are almost totally ignored
by the Health Belief model. This is a serious omission, particularly in the
field of health education, where it is important to distinguish between be-
haviors that may be performed because of the benefits the person expects to
gain from it, and behaviors performed because the person wishes to gain
the approval or avoid the disapproval of respected other people. The model
can therefore explain why some people continue to engage in activities such
as smoking or excessive drinking, which they know to be injurious to their
health, but which they also know to be normative in their particular millieu.
Thus, unlike the Health Beliefmodel, the theory of reasoned action, because
of its explicit social-psychologic orientation, would be quite capable of pre-
dicting the outcome of the earlier mentioned Clark and Powell (1984)
study using the method of peer group discussion to change the attitudes of
young car drivers.
A scan of the literature revealed one study that directly compared the
efficacy of the theory of reasoned action with the Health Belief model to
stimulate demand for dental care. Hoogstraten, de Haan, and Horst (1985)
constructed three messages. One was based on the Ajzen and Fishbein (1980)
model and stressed the positive consequences of seeking dental treatment
and the advantages flowing from this. The second communication was
based on the Health Belief model and stressed the subjects' susceptibility to
dental disease, the consequences of bad dental hygiene, the possibility of
losing teeth, the esthetic implications, and it was then pointed out that
seeking dental treatment could prevent all this from happening. The third
communication was based on the assumption that providing information on
the subjects' rights to receive dental care would stimulate demand, and re-
minded them that as paid-up clients of an insurance company they should
exercise their right to free or subsidized treatment.
The three messages were of similar length and format and were sent to
 Stimulating the Demand for Preventive Dental Care 143

insured clients of three Amsterdam insurance companies, who according to

the records had not received regular dental treatment for at least two years.
A control condition was also included in the study, in which clients received
an application form for dental treatment only, without any message. The
subjects were randomly assigned to the various conditions. The results
showed that there were no significant differences among the three message
conditions, and contrary to expectations, the response rate in the applica-
tion-only condition exceeded that of the various experimental conditions.
This experiment illustrates the difficulties associated with translating
complex psychologic theories into practical grass-roots action. It seems that
the mere provision of an application form acted as a sufficient trigger to seek
dental treatment in this case. However, it should be remembered that the
subjects were all paid-up clients of an insurance company, so that this result
perhaps is not as surprising as it at first seems. Incidentally, the importance
of "triggers" is predicted by the Health Belief model. Indirectly, therefore,
the study provides some support for this theory, but because the manipula-
tion of triggers was inadvertent, a valid conclusion about their theoretical
significance cannot be drawn. The definitive experiment on the relative util-
ity of the various psychologic models in constructing oral hygiene programs
has yet to be conducted.

High-level theories
A comprehensive model would have to consider both within-skin (intra-
psychic) as well as the between-skin (interpersonal) aspects of dental health
education, and then go beyond these to relevant features of the sociopolitical
context. The main advantage of such a model is to provide a checklist of the
conditions that should be taken into account when planning a public dental
health education program that takes place outside of the surgery.
Starting with the individual, the literature reviewed in this book indicates
that about 15% of the general population is sufficiently anxious about dental
treatment to avoid going to the dentist unless it becomes absolutely neces-
sary. Any campaign wishing to reach this minority would have to take this
into account and set up special programs aimed at identifying these indi-
viduals and then reducing their anxiety. Some of the available methods have
been reviewed elsewhere in this book.
Next, it is necessary to consider the physical location where the program
will take place and who the agents of change will be. This draws attention to
what is sometimes forgotten, that successful programs will usually run their
course in two parallel places, in a public or institutional setting, and also in
the privacy of the home. Suitable institutions might be the school, place of
employment, community health center, or other similar organization. This in
turn raises the problem of gaining the active cooperation of those controlling
these institutions. For instance, school teachers may regard dental health as
outside their responsibility and perhaps even an intrusion on the time that
144 7. Community-Based Dental Health Education

they feel would be better spent on traditional academic topics. Employers

may have the same attitude, feeling that it is not their role to foster public
health. And sometimes peer attitudes may also not be particularly helpful.
These sorts of barriers may prove to be the main stumbling blocks in setting
up public dental health programs because people are unlikely to seek out
professional advice on their own. However, they may (the operative word
being "may") respond if the programs are brought to them.
Assuming that an institutional location has been secured, the next ques-
tions to ask are who the change agents will be, and what methods will be
used? Will it be outside experts, teachers (if it is a school), the company
nurse? Will the target be the individual or the peer group? Will the emphasis
be on a cognitive approach to instill information and knowledge? Or will the
aim be to impart relevant skills through behavior training, supported by
rewards, reinforcements, praise, feedback, and knowledge of results? Will the
purpose be to create appropriate norms and values about dental hygiene by
establishing relevant beliefs about dental health? Or a combination of all
these methods?
Finally, what environmental and institutional supports are there for the
program? Is there a place where the participants can conveniently clean
their teeth? Does the school vending machine or company canteen provide
appropriate food and not stock harmful products such as sweets?
Even if the program has succeeded so far, the behaviors, skills, attitudes,
beliefs, and values acquired in the school or work setting have to transfer
readily to the home ifthey are to be maximally effective. This is probably the
next major stumbling block to effective public dental health education. Be-
cause the parents and spouses of the children and workers did not directly
participate in the program, they may not be as enthusiastic about the idea of
preventive dental health. This is a problem particularly in the case of chil-
dren. The parent packs the school lunches, controls the diet at home, and has
the power to reward, ignore, or obstruct toothbrushing, flossing, and other
preventive procedures, including taking the child to the dentist for regular
check-ups. With adults the spouse plays a similar, but to some extent di-
minished role. It is here, too, that economic considerations enter into the
picture-"Should we spend the money on preventive dental care or on a new
hall carpet?" Social support (or its absence) in the home, as at work, is a
crucial but usually neglected ingredient in public health campaigns, whether
the target behavior is smoking, drinking, dieting, exercise, or tootbrushing.
Finally, the sociopolitical context cannot be ignored. Dental health pro-
grams cost money and the allocation of resources for such a purpose has
obvious political implications. Governments must choose between spending
money on public health, education, defense, and so forth. Within the com-
munity health domain, further choices must be made between campaigns
against smoking, alcohol abuse, vaccinations, prenatal care, venereal dis-
ease, and all the other competing public health problems. There may also be
vested interests that can impede action in a particular area. The efforts ofthe
 Stimulating the Demand for Preventive Dental Care 145

tobacco companies to muddy the waters regarding the relationship between

smoking and ill health is a case in point. In the present instance, one can
imagine that the large confectionary manufacturers or the sugar industry
may feel threatened if there was too much adverse publicity about the link
between dental decay and sweets. And at a broader level still, there are cul-
tural differences in attitudes to oral health, linked to differences in esthetic
values. For instance, in the United States, possessing and keeping straight,
white teeth is a highly desirable social asset, and parents are willing to com-
mit large resources to preventive orthodontic treatment for their children. In
other cultures, teeth do not have such a high esthetic or socially desirable
status, the implication being that it would be easier to persuade politicians in
the United States to fund public dental health campaigns than it would, say,
in Australia, where there would be fewer votes in it.
It may be of interest to compare and contrast the classes of behavior that
have a high public health profile. These include smoking, alcohol abuse,
drug and substance abuse, reckless driving, poor diet, lack of exercise, and
poor oral hygiene habits. All have long-term harmful effects; all are more or
less preventable through action under the control and within the capabilities
of most individuals; all lead to personal suffering, and are a public burden
on indexes such as lost working hours, increased medical and hospital ex-
penditure, increased crime, family disruption, pressure on social services, and
so forth. Another feature that they share in common is the assumption that
prevention is better than cure, and that an early start, preferably in children,
is desirable, certainly in the case of oral health, exercise, and dietary habits.
We can now ask a series of questions about these socially undesirable
habits. What triggers or induces these behaviors? What maintains them?
What are the conditions that produce resistance to change? What are their
long-term consequences? And finally, under what conditions can the undesir-
able behaviors be changed?
Looked at in this way, some major similarities and differences between
dental hygiene and several of the other public health areas emerge. Smoking,
drinking, drug and substance abuse, fast driving, and overeating are all activ-
ities that lead to pleasure, at least in the initial stages, and tend to be social
activities through which the individual establishes or maintains a positive
social identity (Tajfel, 1981). Not seeking dental treatment has an entirely
different origin, stemming as it does from a wish to avoid pain, at least in the
immediate short term. Avoiding exercise has a similar origin, being per-
ceived by many people as a noxious, effortful activity to be indulged in as
little as possible.
All of the activities on the list lead to long-term aversive consequences, but
the seriousness varies. All but poor dental hygiene can and do lead to pre-
mature death, whether from cancer, lung disease, heart failure, AIDS, or
traumatic accidents, the time lag varying from a few months as in the case of
some drug abuse or persistent poor driving, to several decades in the case of
poor diet or smoking. With dental neglect, the consequences are not as
146 7. Community-Based Dental Health Education

dramatic, but nevertheless the prospect of a toothless, painful middle age

cannot be too pleasing. The issue of the severity of consequences is impor-
tant, because as we saw, the various attitude change models all employ this
construct in their procedures, reminding people of the bad things that will
happen to them if they fail to comply with the recommendations.
Poor dental hygiene differs from the other behaviors in that there is no
social support for it. Therefore it ought to be less resistant to change. All the
other activities are embedded in ongoing group activities and are therefore
highly resistant to change. But because of the greater seriousness of the con-
sequences of smoking, drinking, fast driving, and so forth, both in terms of
personal misery as well as public expense, these behaviors may under the
right conditions respond more readily to health education, the gradual move
away from smoking being a case in point. Nevertheless, in these areas people
have to give up something they enjoy. With oral hygiene, people have to take
on something they will not enjoy, and may dislike intensely. Because of the
greater perceived seriousness of smoking, drinking, unsafe driving, substance
abuse, poor diet, and lack of exercise, these issues are likely to attract more
political attention and public funding than the relatively less acute but never-
theless still quite significant social problem of poor oral hygiene.
There is no doubt that psychologic principles can be usefully applied to
promoting dental health education outside of the surgery. However, to date
very few large-scale campaigns have explicitly used this knowledge in their
design and implementation. Clearly, this is a fruitful field for greater co-
operation between dentists, public health officials, and social scientists. But
there are usually structural barriers to achieving such cooperation. Most
interdisciplinary efforts fail because each group gives priority to its own pro-
fessional and research interests, and is often somewhat ignorant about the
other speciality. Evans (1982) describes one attempt to overcome this par-
ticular problem. Doctoral students in the Department of Psychology at the
University of Houston did some of their training at the University of Texas
Dental School. Joint research was conducted, which had to be of sufficient
intrinsic interest so that the findings would contribute to social psychology
apart from their relevance to dentistry. Thus the professional needs and
aspirations of both groups were made to coincide. The point of all this is
that to merely exhort different disciplines to cooperate for the good of
humankind is of little use because such appeals usually fail. What is re-
quired is to set up programs and institutional structures that meet the basic
aims of both groups.
Let us pursue this theme with a concrete example. Psychologists like to do
research that not only solves some particular problem, but that also adds to
the understanding of some basic psychologic process. For instance, psycho-
logists are not just interested in persuading people to brush their teeth after
meals, but may be more concerned with elucidating the general principles of
attitude change. To study opinion change processes, subjects are needed.
Most research psychologists use students to serve as subjects in their experi-
 Summary 147

ments, and have been rightly or wrongly criticized for basing their conclu-
sions on a somewhat limited and atypical sample of human beings. Indeed,
cynics have described psychology as the science of undergraduate behavior.
Dentistry provides an ideal solution to this problem. For instance, if the re-
search topic is attitude change, there is an unlimited supply of easily accessi-
ble "real" people from all walks of life who could serve in experiments in
which there is an attempt to persuade them to see the dentist more frequent-
ly, brush their teeth after meals, eat less sweets, or whatever. These experi-
ments can be designed so that on the one hand they will be able to confirm or
disconfirm general theoretic principles about the attitude change process and
thereby add to the psychologic literature in this area; and on the other hand
actually increase the number of people attending surgery, flossing their teeth,
or eating celery instead of sticky cakes, thereby raising the level of dental
health in the community and providing increased job satisfaction for indi-
vidual dental practitioners. One topic that has been studied in this way is
whether fear-arousing communications are more or less effective in persua-
sion, a topic that has obvious "pure" as well as applied implications, and one
that admirably lends itself to being studied in a dental context (for a recent
review of this literature, see Sutton, 1982). An excellent case can therefore be
made for the interdependence of the two disciplines, with cooperation lead-
ing to mutual benefits that can only be achieved through such joint action.
Unfortunately in practice the situation is quite different. Dentists by and
large are hesitant about allowing psychologists into their surgeries, just as
doctors are (Pendleton and Bochner, 1980), for a variety of reasons, some
justified, some not. And many psychologists are reluctant to engage in what
they (erroneouly) perceive to be of necessity ad hoc, narrowly applied re-
search, and are (erroneously) concerned about the alleged inevitability of
diminished experimental control in field settings such as the dental surgery.
The most practical way to overcome these misperceptions and reservations
on both parts is at the training stage, but very few universities have set up
joint schemes such as the one described by Evans (1982).

Summary

Community-based dental health education can be regarded as a branch of

applied social psychology. Research in the psychology of attitudes has re-
vealed a number of guidelines for designing campaigns to establish, change,
and maintain desirable oral hygiene attitudes and habits.
A distinction was drawn between low-, middle-, and high-level theoretic
principles of attitude change. Low-level theories provide the rationale for
particular techniques of persuasion, such as group discussion, forced com-
pliance, active versus passive learning, the use of praise, knowledge of re-
sults, and so forth; and who the agents of change should be, such as experts,
authority figures, or peers. Middle-level theories provide the rationale for
148 7. Community-Based Dental Health Education

campaigns aimed at changing general oral health-related beliefs and values,

based On the assumption that there is a high degree of consistency between
attitudes, beliefs, values, and actions. Two theories were reviewed, the Health
Belief model, and the theory of reasoned action. The former emphasizes the
negative consequences of not taking preventive action and the positive Con-
sequences of treatment; the latter theory emphasizes the social psychology of
preventive health in pointing out that the behavior of people is shaped by the
groups to which they belong and whose membership they value. A basic
finding of social psychology is that individuals act in such a way as to gain
access to and win approval from groups to which they wish to belong and
whose acceptance they seek, even if the behaviors are dangerous or injurious
to their health. A good deal therefore depends on what the group norm is.
Attempts at persuading people to change habits that the group values will
fail because that would make the individual an outcast in that group, a fate
far worse than even death, particularly for teenagers.
High-level theories provide a general framework for community-based
dental health education in identifYing the various personal, situational, and
sociocultural elements that can either facilitate or hinder such programs.
These include the two major behavior settings where the programs occur, the
institutional and home settings respectively, each with its potential supports
and barriers. Political considerations, vested interests in society, competing
demands of different public health areas, the relative seriousness of dental
versus other community health problems, and cultural differences in atti-
tudes to dental neglect, are some of the other features that have to be taken
into account.
The chapter ends with an analysis of the difficulties that have prevented
greater cooperation between the dental profession and the social sciences.
The point is made that a potentially mutually rewarding, symbiotic rela-
tionship between the two groups is feasible. There is nO reason why psycho-
logists should not be able to combine the twin aims of doing "pure" research
into basic psychologic processes with applied research of interest to the den-
tal profession. Indeed, such an approach would enhance the quality of both
the "pure" and the applied product in that the conclusions drawn would be
based on a much more representive sample of subjects, engaged in much
more realistic and relevant experimental tasks. However, to achieve this
interdisciplinary link, structural changes in the training programs of both
professions may be necessary.
 8
Common Sense and Patient
Management: Implications
for Practice, Training,
and Research

As we saw in Chapter 6, the social psychology of the dentist-patient

relationship is made up of a set of interlocking elements. The attitudes that
patients have toward the treatment and the dentist depend on how they
perceive the dentist and the confidence they have in their practitioner.
These variables in turn affect the degree of pain and anxiety patients experi-
ence, the level of satisfaction with the service, the amount of knowledge
they retain about dental hygiene, and the extent to which they comply with
their dentist's instructions. What mediates all of these responses is the
nature and quality of the relationship between the patient and the dentist.
Because it is usually the dentist rather than the patient who is the one to
establish the terms on which dental care is delivered, it is also the dentist
who largely determines what form the dentist-patient relationship will take.

