Thesis (M.A.)--University of Wyoming, 2008. / Title from PDF title page (viewed on July 17, 2009). Includes bibliographical references (p. 42-52).

Thesis (M. A.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Two studies were conducted to determine whether controlled, abdominally-predominant breathing could be accurately implemented during periods of acute anxiety by speech anxious/phobic individuals, and what effect breathing control has on autonomic and subjective indices of anxiety. Twenty-two moderately speech anxious young adults took part in Study 1. The results of this study indicated that after two weeks of training, only 50% of trainees were able to implement the controlled breathing technique with any degree of accuracy while waiting to deliver an impromptu speech before a small audience. No one were successful at reliably implementing the technique during the speech itself. As in previous research, training had little impact on autonomic arousal but was associated with improvements in self-reported anxiety. Similar findings emerged for Study 2, which differed from Study 1 in that it involved a larger (N = 48) and more highly speech anxious sample who participated in a longer (4-week), more intensive training program. Although training had little effect on subjective or autonomic arousal during speech anticipation and speech delivery, it did result in significantly higher predictions of speech aptitude and emotional control relative to no treatment. Such findings suggest that breathing control is not a useful emotion-focused coping strategy on its own, but may add to the effectiveness of exposure-based therapies by enhancing patients' self-efficacy and willingness to expose themselves to feared situations. / Arts, Faculty of / Psychology, Department of / Graduate

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

Thesis (M.S.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 66-72).

Not available / text

Social (public speaking) anxiety disorder is the most prevalent of all anxiety disorders, and it often impairs social and occupational functioning. Intervention studies indicate that cognitive-behavioral therapy (CBT) is an efficacious treatment for social anxiety. However, access to therapists skilled in CBT for social anxiety is often difficult. In order to respond to the problem of access, the use of videoconferencing for mental health care has developed. No published study has investigated the efficacy of CBT for social anxiety when provided via videoconferencing. The purpose of this study, therefore, was to determine the efficacy of CBT for social anxiety when provided via videoconferencing. A single-case replication design was employed that included a baseline period of 3 weeks, followed by 12 weeks of . treatment, 1-week post-intervention period, and 3-month follow-up. Five participants completed treatment. It was hypothesized that participants would reduce their social anxiety symptoms (i.e., decrease anxiety during speech task, increase duration of speech task, and decrease public speaking anxiety) assessed on standardized measures of social anxiety. Exploratory analyses of changes in self-monitored social anxiety, negative cognitions (public self-consciousness, fear of negative evaluation, internal attributions), working alliance, client satisfaction with treatment, and client comfort with videoconferencing were also performed. Analyses included visual and statistical significance, as well as clinical significance (i.e., endstate functioning, social phobia diagnostic status). The results indicated that two of three hypotheses were supported (i.e., anxiety during speech task reduced and duration of speech task increased over time). At 3-month follow-up, treatment gains were maintained or improved further; 3 participants no longer met the DSM-IV-TR criteria for social anxiety disorder, and 4 participants met criteria for moderate or high level of endstate functioning (i.e., clinical significance). Exploratory analyses revealed that self-monitored social anxiety decreased for 3 of 5 participants, and that a decrease in negative cognitions was associated with a decrease in social anxiety. Working alliance ratings remained high throughout treatment. Satisfaction with videoconferencing decreased over treatment for the participant who did not improve. Generally, comfort with videoconferencing increased over time. The results offer preliminary support for further research about the efficacy of the intervention.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Social (public speaking) anxiety disorder is the most prevalent of all anxiety disorders, and it often impairs social and occupational functioning. Intervention studies indicate that cognitive-behavioral therapy (CBT) is an efficacious treatment for social anxiety. However, access to therapists skilled in CBT for social anxiety is often difficult. In order to respond to the problem of access, the use of videoconferencing for mental health care has developed. No published study has investigated the efficacy of CBT for social anxiety when provided via videoconferencing. The purpose of this study, therefore, was to determine the efficacy of CBT for social anxiety when provided via videoconferencing. A single-case replication design was employed that included a baseline period of 3 weeks, followed by 12 weeks of . treatment, 1-week post-intervention period, and 3-month follow-up. Five participants completed treatment. It was hypothesized that participants would reduce their social anxiety symptoms (i.e., decrease anxiety during speech task, increase duration of speech task, and decrease public speaking anxiety) assessed on standardized measures of social anxiety. Exploratory analyses of changes in self-monitored social anxiety, negative cognitions (public self-consciousness, fear of negative evaluation, internal attributions), working alliance, client satisfaction with treatment, and client comfort with videoconferencing were also performed. Analyses included visual and statistical significance, as well as clinical significance (i.e., endstate functioning, social phobia diagnostic status). The results indicated that two of three hypotheses were supported (i.e., anxiety during speech task reduced and duration of speech task increased over time). At 3-month follow-up, treatment gains were maintained or improved further; 3 participants no longer met the DSM-IV-TR criteria for social anxiety disorder, and 4 participants met criteria for moderate or high level of endstate functioning (i.e., clinical significance). Exploratory analyses revealed that self-monitored social anxiety decreased for 3 of 5 participants, and that a decrease in negative cognitions was associated with a decrease in social anxiety. Working alliance ratings remained high throughout treatment. Satisfaction with videoconferencing decreased over treatment for the participant who did not improve. Generally, comfort with videoconferencing increased over time. The results offer preliminary support for further research about the efficacy of the intervention. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This study investigated curricular methods to reduce communication apprehension among public speaking students. Previous research has found many intervention strategies to be successful in reducing levels of communication apprehension, including both visualization and cognitive restructuring. However, prior research has failed to examine the efficacy of such techniques within the context of teaching a public speaking course that has limited time to devote to these techniques. Consequently, an experiment was conducted which examined whether a one hour instructional unit using cognitive restructuring and visualization can reduce levels of communication apprehension among public speaking students. The results of the study indicate that a one hour instructional unit does not reduce the anxiety of high communication apprehensive students in a public speaking course.