The purpose of present study was to investigate whether the knowledge that the use of self-instruction strategy results in improved resistance to temptation play an important role in continuing to use the instructed self-instruction strategy in resistance to temptation situation. In order to exsamine this purpose, experimenter first instructed both self-instruction strategy and effectiveness of its strategy to preschool-children who don't have the knowledge about the benefit of self-instruction strategy, and furthmore don't use the strategy in resistance to temptation situation. And thereafter experimenter exsamined whether subiects who acquired the knowledge about the strategy's benefit continue using the instructed self-instruction strategy. The main results were as follows ; (1). Subjects who acquired the knowledge achieved maintenance of self-instruction strategy. (2). Subjects who could not acquire the knowledge failed to maintain the instructed strategy. Thus, it was suggested from this study that knowledge about the effectiveness of self-instruction strategy played an important role in the maintenance of self-instruction strategy. Key words self-instruction strategy, resistance to tempation, knowledge about the benefit of selfinstruction strategy, preschool-children, maintenance of self-instruction strategy.

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Anxiety responses are observable in three modes, i. e. physiological, behavioral, and subjective/ cognitive ones. It is considered that these modes can co-vary (synchrony) and/or vary independently (desynchrony). The present report reviewed in these three points, Rachman (1976)'s four hypothesis of synchrony, return of fear, and consonant treatment in which investigated in the clinical and analog study about the relationship between anxeity responses. And then, measure in each anxiety mode and indexes of synchrony, as the problem of studying those relationship, were discussed.

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The purpose of this study was twofold : first, to examine the efficacy of a modified DBT(Dry-Bed Training) procedure in the treatment of nocturnal enuresis in institutionalized mentally retarded adults and, second, to evaluate the side effects of this treatment procedure on other behaviors. Five mentally retarded adults(a mean age of 23. 7ア4.9 years and a mean IQ of 41. 4,13. 7) who were entirely unresponsive to the original DBT procedure or various drug regimens were selected as subjects. The modified DBT procedure in which a procedure of 1 liter of forced liquid was introduced throughout the intensive training and monitored post traing phase of the original DBT procedure was employed until the termination criterion of 7 consecutive dry nights was achieved. The AAMD Adaptive Behavior Scale was used for evaluation of the side effects. The results showed that : (1) all subjects became free of accident after a mean of 32. 4.22. 5 nights of treatment and had no relapse through a mean of 18.8ア4. 9 months of follow-up ; (2) all of unintended effects were of a positive nature, and these positve effects included dramatic improvements in the Self-Direction, the Socialization, the Rebllious Behavior, the Inappropriate Manners, and the Psychological Disturbances. Several interesting features of the clinical data are discussed, rand it is concluded that this modified procedure is superior in all respects to any of the other methods now in use.

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The present study aims at finding a proper method of training, from the standpoint of behavioral therapy, for the clients whose main complaint is hand tremor. By the partial application of the relax ation training technique developed by Harano, the clients were trained to master a systematic control of tension and relaxation combined at shoulders, elbows, wrists and fingers. The result of the training has shown that the mastery of this control itself may be considerably effective for the alleviation of their symptoms.

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The aim of this study was to elucidate the relationship between availability of coping behavior and adaption of cognitive coping strategies, and examined their effectiveness in mitigating anxiety responses during anticipatory period of electric shock. Forty five subjects were assigned randomly to one of three conditions differed in availability of coping behavior (90%, 50%, 10%). Attention Deployment and frequency of pushing information button were scored as indexes of coping strategies, and two types of anxiety responses (HR and AACL) were measured during anticipatory period which consisted of pre ( p-1) and post response phase ( p-2 ). The results revealed that vigilantlike thoughts, frequency of pushing information button and two types of anxiety responses more increased in P 1 under high availability condition (90%), but in low availability condition (10%), higher anxiety responses and avoidantlike thoughts could be observed in P-2 .

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The purpose of this study was to examine the effects of response-proposition-oriented method, which was devised from Lang's theory of emotional imagery, on HR self-regulation tasks mediated by imagery ; especially, (1)to examine with or without subjects' intentions to regulate, and (2)to examin on bi-directional HR regulation. Main findings are as follows. Response-proposition-oriented method had positive effects on HR regulation, and interacted with subjects' intentions. A remarkable result is that the subjects' intentions were associated with a high correlation between HR-change and respiration-change, but response-proposition-oriented method weren't. These results indicate that this method is a useful instruction-set for HR self-regulation tasks mediated by imagery. It was suggested that this instruction-set has slightly different effects upon HR increase/decrease sessions.

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This study reports the therapeutic treatment of an electively mute 10 year old girl with a WISC-R I. Q. of 99. In her school situation she does not speak at all. She has severe muscle tension and therefore is unable to move without help. Tha child received 27 small group sessions at the Child Guidance and Welfara Center over a 5 month period. The purpose of these sessions was to establish a firm close relationship with the therapist and to impart social and interpersonal ralationship skills which tha child completely lacked. These sessions continued with 25 additional sessions at the school site over a 41/2 month period. The school site sessions involved desensitization and successive approximation. During the first stages of the school site treatment, the child always held the therapist's hand. Gradually her dependence on this security lessened and her scope of activities broadened so that she was able to do things by herself. Active speech was shaped beginning with an exchanher teacher. After she began speaking with her teacher, communication by letters took place classmates. Eventually the child was able to move and speak in a relaxed and free manner. The principle factors leading to the success of the therapy in spite of the intense strain the school situation seem to be (1) in the school setting the child was accompanied by the therapist with whom she had a close relationshp ; (2) the therapist required the child to move to reduce her anxiety ; and (3) the exchange of letters led up to direct conversation.

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