Models of the Dental Profession

Dentistry, like many of the other professions, can follow different models,
each with its own consequences for the relationship between the dentist and
the patient. For instance, dentistry can be regarded as a purely commercial
enterprise (Ozar, 1985), dental care being a commodity that dentists sell and
patients buy. On this basis, the interaction between the dentist and the
patient would boil down to each trying to maximize their gain from the ex-
change. Thus dentists would decide what sort of dental care they will pro-
vide, not in relation to the need of a patient, but rather what services the
patient is willing to pay for. Under the commercial model, patient need has
only an indirect role in determining dental care, its main function being to
motivate the patient to part with money for the sake of increased well-being
150 8. Common Sense and Patient Management

or comfort. Dentists who openly acknowledge such an orientation justify it by

arguing that this leads to competition with other dentists in areas such as
pricing, the use of modern equipment and procedures, brighter and more
comfortable surgeries, anything that will attract dental consumers to them-
selves, away from other dentists, and that all this is in the long-term interests
of the dental consumer as well as the profession.
An alternate model is the guild model, where the profession and its role in
society is dominant. Dentists with this orientation regard themselves pri-
marily as under an obligation to cater to patients' needs, to provide relief
from suffering, and to increase oral health through prevention and education.
One consequence of this model is to heighten the distinction between the
expert professional on the one hand, and the passive lay receiver of this treat-
ment on the other, leading to a relationship that is unequal in status and
highly paternalistic. Dentists who openly acknowledge such an orientation
justify it on the grounds that they are engaged in a highly technical and
skilled enterprise and that they alone know best what is good for the patient,
and that the asymmetrical distribution of power and autonomy is in the long-
term best interests of the patients as well as the profession.
Although no hard evidence on this issue is available, it is likely that most
dental practices are run on a mixture of the commercial and guild models. In
other words, most dentists are interested in making money, but also care
about their patients' welfare, and try to do their job in such a way as to
harmonize these two goals. However, there is indirect evidence, some of
which was reviewed earlier in this book, that dentists do tend to treat their
clients as cases rather than as patients, that is, as a technical problem to be
treated, with the sufferer as the passive recipient of highly skilled treatment.
One of the conclusions that can be drawn from the literature is that this
approach leads to patient reactance, thus thwarting both the commercial and
the professional/therapeutic aims of the dentist because patients may attend
the surgery less frequently as customers and their oral hygiene also may
suffer. Clearly a third model of the dentist-patient relationship is required,
one that is more genuinely interactive, with each responding to the other in
personal as well as role-specific terms, and where the dentist tries to involve
the patient in the treatment procedure. Such a model is entirely compatible
with both the commercial and service orientations of the profession, since it
has been found to have an enhancing effect in each of these domains.

Dimensions of the Dentist-Patient Relationship

A review of the literature has revealed several dimensions along which the
dentist-patient relationship can vary. One is the personal-impersonal dimen-
sion. Many dentists tend to treat their patients as cases rather than persons.
Other dentists as a matter of policy become more or less personally involved
with their patients. The evidence suggests that dentists who establish a per-
 The Communication Gap 151

sonal, warm, caring relationship with their patients are perceived in a more
favorable light and have a more positive impact on patient anxiety, knowl-
edge, and compliance, than dentists who are technically competent but keep
their distance from their patients.
Another dimension in the dentist-patient relationship is the extent to
which the dentist adopts the role of health educator. Dentists who explicitly
assume responsibility for the long-term oral well-being of their patients will
tend to have a much more personal relationship with their patients than
dentists engaged mainly in restorative work. Another variable, confounded
to some extent with the distinction between preventive and restorative care,
is the frequency and regularity of contact. Dentists and patients who meet each
other regularly and frequently are much more likely to establish a personal
relationship than when the encounters are intermittent. Dentists in group
practices and those doing primarily restorative work will therefore have
less opportunity to establish closer links with their patients. Finally, the socio-
economic status of the patients constitutes another major variable. Dentistry is
an expensive service. The evidence indicates that less affluent patients
attend surgery less frequently than the well-to-do. Low SES patients are
therefore less likely to enter into preventive care, probably a false economy
in the long run but perhaps unavoidable in the short term for this category
of patient. Because most dentists are middle class in origin and orientation,
they already have a problem in communicating with patients who do not
share their assumptions and outlook on life. This gap is widened further by
the tendency of lower SES patients not to opt for the kind of dental care
that is more personal in nature.

The Communication Gap

The common factor in all of the dimensions of the patient-dentist rela-

tionship is the extent to which dentists are able and willing to communicate
effectively with their patients. As we have seen, there are many ingredients in
the dental situation that militate against the establishment of rapport be-
tween dentist and pat!ent. Two conditions in particular have contributed to
creating interpersonal distance. One is the lack of training that dentists re-
ceive in interpersonal communication skills. The other is the constraining
nature of the conventional dental appointments schedule.

Interpersonal Skills Training

In an American study, O'Shea, Corah, and Ayer (1984) gave a questionnaire
to 977 dentists in which respondents were asked to rate 25 possible stressors
in terms of how stressful they found each in their current practice. They were
also asked some general questions on stress. Seventy-five percent of the re-
spondents said that dentistry was more stressful than other occupations (i.e.,
152 8. Common Sense and Patient Management

whether true or not, this is how they perceived their occupation). The stressors
mentioned most frequently included "falling behind schedule," "striving for
technical perfection," "causing pain or anxiety in patients," "cancelled or
late appointments," and "lack of cooperation from patients in the chair."
In a survey of 150 dentists, Cooper, Mallinger, and Kahn (1980) found
that the most stressful aspects of the job were "coping with difficult patients"
and "trying to keep to a schedule." Also perceived as stressful, but to a much
lesser degree, were "taking on too much work," "relating to auxiliary staff,"
and "fulfilling administrative duties." The authors conclude that the major
sources of stress stem from the dentist's managerial role rather than from the
technical aspects of the job. This is also the view of Kent (1983), who found
that the most frequent problems cited in a survey of 56 dentists in Sheffield,
England, was communicating with difficult patients, managing patient anxi-
ety, and in motivating their patients to engage in better preventive care.
These and other authors suggest that more time should be spent in dental
school on teaching prospective practitioners managerial, organizational, and
social skills.
It has been estimated that only 3% of the dental curriculum is devoted to
interpersonal skills training. The successful practice of dentistry requires
highly complex technical skills as well as a thorough grounding in the bio-
logic sciences, and it is therefore not surprising that there is not much room
in the curriculum for subjects seen as being peripheral to the main task.
Introducing social science topics into an already crowded course is therefore
likely to be met with resistance by both faculty and students. For instance, a
course in communication skills is offered to all freshman dental students
at the School of Dentistry at the University of Mississippi (Runyon and
Cohen, 1979). The course consists offive three-hour sessions, attended by a
class of 35 students. Although most of the students thought that the training
was useful and relevant, and a post-test showed some improvement in the
communication skills of the students, this program has obvious limitations
and merely emphasizes the low priority given to human relations training
in the dental curriculum. In any case, it is debatable whether the under-
graduate phase is the most appropriate time to introduce students to the
interpersonal dynamics of their discipline. The best learning occurs when
there is a distinct perceived need. This certainly seems to be the view of
Blandford and Dane (1981) in their discussion of how to structure continuing
dental education. Dentists are likely to perceive their lack in interpersonal
skills most acutely in their first year or two as independent practitioners.
That would seem to be the appropriate time to undertake a systematic course
in general interpersonal communication skills, followed by training specifi-
cally tailored to the dental situation. There already is a tradition for helping
professionals to acquire various postgraduate qualifications as part of their
career development and specialization, so there is no reason why the ac-
quisition of a qualification in interpersonal skills should not follow the same
pattern.
 The Communication Gap 153

Social skills are not a genetically fixed aspect of personality, but can be
taught, learned, and practiced. In reviewing the relevant literature. Furn-
ham (1983) shows that a good deal of social skills training (SST) has been
applied to various groups within the medical profession, including trainee
doctors taking medical histories, general practitioners, occupational thera-
pists, and nurses. However, it appears that very little SST has been done
with dentists, although there is a demonstrated need for such training, the
technology for it is available, and there is a model for it in the related field of
medicine that would readily transfer to dentists.
An excellent review of the SST literature as it pertains to the doctor-
patient relationship can be found in Maguire (1981). Many of the problems
that physicians encounter appear to be similar to those faced by dentists.
These include poor interviewing skills hindering the collection of relevant
information, the excessive use of leading questions and unfamiliar jargon,
failure to respond to cues given by patients about their concerns, cutting off
patients' communications, and neglecting to pursue important psychologic
and social aspects of the complaint. All these issues would have some
application in the dental context.
Many general practitioners (physicians) were found to use few empathic
statements, avoid eye contact, and not talk about personal issues. They
ended their consultations poorly and paid little heed to any background
psychologic issues. A number of studies have also shown that many phy-
sicians are poor at or reluctant to provide their patients with information
about their condition and treatment. One consequence of this is that pa-
tients tend not to fully understand what their doctors say to them, leading
to the startling finding that on average, 50% of patients fail to comply with
medical advice and treatment. This, too, is a problem for dentistry, particu-
larly in the implementation of preventive programs.
Most of these basic communication and social skills are easily acquired by
most people lacking them. Nevertheless, many health professionals are in-
adequate in this regard, despite evidence that communication skills often
affect the care that patients receive and weigh on the successful outcome
(or otherwise) of the treatment. This latter point is sometimes disputed or
dismissed as being irrelevant. Traditional medical and (probably) dental
education takes the view that the task of the profession is to diagnose and
treat disease. Social and psychologic problems merit less attention, both in
the training of practitioners, and in how these practitioners treat their pa-
tients, because it is assumed that excessive "psychologizing" will distract the
practitioner from dealing with the "real" problem, namely the presenting
physical symptom. This view, which completely ignores the evidence, much
of it reviewed in this book, about the complex relationship between psycho-
logic and physical determinants of ill-health, has two consequences. One is to
place an increasing emphasis on the technology of health care rather than on
the psychology of the patients being treated. Second, proposals to teach com-
munication skills and psychology to health professionals are likely to be re-
154 8. Common Sense and Patient Management

sis ted on the grounds that the curriculum is already overcrowded and if any
additional time were made available it ought to be devoted to a more intense
treatment of core topics such as anatomy or physiology. However, there is
some evidence, as we have seen elsewhere in this book, that the pendulum
may be swinging the other way, as an increasing number of health profes-
sionals become aware of the consequences of their poor interpersonal skills,
not just with their patients but also on their own effectiveness as healers and
on their job satisfaction.

The Dental Appointments Schedule

The delivery of dental care is very expensive, being both a capital and labor-
intensive enterprise. The modern dental surgery contains much high-
technology equipment that represents a considerable capital investment.
Dentists are highly trained professionals who expect and deserve a reason-
able standard of income. Most of the work cannot be delegated to ancilliary,
less well-paid staff. Futhermore, in addition to the dentist, at least one other
trained person, usually a nurse, attends the patient. Clearly under these cir-
cumstances every minute of an appointment has to be utilized effectively, and
most dentists interpret this to mean that they should devote all ofthe time to
technical procedures. Consequently, there tends to be very little personal
conversation between the dentist and the patient. The traditional surgery
resembles an assembly line. The patient is ushered into the surgery by a
receptionist, told to sit in the chair, and within 30 seconds the procedures
have commenced. There is then intensive activity for about half an hour, the
dentist obviously preoccupied with the technical details of the intervention
and not paying much heed to anything else. At the conclusion of the session,
immediately after the last rinse, the patient is politely but firmly led out to
make another appointment and/or pay the bill. A new patient is ushered in,
and the cycle starts afresh.
The dental schedule is not conducive to the establishment of a personal
relationship between dentist and patient. Nor is it an ideal setting for health
education. The meetings are infrequent and both participants are tense and
preoccupied when they do meet. By the end of a working day the patients
must seem like a blur to the dentist, all merging into one another. From the
patient's point of view the dentist's features are also indistinct, blurred by the
lights and the mask worn by the dentist, the perception further dulled by the
discomfort surrounding the encounter.
What is the solution? It would be unrealistic to expect dentists to devote
half of the appointment to personal conversation and/or health education. In
any case, as research reviewed earlier has shown, most patients tend to be some-
what anxious when in the chair, reducing their ability to listen to the dentist
and respond appropriately. One possibility, briefly referred to earlier, would
be for dentists to run separate health education sessions for groups of say 10
patients at a time. The patients would be charged for this service, but at a
rate that would be minimal for each individual, the group paying whatever it
 The Anxious Patient 155

cost the dentist to perform a routine service to a single patient. In these

sessions dentists could give formal presentations followed by a discussion in
which patients would be encouraged to express their feelings as well as seek-
ing health-related information. The sessions would be informal, each group
meeting at weekly intervals for three or four consecutive weeks. Suitable re-
freshments could be served to set the tone. The aim, clearly conveyed to the
patients by the dentist, would be threefold: a) to break down the barrier
between dentist and patient and set up the beginnings of a personal rela-
tionship; b) to disseminate health education information and techniques; and
c) to give patients an opportunity to reveal and discuss their fears and anxi-
eties and to give dentists an opportunity to discover what is in their patients'
minds so that appropriate remedial action can be planned and taken.

The Anxious Patient

The evidence suggests that almost all patients experience an increase in anxi-
ety while in the chair. Fortunately the vast majority of these patients are able
to tolerate their anxiety, control their behavior, and feelings, and allow the
treatment to proceed with a minimum offuss. However, there is a substantial
minority of individuals who for various reasons experience levels of dental
anxiety that seriously affect their attendance and disrupt procedures when
the patient can be induced into the surgery. What can be done to reduce the
anxiety of these patients, and improve their management?

