We report the case of a 10-year-old girl diagnosed with obsessive-compulsive disorder, whose chief complaint was aggressive obsessions. She was treated without medication, using psychoeducation focused on intrusive thoughts and worst-case scenarios. By the fourth medical examination, approximately 2 months after the initial visit, she showed remarkable improvement and completed treatment. The girl experienced aggressive obsessions, including fears that she might have hurt someone or might hurt someone right now. Her compulsions included attempts to suppress or eliminate these thoughts, silently praying that such events would not occur, and repeatedly seeking reassurance from her mother about whether she had caused harm. She exhibited misinterpretations of intrusive thoughts, including “feared self” and “likelihood thought–action fusion.” Psychoeducation on intrusive thoughts, combined with cognitive behavioral therapy homework such as writing worst-case scenarios, helped eliminate these misinterpretations, resulting in the cessation of obsessive symptoms.

This study explored effective communication strategies for individuals with social anxiety through video talk. We investigated the impact of face-to-face communication compared with video talk and the effect of visible self-images in videos or mirrors during a speech task on the factors that exacerbate social anxiety. A total of 53 highly socially anxious individuals were divided into four groups: face-to-face without self-image, face-to-face with self-image, video talk without self-image, and video talk with self-image. The participants performed a speech task, and changes in self-focused attention and self-perception of speech performance were assessed before and after the task. The results revealed that the presence of self-image prevented an increase in self-focused attention and enhanced perception of speech performance. In contrast, video talk heightened self-focused attention. There was no interaction effect between the presence of a self-image and video talk. Consequently, the findings suggest that displaying a self-image during video talk can be beneficial in managing self-focused attention and improving self-perception among individuals with social anxiety.

This study aimed to develop a self-help Acceptance and Commitment Therapy (ACT) program to support mental health among university students and examine its feasibility. It employed a dyschronous between-participant multiple-baseline design. The program included four video clips and a 20-day homework component. Furthermore, the ACT-related process indices, symptoms, and health-related quality of life (QOL) were measured nine times. Three of the five participants completed the program. The results demonstrated that although the effects were clinically non-significant, the program offered mid- or long-term improvements in health-related QOL. Regarding the ACT process indices, although improvements may tend to regress, the program may influence these changes for at least partial processes as expected. Additionally, the results of these chronological changes indicate that changes in process variables may mediate outcome improvements. The factors contributing to dropout were examined, and recommendations for refining the program were proposed based on the results.