Knowing some of the cultural tenets that may be related to depression can help inform counseling. Culture will be measured using collectivism, which is defined as being more orientated to others, rather than to oneself. It was hypothesized that shyness and social support would be related to both collectivism and depression. Shyness would be associated with an increase in collectivism and depression, while social support would be associated with an increase in collectivism and a decrease in depression. Social support however, would be more strongly related to depression than shyness. It was found that more social support was indeed significantly related to lower depression, and higher levels of collectivism. Shyness was significantly related to higher levels of depression but it was also related to a lower collectivistic level, though not significantly. An interaction was found between shyness and social support on the outcome of depression, which means that the higher the social support, the less impact shyness has on depression. Further studies should focus on research that more clearly defines a relationship between depression and collectivism using shyness and social support as predictors. / Department of Counseling Psychology and Guidance Services

Thesis (Ph.D.)--University of Tulsa, 1991. / Bibliography: leaves 101-111.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 39-41).

Thesis (M.A.)--Wheaton College Graduate School, 2003. / Abstract. Includes bibliographical references (leaves 39-41).

Thesis (Ph. D.)--University of Florida, 1982. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 135-139).

Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 39-41).

M.A. / Shyness is an individual difference variable that has the potential to impact on the processes that facilitate the development of emotional intimacy. There has been little research that has focussed on shyness within the conext of close relationships, providing an opportunity for further research. Reis and Shaver (1988) and Reis and Patrick (1996) described the interpersonal process model of intimacy, which provides comprehensive and integrated model from which to examine emotional intimacy. The model is supported by research within the field of interpersonal relationship studies. Emotional intimacy is believed to experienced as a subjective sense of connectedness, which is the outcome of an interpersonal, transactional and dynamic process that consists of self-disclosure and partner responsiveness. The model incoporates the notion that individual difference variable can interfere with the development of emotional intimacy as the level of these processes of self-disclosure and partner responsiveness.

M.A. / The present study examined the relationship between shyness and self-conscious emotions in terms of attribution style. Participants were administered questionnaires and then categorized into fearful shy, self-conscious shy, undifferentiated shy and non-shy groups. These four groups were then compared in terms of shyness, shame, guilt, embarrassment, and attribution style. Furthermore, the relationships between shame, guilt, and embarrassment and the different attribution styles were examined. The fearful shy, self-conscious shy and undifferentiated shy groups differed from the non-shy group in terms of the attribution styles of context and luck. The fearful shy group was found to score higher than the non-shy group in terms of context, in addition to the fearful shy as well as the self-conscious shy groups scoring higher than the non-shy groups in terms of luck. However no differences were found in terms of ability and effort between the four groups. With regards to experiencing self-conscious emotions, the fearful shy, self-conscious shy, and the undifferentiated shy groups differed from the non-shy group by scoring higher on shame. The fearful shy, self-conscious shy, and the undifferentiated shy groups also scored higher in terms of embarrassment from the non-shy group, with the fearful shy group scoring the highest followed by the self-conscious shy group and then the undifferentiated shy group. Furthermore, the fearful shy and undifferentiated shy differed from one another with the fearful shy group scoring higher in terms of embarrassment. The four groups, however, did not vary in terms of guilt. In terms of the relationship between attribution styles and self-conscious emotions, positive correlations were found between ability and shame and ability and embarrassment. A positive correlation was found between effort and guilt. Positive correlations between luck and shame and luck and embarrassment were also found. Self-conscious emotions were found to be highly correlated with shyness. Attribution styles may play a significant role in terms of an individual experiencing these emotions. Shy individuals may differ from non-shy individuals with regards to the attributions they engage in, causing them to experience self-conscious emotions to a higher extent. This may suggest a cognitive component that may be associated with self-conscious emotions. Therefore, shy individuals may be predisposed to experiencing self-conscious emotions more frequently than non-shy individuals. It is suggested that future research focus on this cognitive component in the experience of self-conscious emotions.

The purpose of the present study was to compare both existing and new behavioral treatments for a prevalent problem, shyness. The relative contributions of mastery imagery, coping imagery, and self-instructions in a systematic desensitization procedure were evaluated in an SPF 3.3 design. Sixteen severely shy college students were randomly assigned to 3 groups of 5, 6, and 5, respectively, and were treated by either desensitization using mastery imagery, desensitization using coping imagery, or desensitization using both coping imagery and self instructions. Results indicate that although each of the three treatment procedures helped to reduce shyness anxiety, the treatment employing self-instructional training was the most effective. Suggestions for improving this study and the practical implications of this study's findings are discussed.