Psychoanalysis and Patient Management

The evidence and arguments presented in this book suggest that the
psychoanalytic approach to patient management has very little utility. It
may be the case that patients are not fully aware of the reasons for their
feelings and anxieties, but even if this were so the dental surgery is not a very
good setting for insight-oriented psychotherapy. The same reasons that mili-
tate against the establishment of a personal relationship between dentist and
patient prevent the development of a psychotherapeutic one. There are other
problems. As it may take four or five years to conclude a successful
psychotherapy, and it takes four or five years to train a person in the art of
clinical psychology, it is simply impractical to propose a psychoanalytic solu-
tion to dental anxiety in the dental surgery. If dental-aversive individuals
wish to enter into psychotherapy on their own account with an analyst or
clinical psychologist, that is certainly their right but it is not a service that a
dentist can be expected to provide.
Psychoanalysis in the dental surgery is therefore impractical. The evidence
also suggests that it would not be effective. Psychoanalysis as a therapeutic
procedure does not have a very high success rate relative to other treatments
(Erwin, 1980; Eysenck, 1966; Rachman, 1971), and in the specific instance of
dental aversion is probably the least preferred method. Nevertheless, there is
156 8. Common Sense and Patient Management

an element of truth in many of Freud's original propositions. Authority

figures do remind us of our parents, not necessarily due to any complicated
unconscious mental gymnastics but because for most of us our parents were
our first mentors and disciplinarians. Women patients may become erotically
aroused in the chair not due to some long forgotten oedipal conflict but be-
cause the dentist is a much more handsome and attentive man than their
husband. Men may develop homosexual anxieties not because of their re-
pressed desires but due to their intimate personal space being violated by
another male. Common sense dictates that dentists should be aware of these
problems, and deal with them in a reasonable manner. This means not look-
ing for deep-seated hidden causes, but discussing with the patient what the
immediate, overt problem might be, and then dealing with it accordingly.

Behavior Modification and Patient Management

The evidence indicates that behavior modification techniques are effective in
reducing patient anxiety. Many of these techniques can be applied in the
dental surgery without unduly prolonging the treatment or increasing its
cost. However, behavior therapy is a relatively complex procedure that only
properly trained individuals should engage in. Futhermore, it would be in-
advisable to train individuals simply in the techniques without providing
them with the theoretic background on which the procedures are based.
There are two solutions to this problem. The first is for interested dentists to
acquire this training, ideally after they have successfully mastered the inter-
personal skills curriculum referred to earlier. The second is for a dentist to
establish a connection with a psychologist trained in behavior modification
and refer patients to that specialist. In either case the patients would be
expected to pay for the additional treatment they receive.
Again, common sense should prevail. The dentist's primary aim is not to
cure a patient's dental phobia but to reduce the anxiety sufficiently to permit
reasonable access and allow the treatment to proceed. Patients who want to
be cured of their phobias should go to a behavior therapist and participate in
a comprehensive treatment program that takes into account their life-styles,
social relationships, and personal history in addition to the presenting phobic
symptoms. Dental patients seeking to have their anxiety reduced as a specific
means of tolerating dental procedures cannot expect to receive such extensive
treatment, as it would be beyond the resources of most dental practices.
However, both patient and dentist would benefit from an apprehensive
patient having access to some of the techniques known to be effective in
reducing anxiety.

Social Psychology and Patient Management

The evidence and arguments presented strongly suggest that most of the
procedures employed in patient management are affected by the quality of
 Research in the Psychology of Dentistry: Problems 157

the relationship between the dentist and the patient. Here again, common
sense must prevail. It is clearly impractical for a dentist to form a close per-
sonal relationship with all of the hundreds of patients in the practice. Some
patients are less likeable than others, some do not wish to have a personal
connection with their dentist, many do not attend frequently enough to allow
a relationship to develop. However, as has been indicated previously, most
dentists could do a great deal more to foster a close relationship with those
patients receptive to such an idea. Not only would this facilitate patient man-
agement, it would also increase the job satisfaction of the dentist.

Research in the Psychology of Dentistry: Problems

There is no dearth of research investigating the psychology of dentistry.

What is lacking is high quality research. Many of the articles tend to be
polemical rather than empiric in that they advocate a particular course of
action without providing supporting evidence for the recommendations.
Other reports tend to be case studies of a few individuals, on the basis of
which the authors then tend to overgeneralize their results. And there is a
whole body of literature that has been influenced by Freudian theory, which
is of more interest to psychoanalysts than to dentists.
There are several reasons for the relative lack of significant research. Most
dentists are not trained in the methods and theory of social science and are
therefore not in a very good position to conceptualize and implement psycho-
logic studies. Another major problem, not unique to this field, is the uni-
versally acknowledged difficulty of conducting interdisciplinary research.
Psychologists who wish to inquire into the dentist-patient relationship must
first establish a connection with a dentist and persuade that person to
cooperate in research. Next, psychologists must make themselves familiar
with the practices, issues and problems of dentistry, translate these into the
language of social science, and then explain this transformation to the
dentist. Non-psychologists often want psychologists to ask questions that
cannot be directly posed for various reasons, and become impatient with
the circuitous logic and cumbersome statistical analyses that characterize
much social science research. Unfortunately, there are many topics and
questions that cannot be addressed directly without serious methodologic
consequences, something that non-psychologists often find frustrating and
difficult to accept.
Another reason for the paucity of good research is the difficulty in gaining
access to subjects. The dental appointment is already crammed to the limit
with other procedures, not allowing much time or scope for collecting
psychologic data. The pre-appointment time may not be an entirely suitable
occasion for research because the subjects may be anxious. In the post-
appointment phase subjects may be suffering pain, or be sedated. More
generally, subjects must consent to be interviewed or studied, both on ethical
158 8. Common Sense and Patient Management

and practical grounds. Some people may regard psychologic research as an

intrusion into their privacy, particularly when it is taking place during a
period when they are already under stress. For the same reason many
dentists may not be willing to allow social scientists access to their patients,
or conduct the research themselves for fear of antagonizing their patients.
The solution to the problem of research training, interdisciplinary co-
operation, and subject access lies in the hands of the professional dental
associations. These organizations represent the collective views and inter-
ests of their members, and are in a position to influence training, arrange and
facilitate interdisciplinary projects, and encourage individual members to
throw open the doors of their surgeries to social science research. These
bodies can also disseminate the results of such research to their members
and thereby diffuse improved methods into the health care delivery system.

Research in the Psychology of Dentistry:

Topics and Strategies

It would be inappropriate and indeed impossible to itemize a list of topics

that should receive detailed investigation. The reality of research is that a
particular topic is chosen because a particular investigator has a special in-
terest in it and because there is an opportunity to follow up the idea. A much
more practical approach is to distinguish between various research strategies
and indicate their relative usefulness, thereby setting up general guidelines
for studies investigating the dentist-patient relationship.

The Shotgun Survey

The least useful kind of research project is the shotgun survey in which the
investigator asks many unrelated questions and then tries to make sense of
the data afterwards. Such studies can be contrasted with the survey that has
a specific rationale on which it is based. For instance, an investigator may be
interested in the incidence of dental phobia. In this case, the research effort
would go into developing suitable measures of dental aversion. Next, after
giving due consideration to sampling requirements, a large number of pa-
tients would be given the survey, the contents of which would all converge on
the topic under scrutiny-dental apprehension. Any other items in the ques-
tionnaire would be included strictly only if they were germane to the central
purpose of the research program. If such a strategy is followed, all the data
can be easily interpreted because they form part of a coherent pattern.

Case Studies
There are a great many reports of case studies in the literature. The term
"case study" here refers to a subjective description of a procedure, outcome,
 Research in the Psychology of Dentistry: Topics and Strategies 159

or incident, the observations based on one, two, or at most a handful of

subjects. Such reports can be useful in generating hypotheses but tend to be
misleading if the author or the reader generalize the results to a class of
patients. Nothing divides the physical from the social sciences more than the
issue of sampling. Physical scientists often conduct useful research with very
small samples because there may be fewer individual differences in their
domain. For instance, if a particular anesthetic can be shown to work with
one patient, the chances are it will probably work with most patients. Not so
in the social sciences. There are large individual differences in the way that
people respond psychologically, depending on who they are and what is pre-
sented to them. Consequently, samples have to be large and representative,
the subjects being either randomly allocated to experimental conditions or
systematically selected for certain predetermined characteristics. Most case
studies pay no heed to sampling requirements and their results therefore
cannot be generalized beyond the particular patients who served in the
studies, or patients exactly like them. In that sense case studies lack utility
because their insights may not apply in other contexts.

Atheoretical Practical Questions

There are many studies in the literature that address themselves to a specific,
practical issue. Some examples include the following: Should dentists wear a
uniform or informal clothing? What is the optimal length of an appointment?
Does the surgery arouse more anxiety than the waiting room? Should
mothers be present or absent during their child's treatment? Is one form of
behavior therapy more effective than another? The questions could go on,
and many dentists reading this section can undoubtedly extend the list con-
siderably from their own curiousity about patient behavior. Indeed, practic-
ing dentists are the most likely sources of ideas for studies of this nature.
There is nothing intrinsically wrong with such pragmatic research, and it
is certainly vastly preferable to seek an empiric answer to a question rather
than speculate about it in the armchair. The problem is that even if an
answer to a particular question has been obtained in this way, the explana-
tion for the phenomenon is still lacking. Let us assume that patients in a
surgery with piped music were found to be less anxious than patients in a
surgery that did not have this facility. That would be an interesting finding
but would not tell us why and how music decreased anxiety. To answer that
question, it would be necessary to carry out an experiment that was derived
from some general theory of behavior.

Theory-Based Research
The most useful studies are those that have a rationale based on a general
theory because such studies provide an account or explanation of the phe-
nomenon. For example, cognitive balance theory (Heider, 1958) states that
160 8. Common Sense and Patient Management

there is a strain towards consistency in our cognitive systems. Applied to

attitude change, this theorem implies that high credible communicators will
be more effective in changing opinions than low credible ones because high
credible persons are more difficult to disparage than low credible sources. It
is cognitively inconsistent to regard someone as highly credible and then
disparage what they advocate; hence under these circumstances the dis-
sonance set up by the persuasive communication is reduced by agreeing with
the communicator. These theoretic ideas have all kinds of implications for
dental health education. For instance, the theory suggests the hypothesis that
dentists who are highly regarded by their patients will be more effective
health educators than less trusted dentists, because the former are more
difficult to disparage and ignore than the latter. However, this conclusion
cannot be drawn without actually conducting the experiment, because there
may be elements in dental health communications that cancel out or counter-
act the forces operating in other areas of social influence.
The proponents of theory-based research frequently have to contend with
the ill-informed criticism that they are proving the obvious. It is certainly
true that such research provides a rationale for the outcome before the results
have been obtained but this predictive aspect is precisely what makes the
procedure so elegant and powerful. However, usually the rationale offered is
only one of several competing plausible explanations and until the experi-
ments have been conducted, the various explanations have only the status of
hypotheses. Systematic research consists of ruling out all plausible alternate
hypotheses until the most likely explanation is revealed. The true scientist is
the complete skeptic, rejecting that any phenomenon is obvious or self-
evident until this has been confirmed through rigorous study.
Dentists are unlikely to be familiar with the more arcane content of the
social sciences and therefore cannot be expected to initiate sophisticated,
theory-based research projects. This implies that theoretically inspired,
programmatic research depends on multidisciplinary cooperation, and ex-
plains why such investigations are not much in evidence in the literature.

Conclusion

This book was written for the dental researcher and practitioner. The aim
has been to bring to the fore what social science has to say about dental
practice. The main issues, controversies, findings, and recommendations
have been presented and critically reviewed. The book has also tried to lay to
rest some of the myths current about the dentist-patient relationship. There
has been an attempt to provide general guidelines for the form as distinct
from the content of useful research.
Dentists are highly trained, highly skilled professionals who provide a
most useful service to society. The nature of their work results in stress for
themselves and for their patients. This stress can be relieved, although not
 Conclusion 161

eliminated with methods, techniques, and ideas that originate in the social
sciences. Social scientists for their part would regard the dental surgery as an
ideal setting to study a host of problems that they are concerned with, such as
anxiety reduction, stereotyping, or attitude change. Only good can come out
of greater cooperation in the future between dentists and social scientists.
However, such cooperation is only feasible if these diverse professionals are
aware of each other's concerns and problems. A major aim of this book has
been an attempt to bridge this gap.
 References

Ackerman, C.A, & Endler, N.S. (1985). The interaction model of anxiety and dental
treatment. Journal of Research in Personality, 19, 78-88.
Adelson, R., & Goldfried, M.R. (1970). Modeling and the fearful child patient.Jour-
nal of Dentistry for Children, 37, 34-47.
Agras, S., Sylvester, D., & Oliveau, D. (1969). The epidemiology of common fears
and phobia. Comprehensive Psychiatry, 10, 151-156.
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior.
Englewood Cliifs, N.J.: Prentice-Hall.
Allport, G.W. (1954). The historical background of modern social psychology. In G.
Lindzey (Ed.), Handbook of social psychology. Volume 1. Cambridge, Mass.: Addison-
Wesley.
Allport, G.W. (1958). The nature ofprejudice. Garden City, N.Y.: Doubleday Anchor.
Aronson, E. (1976). The social animal. Second edition. San Francisco: W.H. Freeman.
Ayer, W.A, & Gale, E.N. (1970). Psychology and thumbsucking. Journal of the
American Dental Association, 80, 1335-1337.
Bailey, C., Dey, F., Reynolds, K., Rutter, G., Teoh, T., & Peck, C. (1981). What are
the variables related to dental compliance? Australian DentalJournal, 26, 46-48.
Bailey, P.M., Talbot, A., & Taylor, P.P. (1973). A comparison of maternal anxiety
levels with anxiety levels manifested in the child dental patient. Journal of Dentistry
for Children, 40, 277-284.
Bandura, A (1977). Social learning theory. Englewood Cliifs, N.J.: Prentice-Hall.
Bandura, A (1983). Self-efficacy determinants of anticipated fears and calamities.
Journal of Personality and Social Psychology, 45, 464-469.
Bandura, A, Blanchard, E.B., & Ritter, B. (1969). Relative efficacy of desensitization
and modeling approaches for inducing behavioral, aifective and attitudinal
changes. Journal of Personality and Social Psychology, 13, 173-199.
Bandura, A, Grusec, J.E., & Menlove, F.L. (1967). Vicarious extinction of avoi-
dance behavior. Journal of Personality and Social Psychology, 5, 16-23.
Bandura, A, Reese, L., & Adams, N.E. (1982). Microanalysis of action and fear
 References 163

arousal as a function of differential levels of perceived self-efficacy. Journal of Per-

