The present study examined the efficacy of a cognitive-behavioral therapy package and a highly credible attention-placebo in the treatment of male heterosocial anxiety. Previous research provided evidence that cognitive factors are important in the etiology and maintenance of heterosocial anxiety, and suggested that a cognitive-behavioral approach should be effective in the treatment of this problem. Despite such evidence, relatively few therapy outcome studies have been conducted using cognitive-behavioral procedures.

This project analyzed professionals' opinions about biofeedback and neurofeedback.

Relaxation procedures and anxiety relief were reviewed. Effects of cognitive and expectancy variables in reduction of avoidance behavior were also extensively reviewed. Various theoretical models for desensitization were presented. Use of symbolic control in classical conditioning and use of self-control methods in anxiety reduction were discussed. Special emphasis was given to self-desensitization and cue controlled relaxation. One goal of the experiment was to determine whether a musical stimulus associated with counter anxiety procedures could reduce or prevent subjects' phobic responses in the presence of the phobic situation. Another goal was to determine the relative efficacy of two counter anxiety procedures (anxiety relief and progressive muscle relaxation) in lowering muscle tension and in reducing or preventing speech anxiety. Several implications were drawn from the study. Relaxation alone may alleviate anxiety and phobic behavior without being paired with phobic stimuli. Cognitive variables such as expectancy and feedback of progress make a substantial contribution to treatment of situational anxiety. Progressive muscle relaxation may not be the technique of choice for producing low levels of muscle tension. Recommendations for future research were specified, including additional measures and control procedures.

No description available.

京都大学 / 0048 / 新制・課程博士 / 博士(社会健康医学) / 甲第18648号 / 社医博第60号 / 新制||社医||8(附属図書館) / 31562 / 京都大学大学院医学研究科社会健康医学系専攻 / (主査)教授 村井 俊哉, 教授 佐藤 俊哉, 教授 福原 俊一 / 学位規則第4条第1項該当 / Doctor of Public Health / Kyoto University / DFAM

Traditional behavioral techniques such as modeling, performance feedback, and reinforcement are the predominant methods used to teach social skills to adults with schizophrenia. Although they have been shown to be effective, these methods focus on the accuracy of skill acquisition, but do not focus on the speed with which an individual can perform the skill. In contrast, precision teaching, an alternative behaviorally based instructional technique, focuses on frequency training, which includes an emphasis on accuracy plus the speed of responding. The purpose of the present study was to compare components of the precision teaching methodology with accuracy training in order to determine which of these two methods is most useful for the teaching and maintenance of social skills in individuals with schizophrenia. The level of social skill ability for each participant was determined by recording the number of syllables spoken per minute. In this experiment each participant was able to increase his or her performance from that of baseline for number of syllables per minute and percent of correct responses. This experiment also supports the hypothesis that precision teaching produces an increased number of syllables per minute than did the accuracy training method during the retention and maintenance probes.

This study examined the effects of teaching nurturance to preschool-aged boys on their aggressive, nurturant, and prosocial behavior. The subjects were four 4-year-old boys enrolled in a Head Start Program. Teachers identified two of the boys as aggressive and two as typical of their peers in aggressive behavior. The intervention, nurturing doll play, was introduced in a multiple baseline across subjects design. The boys were observed for aggressive, nurturant, and prosocial behavior during observational play sessions and in natural play settings. Results did not provide clear evidence that the intervention decreased aggression or increased nurturance or prosocial behavior in all 4 boys. However, after treatment was implemented, 2 boys showed a slight decrease in aggression, I boy showed an increase in nurturance, and 3 boys exhibited a small increase in prosocial behavior.

No description available.

No description available.

No description available.