sonality and Social Psychology, 43, 5-21.
Barker, R.G. (1968). Ecological psychology: Concepts and methodsfoT studying the environment
of human behavior. Stanford, Calif.: Stanford University Press.
Barker, R.G. (1979). Settings of a professional lifetime. Journal of Personality and Social
Psychology,37,2137-2157.
Barnard, P.D. (1976). Dental conditions in high school students, Sydney, 1972.
Australian DentalJournal, 21, 513-516.
Basmajian, J.V. (Ed.). (1979). Biofeedback: Principles and practice for clinicians. Balti-
more: Williams and Wilkins.
Bates, M.S. (1987). Ethnicity and pain: A biocultural model. Social Science and Medi-
cine, 24, 47-50.
Bayer, T.L. (1985). Weaving a tangled web: The psychology of deception and self
deception in psychogenic pain. Social Science and Medicine, 20, 517-527.
Beck, F.M. (1977). Placebos in dentistry: Their profound potential effects. Journal of
the American Dental Association, 95, 1122-1126.
Beck, F.M., Kaul, T J., & Weaver II, J.M. (1979). Recognition and management of
the depressed dental patient. Journal of the American Dental Association, 99, 967-971.
Beck, F.M., & Weaver II, J.M. (1981). Blood pressure and heart rate responses to
anticipated high-stress dental treatment. Journal of Dental Research, 60, 26-29.
Beecher, H.K. (1956). Relationship of significance of wound to pain experienced. The
Journal of the American Medical Association, 161, 1609-1613.
Beecher, H.K. (1972). The placebo effect as a non-specific force surrounding disease
and the treatment of disease. In R.Janzen, W.D. Keidel, A. Herz, C. Steichele,J.P.
Payne, & R.A.P. Burt (Eds.), Pain: Basic principles-pharmacology-therapy. Stutt-
gart: Georg Thieme.
Beecroft, R.S. (1966). Classical conditioning. Goleta, Calif.: Psychonomic Press.
Bern, S.L. (1974). The measurement of psychological androgyny. Journal of Consulting
and Clinical Psychology, 42, 155-162.
Berggren, U., & Carlsson, S.G. (1984). A psychophysiological therapy for dentalfear.
Behavior Research and Therapy, 22, 487-492.
Bernstein, D.A., Kleinknecht, R.A., & Alexander, L.B. (1979). Antecedents of dental
fear. Journal of Public Health Dentistry, 39, 113-124.
Birbaumer, N., Elbert, T., Rockstroh, B., & Lutzenberger, W. (1981). Biofeedback of
event-related slow potentials of the brain. International Journal of Psychology, 16,
389-415.
Biro, P.A., & Hewson, N.D. (1976). A survey of patients' attitudes to their dentist.
Australian DentalJournal, 21,388-394.
Bishop, T.G., Flett, R.D., and Beck, DJ. (1975). A survey of dental health knowledge
and attitudes in Owaka, a rural community in South Otago. New Zealand Dental
Journal, 71, 185-190.
Blaikie, D.C. (1979). Cultural barriers to preventive dentistry. Australian DentalJour-
nal,24, 398-401.
Blandford, D.H., & Dane,j.K. (1981). Problems in dental practice: A pilot study for
continuing education. Journal of the American Dental Association, 103, 869-874.
Bochner, S. (1980). Unobtrusive methods in cross-cultural experimentation. In H.C.
Triandis & J.W. Berry (Eds.), Handbook of cross-cultural psychology: Methodology.
Volume 2. Boston: Allyn and Bacon.
Bochner, S., & Insko, C.A. (1966). Communicator discrepancy, source credibility,
164 References

and opinion change. Journal of Personality and Social Psychology, 4, 614-621.

Bochner, S., Ivanoff, P., & Watson, J. (1974). Organisation development in the
AB.C. Personnel Practice Builetin, 30,219-233.
Borkovec, T.D., & Sides, J.K. (1979). Critical procedural variables related to the
physiological effects of progressive relaxation: A review. Behaviour Research and
Therapy, 17, 119-125.
Boulougouris, J.C., & Marks, LM. (1969). Implosion (flooding)-a new treatment
for phobias. British MedicalJournal, 2, 721-723.
Braginsky, D.D., & Braginsky, B.M. (1976). The myth of schizophrenia. In P.A
Magaro (Ed.), The construction ofmadness: Emerging conceptions and interventions into the
psychotic process. Oxford: Pergamon.
Brown,J.P., & Smith, LT. (1979). Childhood fear and anxiety states in relation to
dental treatment. Australian DentalJournal, 24, 256-259.
Buglass, D., Clarke, J., Henderson, AS., Kreitman, N., & Presley, AS. (1977). A
study of agoraphobic housewives. Psychological Medicine, 7, 73-86.
Bureau of Economic Research and Statistics. (1975). Mortality of dentists, 1968 to
1972. Journal of the American Dental Association, 90, 195-198.
Campbell, D.T. (1967). Stereotypes and the perception of group differences. American
Psychologist, 22, 817-829.
Carlsson, S.G., Linde, A, & Ohman, A (1980). Reduction of tension in fearful dental
patients. Journal of the American Dental Association, 101, 638-641.
Carr, L.M. (1982). Dental health of children in Australia 1977-1980. Australian Dental
Journal,27, 169-175.
Castenada, A, McCandless, B.R., & Palmero, D.S. (1956). The children's form of
the Manifest Anxiety Scale. Child Development, 27,317-326.
Cattell, R.B. (1965). The scientific analysis ofpersonality. Baltimore: Penguin.
Cerny, R. (1981). Thumb and finger sucking. Australian DentalJournal, 26, 167-171.
Chambers, D.W. (1977). Patient susceptibility limits to the effectiveness of preventive
oral health education. Journal of the American Dental Association, 95, 1159-1163.
Chen, M., & Rubinson, L. (1982). Preventive dental behavior in families: A national
survey. Journal of the American Dental Association, 105, 43-46.
Christen, AG., Park, P.R., Graves, R.C., Young,J.M., & Rahe, AJ. (1979). United
States Air Force survey of dental needs, 1977: Methodology and summary of
findings. Journal of the American Dental Association, 98, 726-730.
Cipes, M.H., & Miraglia, M. (1985). Pedodontists' attitudes toward parental pre-
sence during children's dental visits. Journal of Dentistry for Children, 52, 341-343.
Cipes, M.H., Miraglia, M., & Gaulin-Kremer, E. (1986). Monitoring and reinforce-
ment to eliminate thumbsucking. Journal of Dentistry for Children, 53, 48-52.
Clark, AW., & Powell, R.J. (1984). Changing drivers' attitudes through peer group
decision. Human Relations, 37, 155-162.
Clarke, ].C., & Jackson, A.J. (1983). Hypnosis and behavior therapy: The treatment of
anxiety and phobias. New York: Springer.
Cohen, S.D. (1973). Children's attitudes toward dentists' attire. Journal of Dentistry for
Children,40,285-287.
Collett, H.A (1969). Influence of dentist-patient relationship on attitudes and adjust-
ment to dental treatment. Journal of the American Dental Association, 79, 879-884.
Congalton, AA (1969). Status and prestige in Australia. Melbourne: Cheshire.
Cooper, C.L., Mallinger, M., & Kahn, R.L. (1980). Dentistry: What causes it to be a
stressful occupation? International Review of Applied Psychology, 29, 307-319.
 References 165

Cooper, C.L., Watts,]., & Kelly, M. (1987).Job satisfaction, mental health, andjob
stressors among general dental practitioners in the UK. British Dental Journal, 162,
77-81.
Corah, N .L. (1969). Development of a dental anxiety scale. Journal of Dental Research,
48,596.
Corah, N.L. (1973). Effect of perceived control on stress reduction in pedodontic
patients. Journal of Dental Research, 52, 1261-1264.
Corah, N.L., Bissell, G.D., & Illig, SJ. (1978). Effect of perceived control on stress
reduction in adult dental patients. Journal of Dental Research, 57, 74-76.
Corah, N.L., Gale, E.N., & Illig, SJ. (1978). Assessment ofa dental anxiety scale.
Journal of the American Dental Association, 97, 816-819.
Corah, N.L., Gale, E.N., & Illig, SJ. (1979a). The use ofrelaxation and distraction
to reduce psychological stress during dental procedures. Journal of the American
Dental Association, 98, 390-394.
Corah, N.L., Gale, E.N., & Illig, SJ. (1979b). Psychological stress reduction during
dental procedures. Journal of Dental Research, 58, 1347-1351.
Corah, N.L., O'Shea, RM., & Ayer, W.A. (1985). Dentists' management of patients'
fear and anxiety. Journal of the American Dental Association, 110, 734-736.
Cosgrove, D. (1976). Sedation in dentistry. Australian DentalJournal, 21, 128-130.
Crano, W.D., & Brewer, M.B. (1973). Principles of research in social psychology. New
York: McGraw-Hill.
Crowne, D.P., & Marlowe, D. (1964). The approval motive. New York: Wiley.
Cutright, D.E., Carpenter, W.A., Tsaknis, P.G., & Lyon, T.C. (1977). Survey of
blood pressures of856 dentists. Journal ofthe American Dental Association, 94, 918-919.
Darley,J.M., & Latane, B. (1968). Bystander intervention in emergencies: Diffusion
of responsibility. Journal of Personaliry and Social Psychology, 8, 377-383.
De la Rosa, M. (1978). Dental caries and socioeconomic status in Mexican children.
Journal of Dental Research, 57, 453-457.
DePaulo, B.M., & Coleman, L.M. (1986). Talking to children, foreigners, and re-
tarded adults. Journal of Personaliry and Social Psychology, 51, 945-959.
Deneen, L.J., Heid, D.W., & Smith, A.A. (1973). Effective interpersonal and man-
agement skills in dentistry. Journal of the American Dental Association, 87, 878-880.
Denney, D.R (1974). Active, passive, and vicarious desensitization. Journal of Counsel-
ing Psychology, 21, 369-375.
Dennison, D., Lucye, H., & Suomi, J.D. (1974). Effects of dental health instruction
on university students. Journal of the American Dental Association, 89, 1313-1317.
Donaldson, C., Forbes,J.F., Smalls, M., Boddy, F.A., Stephen, K.W., & McCall, D.
(1986). Preventive dentistry in a health centre: Effectiveness and cost. Social Science
and Medicine, 23, 861-868.
Eiser, J.R. (1982). Addiction as attribution: Cognitive processes in giving up smok-
ing. InJ.R Eiser (Ed.), Social psychology and behavioral medicine. Chichester: Wiley.
Eiser,J.R. (1986). Social Psychology: Attitudes, cognitions and social behaviour. Cambridge:
Cambridge University Press.
Eli, I. (1984). Professional socialization in dentistry: A longitudinal analysis of
changes in students' expected professional rewards. Social Science and Medicine, 18,
297-302.
Endler, N.S., & Hunt,J. McV. (1968). S-R inventories of hostility and comparisons
of the proportions of variance from persons, responses, and situations for hostility
and anxiousness. Journal of Personaliry and Social Psychology, 9, 309-315.
166 References

Endler, N.S., & Magnusson, D. (1976). Interactional psychology and personality. New
York: Wiley.
Erwin, E. (1980). Psychoanalytic therapy: The Eysenck argument. American Psycholo-
gist, 35, 435-443.
Estabrook, B., Zapka, j., & Lubin, H. (1980). Consumer perceptions of dental care in
the health services program of an educational institution. Journal of the American
Dental Association, 100, 540-543.
Ettinger, RL., Beck, j.D., & Glenn, R.E. (1979). Eliminating office architectural
barriers to dental care of the elderly and handicapped. Journal of the American Dental
Association, 98, 398-401.
Evans, R.1. (1982). Training social psychologists in behavioral medicine research. In
j.R Eiser (Ed.), Social psychology and behavioral medicine. Chichester: Wiley.
Eysenck, H.J. (1966). The effects of psychotherapy. New York: International Science
Press.
Fadden, L.E. (1953). What the child thinks of dental practice. New York State Dental
Journal,19, 124-132.
Fanning, E.A., & Leppard, P.1. (1973). A survey of university students in South
Australia. Part III. Attitudes to dental treatment. Australian Dental Journal, 18,
20-22.
Ferber, I., & Bedrick, A.E. (1979). Dental survey of620 Soviet immigrants. Journal of
the American Dental Association, 98, 379-383.
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7,
117-140.
Festinger, L. (1957). A theory of cognitive dissonance. Evanston, Ill.: Row, Peterson.
Festinger, L., & Carlsmith, j.M. (1959). Cognitive consequences of forced com-
pliance.Journal of Abnormal and Social Psychology, 58, 203-210.
Fields, H., & Pinkham, j. (1976). Videotape modeling of the child dental patient.
Journal of Dental Research, 55, 958-963.
Finer, B. (1972). The use of hypnosis in the clinical management of pain. In
R. janzen, W.D. Keidel, A. Herz, C. Steichele, j.P. Payne, & R.A.P. Burt (Eds.),
Pain: Basic principles-pharmacology-therapy. Stuttgart: Georg Thieme.
Finnie, W.C. (1973). Field experiments in litter control. Environment and Behavior, 5,
123-144.
Fishbein, M. (1967). Attitude and prediction of behavior. In M. Fishbein (Ed.), Read-
ings in attitude theory and measurement. New York: Wiley.
Fishbein, M. (1982). Social psychological analysis of smoking behavior. Inj.R Eiser
(Ed.), Social psychology and behavioral medicine. Chichester: Wiley.
Frazier, P.j.,jenny,j., & Bagramian, RA. (1974). Parents' descriptions of barriers
faced and strategies used to obtain dental care. Journal of Public Health Dentistry, 34,
22-38.
Fredrikson, M., & Ohman, A. (1979). Cardiovascular and electrodermal responses
conditioned to fear-relevant stimuli. Psychophysiology, 16, 1-7.
Freeman, RE. (1985). Dental students as operators: Emotional reactions. Medical
Education, 19, 27-33.
Friend, M.R (1953). Everyday psychiatric problems of dentistry. New YorkJournal of
Dentistry,23,252-257.
Fuller, N.P., Menke, RA., & Meyers, W.J. (1979). Perception of pain to three dif-
ferent intraoral penetrations of needles. Journal of the American Dental Association, 99,
822-824.
 References 167

Furnham, A (1983). Social skills and dentistry. British DentalJournal, 154,404-408.

Furnham, A, & Bochner, S. (1986). Culture shock: Psychological reactions to unfamiliar
environments. London: Methuen.
Gaffney, T.J., Foenander, G., Reade, P.C., & Burrows, G.D. (1981). The personali-
ties of dentists as a factor in the use of nitrous oxide relative analgesia. Australian
DentaIJournal,26,387-389.
Gale, E.N. (1972). Fears of the dental situation. Journal of Dental Research, 51, 964-966.
Garcia,j.A, & juarez, R.Z. (1978). Utilization of dental health services by Chicanos
and Anglos. Journal of Health and Social Behavior, 19, 428-436.
Garfield, S.L. (1981). Psychotherapy: A 40-year appraisal. American Psychologist, 36,
174-183.
Gatchel, R.J. (1980). Effectiveness of two procedures for reducing dental fear: Group-
administered desensitization and group education and discussion. Journal of the
American Dental Association, 101, 634-637.
Geller, E.S., Witmer, j.F., & Tuso, M.A (1977). Environmental interventions for
litter control. Journal of Applied Psychology, 62,344-351.
George,j.M., & Scott, D.S. (1982). The effects of psychological factors on recovery
from surgery. Journal of the American Dental Association, 105, 251-258.
Gerschman,]., Burrows, G., & Reade, P. (1978). Hypnotherapy in the treatment of
oro-facial pain. Australian Dental Journal, 23, 492-496.
Gessel, A.H. (1975). Electromyographic biofeedback and tricyclic antidepressants
in myofascial pain-dysfunction syndrome: Psychological predictors of outcome.
Journal of the American Dental Association, 91, 1048-1052.
Gibb, C.A. (1954). Leadership. In G. Lindzey (Ed.), Handbook of social psychology.
Volume 2. Cambridge, Mass.: Addison-Wesley.
Gibson, E.J., & Walk, R.D. (1960). The "visual cliff". Scientific American, 202 (4),
64-71.
Gobetti,j.P. (1981). The psychological aspects of dental therapy: A diagnostic prob-
lem. Journal of the American Dental Association, 102, 662-663.
Gochman, D.S. (1972). The organizing role of motivation in health beliefs and inten-
tions.Journal of Health and Social Behavior, 13, 285-293.
Goldfried, M.R., & Trier, C.S. (1974). Effectiveness of relaxation as an active coping
skill. Journal of Abnormal Psychology, 83, 348-355.
Goodenough, F.L., & Tyler, L.E. (1959). Developmental psychology: An introduction to the
study of human behavior. Third Edition. New York: Appleton-Century-Crofts.
Goodman, P., Greene, C.S., & Laskin, D.M. (1976). Response of patients with
myofascial pain-dysfunction syndrome to mock equilibration. Journal of the American
Dental Association, 92, 755-758.
Graham, G. (1974). Hypnoanalysis in dental practice. American Journal of Clinical
Hypnosis, 16, 178-187.
Grainger, j.K (1972). Perception: Its meaning, significance and control in dental
procedures. 'Part III: Clinical aspects. Australian DentalJournal, 17, 204-208.
Greene, B.F., & Neistat, M.D. (1983). Behavior analysis in consumer affairs: En-
couraging dental professionals to provide consumers with shielding from unneces-
sary X-ray exposure. Journal of Applied Behavior Anarysis, 16, 13-27.
Greene, C.S., & Laskin, D.M. (1974). Long-term evaluation of conservative treat-
ment for myofascial pain-dysfunction syndrome. Journal of the American Dental
Association, 89, 1365-1368.
Grembowski, D., & Conrad, D.A (1986). Coinsurance effects on dental prices. Social
168 References

Science and Medicine, 23, 1131-1138.

Guilford,j.P. (1967). Response biases and response sets. In M. Fishbein (Ed.), Read-
ings in attitude theory and measurement. New York: Wiley.
Gurling, F.G., Fanning, E.A., & Leppard, P.1. (1980). Handicapped children:
Behavioural and co-ordination characteristics affecting the delivery of dental care.
Australian DentalJournal, 25, 201-204.
Guthrie, E.R. (1952). The psychology of learning. Revised edition. New York: Harper.
Guthrie, G.M. (1975). A behavioral analysis of culture learning. In R.W. Brislin,
S. Bochner, & W.]. Lonner (Eds.), Cross-cultural perspectives on learning. New York:
Wiley.
Hall, E.T. (1959). The silent language. Garden City, N.Y.: Doubleday.
Hall, E.T. (1966). The hidden dimension. Garden City, N.Y.: Doubleday.
Haney, C., Banks, W.C., & Zimbardo, P.G. (1973). Interpersonal dynamics in a
simulated prison. InternationalJournal of Criminology and Penology, 1, 69-97.
Harris, B. (1979). Whatever happened to Little Albert? American Psychologist, 34,
151-160.
Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.
Herbertt, RM., & Innes,j.M. (1979). Familiarization and preparatory information
in the reduction of anxiety in child dental patients. Journal of Dentistry for Children,
46,47-51.
Hilgard, E.R. (1973). A neodissociation interpretation of pain reduction in hypnosis.
Pychological Review, 80, 396-411.
Hill, F.]., & O'Mullane, D.M. (1976). A preventive program for the dental manage-
ment of frightened children. Journal of Dentistry for Children, 43, 30-34.
Hodgson, R, & Rachman, S. (1974). II. Desynchrony in measures offear. Behaviour
Research and Therapy, 12, 319-326.
Hoogstraten, j., de Haan, W., & Horst, G.T. (1985). Stimulating the demand for
dental care: An application of Ajzen and Fishbein's theory of reasoned action.
EuropeanJournal of Social Psychology, 15,401-414.
Hornsby, j.L., Deneen, L.j., & Heid, D.W. (1975). Interpersonal communication
skills development: A model for dentistry. Journal of Dental Education, 39,728-732.
Horowitz, E.L. (1965). Development of attitude toward Negroes. In H. Proshansky &
B. Seidenberg (Eds.), Basic studies in social psychology. New York: Holt, Rinehart and
Winston.
Hovland, C.I.,janis, I.L., & Kelley, H.H. (1963). Communication and persuasion: Psycho-
logical studies of opinion change. New Haven: Yale University Press.
Hull, C.L. (1951). Essentials of behavior. New Haven: Yale University Press.
Hutt, M.L., & Gibby, R.G. (1961). The mentally retarded child: Development, education, and
guidance. Boston: Allyn and Bacon.
Indresano, AT., & Rooney, T.P. (1981). Outpatient management of mentally hand-
icapped patients undergoing dental procedures. Journal of the,American Dental Asso-
ciation, 102, 328-330.
Ingersoll, B.D. (1982). Behavioral aspects in dentistry. New York: Appleton-Century-
Crofts.
Insko,C.A (1967). Theories of attitude change. New York: Appleton-Century-Crofts.
jackson, E. (1975). Establishing rapport I. Verbal interaction. Journal of Oral Medi-
cine, 30, 105-110.
jenny, j., Frazier, P.]., Bagramian, RA, & Proshek, j.M. (1973). Parents' satis-
faction and dissatisfaction with their children's dentist. Journal of Public Health
Dentistry,33,211-221.
 References 169

Johnson, J.B., Pinkham, J.R, & Kerber, P.E. (1979). Stress reactions of various
judging groups to the child dental patient. Journal ofDental Research, 58, 1664-1671.
Johnson, R, & Baldwin, D.C., Jr. (1968). Relationship of maternal anxiety to the
behavior of young children undergoing dental extraction. Journal of Dental Research,
47,801-805.
Johnson, R, & Baldwin, D.C., Jr. (1969). Maternal anxiety and child behavior.
Journal of Dentistry for Children, 36, 87-92.
Jones, E.E. (1964). Ingratiation: A social psychological analYsis. New York: Appleton-
Century-Crofts.
Jones, E.E., & Nisbett, RE. (1971). The actor and observer: Divergent perceptions
of the causes of behavior. In E.E.Jones, D.E. Kanouse, H.H. Kelley, RE. Nisbett,
S. Valins, & B. Weiner (Eds.), Attribution: Perceiving the causes of behavior. Morris-
town, NJ.: General Learning Press.
Jorgenson, D.O., & Dukes, F.O. (1976). Deindividuation as a function of density and
group membership. Journal of PersonaliDi and Social Psychology, 34,24-29.
Katz, D., & Braly, K. (1933). Racial stereotypes of one hundred college students.
Journal of Abnormal and Social Psychology, 28, 280-290.
Katz, D., & Braly, K. (1935). Racial prejudice and racial stereotypes. Journal ofAbnor-
mal and Social Psychology, 30, 175-193.
Katz, E. (1965). The two-step flow of communication: An up-to-date report on an
hypothesis. In H. Proshansky & B. Seidenberg (Eds.), Basic studies in social psycholo-
gy. New York: Holt, Rinehart and Winston.
Kazdin, A.E., & Wilcoxon, L.A. (1976). Systematic desensitization and nonspecific
treatment effects: A methodological evaluation. Psychological Bulletin, 83, 729-758.
Kegeles, S.S. (1974). Why and how people use dental services. International Dentistry
Journal,24, 347-351.
Kent, G. (1983). Psychology in the dental curriculum. British Dental Journal, 154,
106-109.
Kent. G. (1984). Anxiety, pain and type of dental procedure. Behaviour Research and
Therapy,22,465-469.
Kent, G. (1986). The typicality of therapeutic 'surprises'. Behaviour Research and Ther-
apy, 24, 625-628.
Kent. G., & Gibbons, R (1987). Self-efficacy and the control of anxious cognitions.
Journal of Behaviour Therapy and Experimental Psychiatry, 18, 33-40.
Kerebel, L.M., Le Cabellec, M.T., Daculsi, G., & Kerebel, B. (1985). Report on
caries reduction in French schoolchildren three years after the introduction of a
preventive program. CommuniDi Dentistry and Oral Epidemiology, 13, 201-204.
Kerebel, L.M., Le Cabellec, M.T., Kerebel, B., & Daculsi, G. (1985). Effect of
motivation on the oral health of French schoolchildren. Journal of Dentistry for Chil-
dren,52,287-292.
Keys, J. (1978). Detecting and treating dental phobic children: Part I, detection.
Journal of Dentistry for Children, 45, 296-300.
Keys, J., Field, M., & Korboot, P. (1978). Detecting and treating dental phobic
children: Part II, treatment. Journal of Dentistry for Children, 45, 301-305.
Kimble, G.A. (1961). Hilgard and Marquis' conditioning and learning. Second edition. New
York: Appleton-Century-Crofts.
King, W.H. & Tucker, K.M. (1973). Dental problems of alcoholic and nonalcoholic
psychiatric patients. QuarterlY Journal of Studies on Alcohol, 34, 1208-1211.
Kirsch, A.J. (1974). The psychiatric view of the mouth. New York Journal of Dentistry,
44,117-119.
170 References

Kleinknecht, RA., Mahoney, E.R, Alexander, L.D., & Dworkin, S.F. (1986). Cor-
respondence between subjective report of temporomandibular disorder symptoms
and clinical findings. Journal of the American Dental Association, 113, 257-261.
Kleinknecht, R.A, Klepac, RK., & Alexander, L.D. (1973). Origins and character-
istics offear of dentistry. Journal of the American Dental Association, 86, 842-848.
Klepac, R.K., Dowling,j., Hauge, G., & McDonald, M. (1980). Reports of pain after
dental treatment, electrical tooth pulp stimulation, and cutaneous shock. Journal of
the American Dental Association, 100, 692-695.
Klineberg, O. (1966). The human dimension in international relations. New York: Holt,
Rinehart and Winston.
Klinge, V. (1979). Facilitating oral hygiene in patients with chronic schizophrenia.
Journal of the American Dental Association, 99, 644-645.
Klorman, R, Michael, R, Hilpert, P.L., & Sveen, O.B. (1979). A further assessment
of predictors of the child's behavior in dental treatment. Journal of Dental Research,
58, 2338-2343.
Klorman, R, Ratner, j., Arata, C.L.G., King, J.B., jr., & Sveen, O.B. (1978). Pre-
dicting the child's uncooperativeness in dental treatment from maternal trait, state,
and dental anxiety. Journal of Dentistry for Children, 45, 62-67.
Koch, S. (1981). The nature and limits of psychological knowledge: Lessons of a
century qua "science". American Psychologist, 36,257-269.
Krauss, RM., Freedman,j.L., & Whitcup, M. (1978). Field and laboratory studies
of littering. Journal of Experimental Social Psychology, 14, 109-122.
Lamb, D.H., & Plant, R (1972). Patient anxiety in the dentist's office. Journal of
Dental Research, 51,986-989.
Lambert, C. (1980). Psychological complications from the use of hypnosedatives in
dental practice. Australian DentalJournal, 25, 81-83.
Lambert, W.E., Libman, E., & Poser, E.G. (1960). The effect of increased salience of
a membership group on pain tolerance. Journal of Personality, 28, 350-357.
Laskin, D.M., & Greene, C.S. (1972). Influence of the doctor-patient relationship on
placebo therapy for patients with myofascial pain-dysfunction (MPD) syndrome.
Journal of the American Dental Association, 85, 892-894.
Lautch, H. (1971). Dental phobia. BritishJournal of Psychiatry, 119, 151-158.
Lawson, W.R, Jr. (1980). Children and dental care: Charges and probability of a
visit by individual characteristics. Journal of the American Dental Association, 101,
32-37.
Lazarus, A.A (1971). Behavior therapy and beyond. New York: McGraw-Hill.
Lenchner, V. (1966). The effect of appointment length on behavior of the pedodontic
patient and his attitude toward dentistry. Journal of Dentistry for Children, 33, 61-74.
Leventhal, H., Brown, D., Shacham, S., & Engquist, G. (1979). Effects of prepara-
tory information about sensations, threat of pain, and attention on cold pressor
distress. Journal of Personality and Social Psychology, 37,688-714.
Lewin, K. (1947) Group decision and social change. In T.M. Newcomb & E.L. Hart-
ley (Eds.), Readings in social psychology. New York: Holt, Rinehart and Winston.
Liddell, A, & May, B. (1984). Some characteristics of regular and irregular attenders
for dental check-ups. BritishJournal of Clinical Psychology, 23,19-26.
Lin, N. (1976). Foundations of social research. New York: McGraw-Hill.
Lindsay, S.j.E. (1984). The fear of dental treatment: A critical and theoretical analy-
sis. In S. Rachman (Ed.), Contributions to medical psychology. Volume 3. Oxford: Per-
gamon.
 References 171

Lindsay, SJ.E., & Woolgrove,J.C. (1982). Fear and pain in dentistry. Bulletin of the
British Psychological Society, 35, 225-228.
Linn, E.L. (1974). What dental patients don't know about preventive care. Journal of
Public Health Dentistry, 34,39-41.
Linn, E.L. (1976). Teenagers' attitudes, knowledge, and behaviors related to oral
health. Journal of the American Dental Association, 92, 946-951.
Liska, AE. (1974). Emergent issues in the attitude-behavior consistency controversy.
American Sociological Review, 39, 261-272.
Lovibond, S.H., Mithiran, & Adams, W.G. (1979). The effects of three experimental
prison environments on the behaviour of non-convict volunteer subjects. Australian
Psychologist, 14, 273-285.
Lundberg, O. (1986). Class and health: Comparing Britain and Sweden. Social Science
and Medicine, 23, 511-517.
Macgregor, I.D.M., & Rugg-Gunn, AJ. (1986). Effect of filming on toothbrushing
performance in uninstructed adults in north-east England. Community Dentistry and
Oral Epidemiology, 14, 320-322.
Machen,J.B., & Johnson, R. (1974). Desensitization, model learning, and the dental
behavior of children. Journal of Dental Research, 53, 83-87.
Macintyre, S. (1986). The patterning of health by social position in contemporary
Britain: Directions for sociological research. Social Science and Medicine, 23, 393-415.
Maguire, P. (1981). Doctor-patient skills. In M. Argyle (Ed.), Social skills and health.
London: Methuen.
Makkes, P.C., Schuurs, A.H.B., van Velzen, S.K.T., Duivenvoorden, HJ., &
Verhage, F. (1986). Clinical measurement of dental anxiety. Community Dentistry and
Oral Epidemiology, 14, 184.
Mann, L. (1974). On being a sore loser: How fans react to their team's failure. Austra-
lianJournal of Psychology, 26,37-47.
Marano, P.D. (1977). Psychological benefits of oral surgery: Report of case. Journal of
the American Dental Association, 94, 705-707.
Marbach, JJ., & Dworkin, S.F. (1975). Chronic MPD, group therapy, and
psychodynamics. Journal of the American Dental Association, 90, 827-833.
Marks, I.M. (1969). Fears and phobias. London: Heinemann.
Martin, R. T. (1965). An exploratory investigation of the dentist/patient relation. Sydney: The
Dental Health Education and Research Foundation of the University of Sydney.
Martin, R. T. (1970). An investigation of the attitude and adjustment ofpractising dentists and
dental students to their profession. Sydney: The Dental Health Education and Research
Foundation of the University of Sydney.
Mathews, A, & Rezin, V. (1977). Treatment of dental fears by imaginal flooding and
rehearsal of coping behaviour. Behaviour Research and Therapy, 15, 321-328.
McCreary, C.P., & Gershen,J.A (1978). Self and peer perception of male and female
dental students. Journal of Public Health Dentistry, 38,223-226.
McGlynn, F.D., McNeil, D.W., Gallagher, S.L., & Vrana, S. (1987). Factor struc-
ture, stability, and internal consistency of the dental fear survey. Behavioral Assess-
ment, 9, 57-66.
Melamed, B.G. (1979). Behavioral approaches to fear in dental settings. In M.
Hersen, R.M. Eisler, & P.M. Miller (Eds.), Progress in behavior modification. Volume 7.
New York: Academic Press.
Melamed, B.G., Weinstein, D., Hawes, R., & Katin-Borland, M. (1975). Reduction
offear-related dental management problems with use of filmed modeling. Journal of
172 References

the American Dental Association, 90, 822-826.

Meldman, MJ. (1972). The dental-phobia test. Psychosomatics, 13, 371-372.
Melzack, R., & Torgerson, W.S. (1971). On the language of pain. Anesthesiology, 34,
50-59.
Melzack, R, and Wall, P.D. (1984). The challenge ofpain. Harmondsworth: Penguin.
Mercuri, L.G., Olson, RE., & Laskin, D.M. (1979). The specificity of response to
experimental stress in patients with myofascial pain dysfunction syndrome. Journal
of Dental Research, 58, 1866-1871.
Messer, J.G. (1977). Stress in dental patients undergoing routine procedures. Journal
of Dental Research, 56,362-367.
Miller, H. (1974). Involving the dental patient, the new team member, in health
awareness. New York State DentalJournal, 40, 280-282.
Mischel, W. (1968). Personality and assessment. New York: Wiley.
Moore, R, Miller, M.L., Weinstein, P., Dworkin, S.F., & Liou, H. (1986). Cultural
perceptions of pain and pain coping among patients and dentists. Community Dentis-
try and Oral Epidemiology, 14, 327-333.
Mowrer, O.H. (1960a). Learning theory and behavior. New York: Wiley.
Mowrer, O.H. (1960b). Learning theory and the symbolic processes. New York: Wiley.
Neiburger, EJ. (1978). Child response to suggestion. Journal of Dentistry for Children,
45, 396-402.
Nevo, 0., & Shapira,J. (1986). Use of humor in managing clinical anxiety. Journal of
Dentistry for Children, 53, 97-100.
Nisbett, RE., & Schachter, S. (1966). Cognitive manipulation of pain. Journal of
Experimental Social Psychology, 2, 227-236.
Nunn, J.H., & Murray, JJ. (1987). The dental health of handicapped children in
Newcastle and Northumberland. British DentalJournal, 162, 9-14.
O'Shea, RM., Corah, N.L., & Ayer, W.A. (1983). Dentists' perceptions of the 'good'
adult patient: An exploratory study. Journal of the American Dental Association, 106,
813-816.
O'Shea, RM., Corah, N.L., & Ayer, W.A. (1984). Sources of dentists' stress. Journal
of the American Dental Association, J09, 48-51.
Ohman, A. (1981). The role of experimental psychology in the scientific analysis of
psychopathology. InternationalJournal of Psychology, 16, 299-321.
Ohman, A., Eriksson, A., & Olofsson, C. (1975). One-trial learning and superior
resistance to extinction of autonomic responses conditioned to potentially phobic
stimuli. Journal of Comparative and Physiological Psychology, 88, 619-627.
Ohman, A., Fredrikson, M., Hugdahl, K., & Rimmo, P. (1976). The premise of
equipotentiality in human classical conditioning: Conditioned electrodermal re-
sponses to potentially phobic stimuli. Journal of Experimental Psychology: General, 105,
313-337.
Orne, M.T. (1962). On the social psychology of the psychological experiment: With
particular reference to demand characteristics and their implications. American
Psychologist, 17, 776-783.
Orne, M.T. (1976). Mechanisms of hypnotic pain control. In JJ. Bonica & D.G.
Albe-Fessard (Eds.), Advances in pain research and therapy. Volume 1. New York: Raven.
Ozar, D.T. (1985). Three models of professionalism and professional obligation in
dentistry. Journal of the American Dental Association, 110, 173-177.
Packard, V. (1961). The status seekers: An exploration of class behaviour in America. Har-
mondsworth: Penguin Books.
 References 173

Pavlov, I.P. (1927). Conditioned reflexes. London: Oxford University Press.

Pendleton, D.A., & Bochner, S. (1980). The communication of medical information
in general practice consultations as a function of patients' social class. Social Science
and Medicine, 14A, 669-673.
Pillard, R.C., & Fisher, S. (1970). Aspects of anxiety in dental clinic patients. Journal
of the American Dental Association, 80, 1331-1334.
Pomp, A.M. (1974). Psychotherapy for the myofascial pain-dysfunction syndrome: A
study of factors coinciding with symptom remission. Journal of the American Dental
Association, 89, 629-632.
Quinn, I. (1977). New Jersey dentists' opinions on women as associates. Journal of the
American Dental Association, 94, 717-718.
Rachman, S. (1971). The effects ofpsychotherapy. Oxford: Pergamon.
Rachman, S., & Hodgson, R.I. (1974). Synchrony and desynchrony in fear and avoi-
dance. Behaviour Research and Therapy, 12, 311-318.
Raginsky, B.B. (1968). Some aspects of psychology applied to dentistry. Journal of the
Canadian Dental Association, 34, 73-78.
Rankin, J.A., & Harris, M.B. (1984). Dental anxiety: The patient's point of view.
Journal of the American Dental Association, 109, 43-47.
Rankin, J.A., & Harris, M.B. (1985). Patients' preferences for dentists' behaviors.
Journal of the American Dental Association, llO, 323-327.
Reisenzein, R. (1983). The Schachter theory of emotion: Two decades later. Psycho-
logical Bulletin, 94, 239-264.
Richards, N.D., Willcocks, AJ., Bulman,J.S., & Slack, G.L. (1965). A survey of the
dental health and attitudes towards dentistry in two communities. British Dental
Journal, llO, 199-205.
Rimm, D.C., Janda, L.H., Lancaster, D.W., Nahl, M., & Dittmar, K. (1977). An
exploratory investigation of the origin and maintenance of phobias. Behaviour
Research and Therapy, 15, 231-238.
Ross, M., & Olson,J.M. (l982). Placebo effects in medical research and practice. In
J.R. Eiser (Ed.), Social psychology and behavioral medicine. Chichester: Wiley.
Rouleau, J., Ladouceur, R., & Dufour, L. (1981). Pre-exposure to the first dental
treatment. Journal of Dental Research, 60, 30-34.
Rubin, Z. (1973). Liking and loving: An invitation to social psychology. New York: Holt,
Rinehart and Winston.
Runyon, H.L., & Cohen, L.A. (1979). The effects of systematic human relations
training on freshman dental students. Journal of the American Dental Association, 98,
196-201.
Rutzen, S.R. (1973). The social importance of orthodontic rehabilitation: Report of a
five year follow-up study. Journal of Health and Social Behavior, 14, 233-240.
Salter, A. (1949). Conditioned reflex therapy: The direct approach to the reconstruction of
personality. New York: Creative Age Press. .
Samelson, F. (1980}.J.B. Watson's Little Albert, Cyril Burt's twins, and the need for
a critical science. American Psychologist, 35,619-625.
Sandler, J., & Dare, C. (1970). The psychoanalytic concept of orality. Journal of
Psychosomatic Research, 14, 211-222.
Sarnat, H., Peri, J.N., Nitzan, E., & Perlberg, A. (1972). Factors which influence
cooperation between dentist and child. Journal of Dental Education, 36,9-15.
Schachter, S., & Singer, J.E. (1962). Cognitive, social, and physiological determi-
nants of emotional state. Psychological Review, 69, 379-399.
174 References

Schachter, S., & Wheeler, L. (1962). Epinephrine, chlorpromazine and amusement.

Journal of Abnormal and Social Psychology, 65, 121-128.
Scher,j.M. (Ed.). (1962). Theories of the mind. New York: The Free Press of Glencoe.
Schuurs, AH.B., Duivenvoorden, H.j., van Velzen, S.K.T., & Verhage, F. (1986).
Fear of dental procedures. Communiry Dental Health, 3, 227-237.
Schwartz, R.A, Greene, C.S., & Laskin, D.M. (1979). Personality characteristics of
patients with myofascial pain-dysfunction (MPD) syndrome unresponsive to con-
ventional therapy. Journal of Dental Research, 58, 1435-1439.
Scott, D.S., & Hirschman, R (1982). Psychological aspects of dental anxiety in
adults. Journal of the American Dental Association, 104, 27-31.
Secord, P.F., & Backman, C.W. (1964). Social psychology. New York: McGraw-Hill.
Seligman, M.E.P. (1970). On the generality of the laws of learning. Psychological Re-
view, 77, 406-418.
Seligman, M.E.P. (1971). Phobias and preparedness. Behaviour Therapy, 2, 307-321.
Seligman, M.E.P., & Hager,J.L. (Eds.) (1972). Biological boundaries of learning. New
York: Appleton-Century-Crofts.
Selltiz, C., Jahoda, M., Deutsch, M., & Cook, S.W. (1963). Research methods in social
relations. Revised one-volume edition. New York: Holt, Rinehart and Winston.
Shaw, L., Maclaurin, E.T., & Foster, T.D. (1986). Dental study of handicapped
children attending special schools in Birmingham, UK. Communiry Dentistry and Oral
Epidemiology, 14, 24-27.
Shoben, EJ., & Borland, L. (1954). An empirical study of the etiology of dental fears.
Journal of Clinical Psychology, 10, 171-174.
Skevington, S.M. (1986). Psychological aspects of pain in rheumatoid arthritis: A
review. Social Science and Medicine, 23, 567-575.
Skinner, B.F. (1953). Science and human behavior. New York: Macmillan.
Sommer, R (1969). Personal space: The behavioral basis of design. Englewood Cliffs, NJ.:
Pren tice-Hall.
Speake,J.D. (1980). Caries prevalence and restorative dental services in some Pacific
Islands. Australian Dental Journal, 25, 193-196.
Sternbach, R.A (1968). Pain: A psychophysiological ana{ysis. New York: Academic
Press.
Sternbach, RA (1974). Pain patients: traits and treatment. New York: Academic Press.
Stokes, T.F., & Kennedy, S.H. (1980). Reducing child uncooperative behavior
during dental treatment through modeling and reinforcement. Journal of Applied
Behavior Ana{ysis, 13, 41-49.
Strevel, D.W. (1982). Consumer choice between dental delivery systems. Journal of the
American Dental Association, 104, 157-163.
Sutton, S.R. (1982). Fear-arousing communications: A critical examination of theory
and research. InJ.R Eiser (Ed.), Social psychology and behavioral medicine. Chichester:
Wiley.
Swain,JJ., Allard, G.B., & Holborn, S.W. (1982). The good toothbrushing game: A
school-based dental hygiene program for increasing the toothbrushing effectiveness
of children. Journal of Applied Behavior Ana{ysis, 15, 171-176.
Sword, RO. (1970). Oral neglect-why? Journal of the American Dental Association, 80,
1327-1330.
Szasz, T.S. (1968). The psychology of persistent pain: A portrait of l'homme
douloureux. In A Soulairac, J. Cahn, & J. Charpentier (Eds.) Pain. London:
Academic Press.
 References 175

Tajfel, H. (1981). Human groups and social categories. Cambridge: Cambridge University
Press.
Tarachow, S. (1946). The relationship of the dentist to neurotic psychological types.
New York Journal of Dentistry, 16, 189-195.
Taylor, J.A. (1953). A personality scale of manifest anxiety. Journal of Abnormal and
Social Psychology, 48, 285-290.
Thorndike, E.L. (1932). Thefundamentals of learning. New York: Teachers College.
Todes, C.J. (1972). The child and the dentist: A psychoanalytic view. BritishJournal of
Medical Psychology, 45, 45-55.
Tursky, B. (1974). Physical, physiological, and psychological factors that affect pain
reaction to electric shock. Psychophysiology, 11, 95-112.
Tursky, B. (1976). The development of a pain perception profile: A psychophysical
approach. In M. Weisenberg & B. Tursky (Eds.), Pain: New perspectives in therapy and
research. New York: Plenum.
Underwood, BJ. (1957). Psychological research. New York: Appleton-Century-Crofts.
Van Groenestijn, M.AJ., Maas-de Waal, CJ., Mileman, P.A., & Swallow, J.N.
(1980a). The ideal dentist. Social Science and Medicine, 14A, 533-540.
Van Groenestijn, M.A.J., Maas-de Waal, C.J., Mileman, P.A., & Swallow, J.N.
(1980b). The image of the dentist. Social Science and Medicine, 14A, 541-546.
Venham, L.L. (1979). The effect of mother's presence on child's response to dental
treatment. Journal of Dentistry for Children, 46, 51-57.
Venham, L.L., Bengston, D., & Cipes, M. (1977). Children's response to sequential
dental visits. Journal of Dental Research, 56, 454-459.
Venham, L.L., Bengston, D., & Cipes, M. (1978). Parent's presence and the child's
response to dental stress. Journal of Dentistry for Children, 45, 213-217.
Venham, L.L., Murray, P., & Gaulin-Kremer, E. (1979a). Child-rearing variables
affecting the preschool child's response to dental stress. Journal ofDental Research, 58,
2042-2045.
Venham, L.L., Murray, P., & Gaulin-Kremer, E. (1979b). Personality factors affect-
ing the preschool child's response to dental stress. Journal of Dental Research, 58,
2046-2051.
Walsh,J.P. (1953). Psychogenic symptoms in dental practice. Oral Surgery, Oral Medi-
cine, and Oral Pathology, 6, 437-443.
Walsh,J.P. (1956). The dentist-patient relationship. Australian DentalJournal, 1, 102-
Ill.
Walsh,J.P. (1959). Diagnosis and treatment of some psychogenic disorders of dental
interest. New aaland DentalJournal, 55, 14-19.
Walsh,J.P. (1962). Psychostomatology. New aaland DentalJournal, 58, 13-21.
Walsh,J.P. (1964). Psychological defence mechanisms in dentistry. Australian Dental
Journal, 9, 455-465.
Walsh, J.P. (1965). The psychogenesis of Bruxism. Journal of Periodontology, 36,
417-420.
Wardle,J. (1982). Fear of dentistry. BritishJournal of Medical Psychology, 55, 119-126.
Wardle, J. (1983). Psychological management of anxiety and pain during dental
treatment. Journal of Psychosomatic Research, 27,399-402.
Wardle, J. (1984). Dental pessimism: Negative cognitions in fearful dental patients.
Behaviour Research and Therapy, 22, 553-556.
Watson, J.B., & Rayner, R. (1920). Conditioned emotional reactions. Journal of
Experimental Psychology, 3,1-14.
176 References

Watson, J.F., Brundo, G.C., & Grenfell, J. (1979). Attitudinal differences offaculty
and students regarding the care of special (handicapped) patients in a dental
school clinic. Journal of the American Dental Association, 98,395-397.
Weinstein, P., Getz, T., Ratener, P., & Domoto, P. (1982a). The effect of dentists'
behaviors on fear-related behaviors in children. Journal of the American Dental Associa-
tion, 104, 32-38.
Weinstein, P., Getz, T., Ratener, P., & Domoto, P. (1982b). Dentists' responses to
fear- and nonfear-related behaviors in children. Journal of the American Dental Associa-
tion, 104, 38-40.
Weinstein, P., Milgrom, P., Ratener, P., Read, W., & Morrison, K. (1978). Dentists'
perceptions of their patients: Relation to quality of care. Journal of Public Health
Dentistry,38, 10-21.
Weinstein, P., Smith, T.A., & Bartlett, R.C. (1971). A study of the dental student-
patient relationship. Journal of Dental Research, 52, 1287-1292.
Weisenberg, M. (1973). Behavioral motivation. Journal of Periodontology, 44, 489-499.
Weisenberg, M. (1980). Understanding pain phenomena. In S. Rachman (Ed.), Con-
tributions to medical psychology. Volume 2. Oxford: Pergamon.
Weisenberg, M., & Epstein, D. (1973). Patient training as an alternative to general
anesthesia. New York State DentalJournal, 39,610-613.
Weisenberg, M., Kegeles, S.S., & Lund, A.K. (1980). Children's health beliefs and
acceptance of a dental preventive activity. Journal of Health and Social Behavior, 21,
59-74.
White, M.V., Betz, N.E., & Beck, F.M. (1982). Dental patients' perceptions of
women dentists. Journal of the American Dental Association, 105, 223-226.
White, W.C., Akers,J., Green,J., & Yates, D. (1974). Use of imitation in the treat-
ment of dental phobia in early childhood: A preliminary report. Journal of Dentistry
for Children, 41, 26-30.
Wicker, A.W. (1969). Attitudes versus actions: The relationship of verbal and be-
havioral responses to attitude objects. Journal of Social Issues, 25(4), 41-78.
Willard, D.H., & Nowak, AJ. (1981). Communicating with the family of the child
with a developmental disability. Journal of the American Dental Association, 102,
647-650.
Winer, G.A. (1982). A review and analysis of children's fearful behavior in dental
settings. Child Development, 53, 1111-1133.
Winkler, J.D., & Taylor, S.E. (1979). Preference, expectations, and attributional
bias: Two field studies. Journal of Applied Social Psychology, 9, 183-197.
Wolpe, J. (1969). The practice of behavior therapy. New York: Pergamon.
Wolpe, J. (1981). Behavior therapy versus psychoanalysis: Therapeutic and social
implications. American Psychologist, 36, 159-164.
Woodworth, R.S. (1959). Contemporary schools ofpsychology. London: Methuen.
Wozniczka, L.P. (1977). Illness-labelling: The application of social psychology to
illness. B.Sc. (Honours) thesis, School of Psychology, University of New South
Wales, Sydney, Australia.
Wright, F.A.C., & Lange, D.E. (1976). Dental anxiety and children. New Zealand
DentalJournal, 72, 80-83.
Wright, G.Z., Alpern, G.D., & Leake, J.L. (1973a). A cross-validation of variables
affecting children's cooperative behaviour. Journal of the Canadian Dental Association,
39, 268-273.
Wright, G.Z., Alpern, G.D., & Leake, J.L. (1973b). The modifiability of maternal
 References 177

anxiety as it relates to children's cooperative dental behavior. Journal of Dentistryfor

Children, 40, 265-271.
Wroblewski, P.F.,Jacob, T., & Rehm, L.P. (1977). The contribution of relaxation to
symbolic modeling in the modification of dental fears. Behavior Research and Therapy,
15, 113-115.
Yates, AJ. (1958). Symptoms and symptom substitution. Psychological Review, 65,
371-374.
Yates, AJ. (1975). Theory and practice in behavior therapy. New York: Wiley.
Yule, A.J. (1975). Dental health on Mornington Island. Australian DentalJournal, 20,
167-169.
Zborowski, M. (1969). People in pain. San Francisco: Jossey-Bass.
Zimbardo, P.G. (1969). The human choice: Individuation, reason, and order versus
deindividuation, impulse, and chaos. In WJ. Arnold & D. Levine (Eds.), Nebraska
symposium on motivation, 17, 237-307.
 Author Index

Ackerman, C.A., 26, 162 Bartlett, R.C., 20, 176

Adams, N.E., 109, 162 Basmajian, ]. V., 92, 163
Adams, W.C., 67, 94, 171 Bates, M;S., 43, 163
Adelson, R., 85, 162 Bayer, T.L., 139, 163
Agras, S., 12, 26, 79, 162 Beck, D.J., 13, 14, 163
Ajzen, I., 141, 142, 162 Beck, F.M., 23, 28, 36, 46, 104,. 163,
Akers,]., 85, 176 176
Alexander, L.D., 19,22,25,26,27, Beck, ].D., 36, 166
29,44, 163, 170 Bedrick, A.E., 10, 166
Allard, C.B., 88, 174 Beecher, H.K., 41, 45, 46, 92, 103,
Allport, C.W., 32, 92, 126, 162 163
Alpern, C.D., 17,33,176 Beecroft, R.S., 74, 163
Arata, C.L.C., 33, 170 Bern, S.L., 23, 163
Argyle, M., 171 Bengston, D., 27, 32, 34, 175
Arnold, W.]., 177 Berggren, U., 87, 163
Aronson, E., 92, 95, 162 Bernstein, D.A., 26, 163
Ayer, W.A., 18,21,68,69, 151, 162, Betz, N.E., 23, 176
172 Birbaumer, N., 92, 163
Biro, P.A., 10, 16, 17, 19,26,163
Bishop, T.C., 13, 14, 163
Backman, C.W., 95,174 Bissell, C.D., 86, 165
Bagramian, R.A., 16, 17,20, 168 Blaikie, D.C., 17, 163
Bailey, C., 15, 162 Blanchard, E.B., 80, 162
Bailey, P.M., 33, 162 Blandford, D.H., 20, 152, 163
Baldwin, D.C., Jr., 33, 169 Bochner, S., 24, 25, 89, 97, 100, 103,
Bandura, A., 78, 80, 108, 109, 110, 141,147,163,164,167,168,173
162 Boddy, F.A., 165
Banks, W.C., 67, 94, 168 Borkovec, T.D., 80, 164
Barker, R.C., 67, 163 Borland, L., 26, 174
Barnard, P.D., 10, 17, 163 Boulougouris, J.C., 80, 164
 Index 179

Braginsky, B.M., 81, 164 Darley, JM., 102, 165

Braginsky, D.D., 81, 164 de Haan, W., 141, 142, 168
Braly, K., 126, 169 De la Rosa, M., 17, 165
Brewer, M.B., 118, 164 Deneen, L.J, 22, 31, 101, 165, 168
Brislin, R.W., 168 Denney, D.R., 80, 165
Brown, D., 50, 170 Dennison, D., 13, 165
Brown, JP., 34, 164 DePaulo, B.M., 37, 165
Brundo, G.C., 36, 176 Deutsch, M., 118, 174
Buglass, D., 79, 164 Dey, F., 162
Bulman, JS., 9,14,17,173 Dittmar, K., 79, 173
Burrows, G.D., 22, 48, 167 Domoto, P., 27, 110, 176
Burt, R.A.P., 163, 166 Donaldson, C., 13, 165
Dowling, J., 30, 170
Dufour, L., 50, 173
Cahn, J, 174 Duivenvoorden, H.J., 27, 30,171,
Campbell, D.T., 127, 164 174
Carlsmith, JM., 139, 166 Dukes, F.O., 94, 169
Carlsson, S.G., 87, 163, 164 Dworkin, S.F., 43, 44, 48, 170, 171,
Carpenter, W.A., 22, 165 172
Carr, L.M., 10, 164
Castenada, A., 33, 164
Cattell, R.B., 67, 164 Eiser, JR., 105, 139, 140, 141, 165,
Cerny, R., 69, 164 166, 173, 174
Chambers, D.W., 13, 17, 164 Eisler, R.M., 171
Charpentier, J, 174 Elbert, T., 92, 163
Chen, M., 11, 164 Eli, I., 21, 165
Christen, A.G., 10, 164 Endler, N.S., 26, 94, 162, 165, 166
Cipes, M.H., 27, 32, 34, 69, 164, 175 Engquist, G., 50, 170
Clark, A.W., 138, 142, 164 Epstein, D., 82, 176
Clarke, JC., 78, 79, 164 Eriksson, A., 79, 172
Cohen, L.A., 152, 173 Erwin, E., 156, 166
Cohen, S.D., 19,20, 164 Estabrook, B., 19, 166
Coleman, L.M., 37, 165 Ettinger, R.L., 36, 166
Collett, H.A., 16, 22, 103, 164 Evans, R.I., 146, 147, 166
Congalton, A.A., 114, 164 Eysenck, H.J, 156, 166
Conrad, D.A., 16, 167
Cook, S.W., 118, 174
Cooper, C.L., 22, 152, 164, 165 Fadden, L.E., 13, 18,32, 166
Corah, N.L., 18, 21, 26, 27, 28, 83, Fanning, E.A., 10, 12, 26, 36, 166,
84,86, 151, 165, 172 168
Cosgrove, D., 82, 165 Ferber, I., 10, 166
Crano, W.D., 118, 164 Festinger, L., 32, 53, 102, 132, 139,
Crowne, D.P., 72, 165 166
Cutright, D.E., 22, 165 Field, M., 81, 169
Fields, H., 50, 166
Finer, B., 48, 166
Daculsi, G., 88, 169 Finnie, W.C., 94, 166
Dane,J.K., 20, 152, 163 Fishbein, M., 15, 141, 142, 162, 166
Dare, C., 62, 173 Fisher, S., 26, 31,173
180 Index

Flett, R.D., 13, 14, 163 Grusec, j.E., 80, 162

Foenander, G., 22, 167 Guilford, JP., 118, 168
Forbes, ].F., 165 Gurling, F.G., 36, 168
Foster, T.D., 36, 174 Guthrie, E.R., 74, 168
Frazier, P.]., 16, 17,20, 168 Guthrie, G.M., 74, 168
Fredrikson, M., 79, 166, 172
Freedman, j.L., 94, 170
Freeman, R.E., 22, 166 Hager, j.L., 78, 174
Freud, S., 57, 58, 59, 60, 61, 62, 63, Hall, E.T., 98, 102, 168
64, 156 Haney, C., 67, 94, 168
Friend, M.R., 66, 67, 166 Harris, B., 75, 168
Fuller, N.P., 30, 166 Harris, M.B., 19, 80, 173
Furnham, A., 89, 153, 167 Hauge, G., 30, 170
Hawes, R., 86, 171
Heid, D.W., 22, 31, 101, 165, 168
Gaffney, T.j., 22, 167 Heider, F., 159, 168
Gale, E.N., 26, 27,29,68,69,84,86, Henderson, A.S., 79, 164
162, 165, 167 Herbertt, R.M., 49, 168
Gallagher, S.L., 27, 171 Hersen, M., 171
Garcia, j.A., 17, 167 Herz, A., 163, 166
Garfield, S.L., 62, 167 Hewson, N.D., 10, 16, 17, 19,26,163
Gatchel, R.J., 83, 167 Hilgard, E.R., 48, 168
Gaulin-Kremer, E., 33, 34, 69, 164, Hill, F.j., 82, 168
175 Hilpert, P.L., 33, 170
Geller, E.S., 94, 167 Hirschman, R., 27, 29,174
George, j.M., 51, 167 Hodgson, R., 75, 168, 173
Gerschman, j., 48, 167 Holborn, S.W., 88, 174
Gershen, JA., 24, 171 Hoogstraten, j., 141, 142, 168
Gessel, A.H., 48, 167 Hornsby, j.L., 101, 168
Getz, T., 27, 110, 176 Horowitz, E.L., 32, 168
Gibb, C.A., 95, 167 Horst, G.T., 141, 142, 168
Gibbons, R., 108, 169 Hovland, C.l., 101, 168
Gibby, R.G., 93, 168 Hugdahl, K., 79, 172
Gibson, E.j., 75, 167 Hull, C.L., 74, 168
Glenn, R.E., 36, 166 Hunt, j.McV., 94, 165
Gobetti, j.P., 72, 167 Hutt, M.L., 93, 168
Gochman, D.S., l4, 15, 25, 167
Goldfried, M.R., 80, 85, 162, 167
Goodenough, F.L., 75, 167 Illig, S.j., 26, 27, 84, 86, 165
Goodman, P., 46, 48, 104, 167 Indresano, A.T., 36, 168
Graham, G., 48, 167 Ingersoll, B.D., 35, 168
Grainger, JK., 100, 167 Innes, j.M., 49, 168
Graves, R.C., 10, 164 Insko, C.A., 100, 101, 163, 168
Green, j., 85, 176 Ivanoff, P., 97, 164
Greene, B.F., 24, 167
Greene, C.S., 46, 48, 92, 103, 104,
167,170,174 Jackson, A.j., 78, 164
Grembowski, D., 16, 167 Jackson, E., 101, 102, 103, 104, 168
Grenfell, j., 36, 176 Jacob, T., 86, 177
 Index 181

Jahoda, M., 118, 174 Lambert, C., 53, 170

Janda, L.H., 79, 173 Lambert, W.E., 53, 170
Janis, I.L., 101, 168 Lancaster, D.W., 79, 173
Janzen, R., 163, 166 Lange, D.E., 81, 176
Jenny,J., 16, 17,20, 168 Laskin, D.M., 46, 48, 49, 92, 103,
Johnson, J.B., 22, 169 104, 167, 170, 172, 174
Johnson, R., 33, 83, 169, 171 Latane, B., 102. 165
Jones, E.E., 100, 106, 140, 169 Lautch, H., 25, 52, 79, 170
Jorgenson, D.O., 94, 169 Lawson, W.R., Jr., 17, 170
Juarez, R.Z., 17, 167 Lazarus, A.A., 79, 170
Leake, J .L., 17, 33, 176
Le Cabellec, M.T., 88, 169
Kahn, R.L., 152, 164 Lenchner, V., 31, 170
Kanouse, D.E., 169 Leppard, P.I., 10, 12, 26, 36, 166,
Katin-Borland, M., 86, 171 168
Katz, D., 126, 169 Leventhal, H., 50, 170
Katz, E., 32, 169 Levine, D., 177
Kaul, T.J., 36, 163 Lewin, K., 138, 170
Kazdin, A.E., 80, 169 Libman, E., 53, 170
Kegeles,S.S.,9, 12, 14, 15, 17,26, Liddell, A., 10, 170
169, 176 Lin, N., 71,170
Keidel, W.D., 163, 166 Linde, A., 87, 164
Kelley, H.H., 101, 168, 169 Lindsay, S.J.E., 10,35, 170, 171
Kelly, M., 22, 165 Lindzey, G., 162, 167
Kennedy, S.H.,87, 174 Linn, E.L., 13, 17, 171
Kent, G., 45, 107, 108, 152, 169 Liou, H., 43, 172
Kerber, P.E., 22, 169 Liska, A.E., 14, 171
Kerebel, B., 88, 169 Lonner, W.J., 168
Kerebel, L.M., 88, 169 Lovibond, S.H., 67, 94, 171
Keys, J., 28, 81, 109, 169 Lubin, H., 19, 166
Kimble, G.A., 77, 169 Lucye, H., 13, 165
King, J.B., Jr., 33, 170 Lund, A.K., 14, 15, 176
King, W.H., 17, 169 Lundberg, 0., 18, 171
Kirsch, A.J., 63, 169 Lutzenberger, W., 92, 163
Kleinknecht, R.A., 19,22,25,26,27, Lyon, T.C., 22, 165
29,44,163,170
Klepac, R.K., 19,22,25,26,27,29,
30, 170 Maas-de Waal, C.J., 175
Klineberg, 0., 126, 170 Macgregor, I.D.M., 88, 171
Klinge, V., 37, 170 Machen, J .B., 83, 171
Klorman, R., 33, 170 Macintyre, S., 18, 171
Koch, S., 92, 170 Maclaurin, E.T., 36, 174
Korboot, P., 81, 169 Magaro, P.A., 164
Krauss, R.M., 94, 170 Magnusson, D., 94, 166
Kreitman, N., 79, 164 Maguire, P., 153, 171
Mahoney, E.R., 44, 170
Makkes, P.C., 27, 171
Ladouceur, R., 50, 173 Mallinger, M., 152, 164
Lamb, D.H., 26, 31,170 Mann, L., 100, 171
182 Index

Marano, P.D., 15, 16, 171 Olofsson, C., 79, 172

Marbach, J.J., 48, 171 Olson, j.M., 46, 173
Marks, I.M., 80, 81, 164, 171 Olson, R.E., 49, 172
Marlowe, D., 72, 165 O'Mullane, D.M., 82, 168
Martin, R.T., 10, 20, 22, 26, 63, 64, Orne, M.T., 47, 48, 172
65,70, 171 O'Shea, R.M., 18,21, 151, 172
Mathews, A., 84, 171 Ozar, D.T., 149, 172
May B., 10, 170
McCall, D., 165
McCandless, B.R., 33, 164 Packard,V., 96, 172
McCreary, C.P., 24, 171 Palmero, D.S., 33, 164
McDonald, M., 30, 170 Park, P.R., 10, 164
McGlynn, F.D., 27,171 Pavlov, I.P., 74, 173
McNeil, D.W., 27, 171 Payne, j.P., 163, 166
Melamed, B.G., 81, 86,171 Peck, C., 162
Meldman, M.J., 28,172 Pendleton, D.A., 103, 147, 173
Melzack, R., 30, 43, 44, 45, 172 Peri,j.N., 33,173
Menke, R.A., 30, 166 Perlberg, A., 33, 173
Menlove, F.L., 80, 162 Pillard, R.C., 26, 31,173
Mercuri, L.G., 49, 172 Pinkham, j.R., 22, 50, 166, 169
Messer, j.G., 28, 172 Plant, R., 26, 31, 170
Meyers, W.j., 30, 166 Pomp, A.M., 48, 173
Michael, R., 33, 170 Poser, E.G., 53, 170
Mileman, P.A., 175 Powell, R.j., 138, 142, 164
Milgrom, P., 21,176 Presley, A.S., 79, 164
Miller, H., 103, 172 Proshansky, H., 168, 169
Miller, M.L., 43, 172 Proshek,j.M., 16, 17,20,168
Miller, P.M., 171
Miraglia, M., 34, 69, 164
Mischel, W., 67, 172 Quinn, I., 23, 173
Mithiran, 67, 94, 171
Moore, R., 43, 172
Morrison, K., 21, 176 Rachman, S., 75, 156, 168, 170, 173,
Mowrer, O.H., 76, 172 176
Murray, j.j., 36, 172 Raginsky, B.B., 64, 65, 173
Murray, P., 33, 34, 175 Rahe, A.j., 10, 164
Rankin, j.A., 19, 80, 173
Ratener, P., 21, 27,110,176
Nahl, M., 79, 173 Ratner, j., 33, 170
Neiburger, E.j., 105, 172 Rayner, R., 75, 175
Neistat, M.D., 24, 167 Read, W., 21, 176
Nevo, 0., 84, 172 Reade, P.C., 22, 48, 167
Nisbett, R.E., 42, 106, 140, 169, 172 Reese, L., 109, 162
Nitzan, E., 33, 173 Rehm, L.P., 86, 177
Nowak, A.J., 35, 176 Reisenzein, R., 105, 107, 173
Nunn, j.H., 36, 172 Reynolds, K., 162
Rezin, V., 84, 171
Ohman, A., 79, 87, 92,164,166,172 Richards, N.D., 9, 14, 17, 173
Oliveau, D., 12, 26, 79, 162 Rimm, D.C., 79, 173
 Index 183

Rimmo, P. 79, 172 Strevel, D.W., 16, 174

Ritter, B., 80, 162 Suomi, j.D., 13, 165
Rockstroh, B., 92, 163 Sutton, S.R, 147, 174
Rooney, T.P., 37, 168 Sveen, O.B., 33, 170
Ross, M., 46, 173 Swain,J.]., 88,174
Rouleau, j., 50, 173 Swallow, j.N., 175
Rubin, Z., 90, 173 Sword, R.O., 63, 64, 174
Rubinson, L., 11, 164 Sylvester, D., 12, 26, 79, 162
Rugg-Gunn, A.j., 88, 171 Szasz, T.S., 43, 174
Runyon, H.L., 152, 173
Rutter, G., 162
Rutzen, S.R., 15, 17, 173 Tajfel, H., 145, 175
Talbot, A., 33, 162
Tarachow, S., 65, 66, 67,175
Salter, A., 62, 173 Taylor, j.A., 33, 175
Samelson, F., 75, 173 Taylor, P.P., 33, 162
Sandler, j., 62, 173 Taylor, S.E., 100, 176
Sarnat, H., 33, 173 Teoh, T., 162
Schachter, S., 42,105,106, 107, 172, Thorndike, E.L., 74, 175
173, 174 Todes, C.j., 63, 175
Scher, j.M., 92, 174 Torgerson, W.S., 30, 45, 172
Schuurs, A.H.B., 27, 30,171, 174 Trier, C.S., 80, 167
Schwartz, R.A., 48, 174 Tsaknis, P.G., 22, 165
Scott, D.S., 27, 29, 51, 167, 174 Tucker, K.M., 17, 169
Secord, P.F., 95, 174 Tursky, B., 45, 175
Seidenberg, B., 168, 169 Tuso, M.A., 94, 167
Seligman, M.E.P., 78, 174 Tyler, L.E., 75, 167
Selltiz, C., 118, 174
Shacham, S., 50, 170
Shapira, j., 84, 172 Underwood, B.j., 93, 175
Shaw, L., 36, 174
Shoben, E.J., 26, 174
Sides, j.K., 80, 164 Valins, S., 169
Singer, j.E., 42, 105, 173 Van Groenestijn, M.A.j., 18, 175
Skevington, S.M., 40, 174 van Velzen, S.K.T., 27, 30, 171, 174
Skinner, B.F., 74, 174 Venham, L.L., 27, 32, 33, 34, 35, 175
Slack, G.L., 9, 14, 17, 173 Verhage, F., 27,30,171,174
Smalls, M., 165 Vrana, S., 27, 171
Smith, A.A., 22, 31, 101, 165
Smith, LT., 34, 164
Smith, T.A., 20, 176 Walk, RD., 75, 167
Sommer, R, 98, 174 Wall, P.D., 43, 44, 172
Soulairac, A., 174 Walsh, j.P., 70, 71, 175
Speake, j.D., 11, 174 Wardle,j., 26, 29, 50, 86,107,175
Steichele, C., 163, 166 Watson, j., 97, 164
Stephen, K.W., 165 Watson, j.B., 75, 175
Sternbach, RA., 41, 43, 45, 48, 52, Watson, j.F., 36, 176
174 Watts, j., 22, 165
Stokes, T.F., 87,174 Weaver, II, j.M., 28, 36, 163
184 Index

Weiner, B., 169 Woodworth, R.S., 93, 176

Weinstein, D., 86, 171 Woolgrove, J.C., 10, 171
Weinstein, P., 20, 21, 27, 43, 110, Wozniczka, L.P., 105, 176
172, 176 Wright, F.A.C., 81, 176
Weisenberg, M., 14, 15,40,82, 103, Wright, G.Z., 17, 33, 176
175, 176 Wroblewski, P.F., 86, .177
Wheeler, L., 42, 105, 174
Whitcup, M., 94, 170
White, M.V., 23, 176
Yates, A.J., 69, 92, 177
White, W.C., 85, 176
Yates, D., 85, 176
Wicker, A.W., 15, 176
Young, J.M., 10, 164
Wilcoxon, L.A., 80, 169
Yule, A.J., 11, 177
Willard, D.H., 35, 176
Willcocks, A.J., 9, 14, 17, 173
Winer, G.A., 30, 35, 176
Winkler, J.D., 100, 176 Zapka, J., 19, 166
Witmer, J.F., 94, 167 Zborowski, M., 43, 177
Wolpe,J., 62, 71, 80, 82,176 Zimbardo, P.G., 67, 94, 168, 177
 Subject Index

Attendance patterns, 3,9-12 Death instinct and dental

as a function of attitude toward neglect, 64
dentist, 18-20 Defense mechanisms, 61
as a function of attitudes Dental anxiety, 6, 155-157
toward health, 14-15 in children as a function of
as a function of perceived cost of maternal anxiety, 32-34
treatment, 16 in children as a function of par-
as a function of previous negative ent's presence, 34-35
experience, 25-26 as a function of expectation, 107-
as a function of socioeconomic sta- 108
tus, 17-18 as a function of length and timing
Attitude-behavior consistency, 14-15, of appointments, 31
141-143 as a function of sequential
Attribution process, 106-107, 139- visits, 32
140 as a function of traumatic
conditioning, 79-80
and psychoanalysis, 63-66
Biofeedback, 87, 92 in the waiting room prior to and
after treatment, 31
Dental health education,
Cognitive dissonance, 139 135-148, 151
Conditioning, principle of, Dental phobia, incidence of,
74-77, 99 26-28, 143
classic, 76-77, 99 Dentist's attitudes toward their
instrumental, 76-77, 99 profession, 20-23,
Consumer affairs in dentistry, 24-25 64-65
Contiguity, principle of, 74 Differential fear arousal to various
Counter-conditioning, principle of, aspects of the dental situation,
84 29-31, 116-121
186 Index

Effect, law of, 74, 76-77 Knowledge about dental hygiene,

Electra complex, 59-60 13-14, 112, 130-132
Emergency dentistry, 4
Emotional arousal, 105-107
Equipotentially premise and pre- Labeling of sensations, 104-107
paredness, 78-79
Extinction, principle of, 77-79
Measures of dental anxiety,
27-29, 116-121
Fear as a conditioned response, 75- Mind-body realtions hip, 92-94
79 Modeling, 80, 83, 85-86
Fear of dentists, 26-35, 81-87, 107- Models of the dental profession,
111, 155 149-150
Fear, treatment of, 80-89 Myofascial Pain Dysfunction (MPD),
by bio-feedback, 87 48-49, 92, 104
by counter-conditioning, 84
by flooding (implosion), 80, 84-85
by modeling, 80, 83, 85-86 Norms, social, 96-97
by perceived control, 84, 86-87
by relaxation, 80, 84, 86
by systematic desensitization, 80, Oedipus complex, 59-60
82-83, 85 Oral hygiene programs, 87-89, 137-
Fixation, 59 148
Flooding (implosion), 80, 84-85
Forced-compliance paradigm, 47, 139
Freud's theory of personality Pain
development, 57-63 measurement of, 44-45
anal stage, 58-59 as perception, 41
genital stage, 58-59 reduction of, 45-52
oral stage, 58-59 as a function of forewarning,
49-51
as a function of placebo therapy,
Gate-control theory of pain, 46-47
43-44 through hypnosis, 48
as response, 42-43, 123-124
as sensation, 41
Handicapped patients, management treatment of, 45-48
of,35-38 Patients'confidence in dentist, 124-
Health Belief Model, 14-15, 126
141-143 Patients' stereotypes about dentists,
Hidden agenda, 102-103 126-130
Hierarchy, social, 95-96 Peer group decision making, 138
Hypnosis and pain reduction, 48 Perceived control, 84, 86-87
Personal space, 97-99
Personality traits, 67-70, 94
Infantile sexuality, 58 Personality types, 65-70
Interdisciplinary research, Placebos, 46-47, 104
146-147, 160 Pleasure principle, 58, 60
Interpersonal skills training, 151-154 Positive social identity, 145
 Index 187

Postoperative healing, 51 Self-efficacy, theory of, 108-110

Preventive dentistry, 3, 111-115, Simulated prison experiments, 67-
121, 139-141 68,94
Psychoanalysis and dentistry, Situational determinants of behavior,
57-73, 155-156 67-70, 94, 140
Socioeconomic status of patients,
111-115,121-134,151
Rapport between dentist and patient, Sytematic desensitization, 80,
100-104, 150-151, 82-83, 85
156-157
Reality principle, 61
Reasoned action, theory of, Thumbsucking, etiology and treat-
141-143 ment, 68-70
Reductionism, doctrine of, 93 Toothbrushing effectiveness,
Reinforcement, principle of, 74, 99- 88-89
100 Two-step model of attitude forma-
Relationships, interpersonal, tion, 32
99-103 Typology of dental patients,
Relaxation, 80, 84, 86 65-66
Repression, concept of, 60
Research topics and strategies, 157-
160 Unconscious motivation, 60-61
Restorative dentistry, 4, 111-115,
121
Roles, social, 95-97 Women in dentistry, 23-24