The purposes of this study were to develop a questionnaire to measure cognitive contents which cause depression and anxiety, and to construct a cognitive-behavioral model of depression and anxiety which can explain the correlation between depression and anxiety from contents of cognition. After the selection of items to measure contents of cognition and factor analysis of these items, scale development resulted in the development of a Depression and Anxiety Cognition Scale (DACS) which has 5 subscales, including 10 items for each factor: negative view of the future, prediction of threatening and disgusting situations, negative evaluation of self, negative evaluation of the past and the present, and degree of threat and disgust of specific situations. By covariance structure analysis using the DACS and Depression and Anxiety Mood Scale, it was revealed that a depressive mood was caused by a 'negative view of the future' which was caused by a 'negative evaluation of the past and the present' and a 'negative evaluation of self; and that an anxious mood was caused by a depressive mood and 'prediction of threatening and disgusting situations' which was caused by a 'negative evaluation of the past and the present' and a 'degree of threat and disgust of specific situations'. Based upon these findings, a new cognitive-behavioral model of depression and anxiety was constructed which can explain the correlation between depression and anxiety through common cognitive content of 'negative evaluation of the past and the present'.

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In order to induce the long term (one year) maintenance effect of social skills training (SST), the present training involved the following four componets: (1) coaching in a training room setting to facilitate social skills knowledge; (2) coaching in natural free play settings to promote social skills performance; (3) setting up the structured play activity;and (4) peer participation in training. Three socially withdrawn preschool children participated in the training. SST comprised 15 sessions focusing on three target skills (cooperative play behavior, positive social initiations, positive responses to peers). After the training, all subjects improved their social initiations and positive responses to peers, and cooparative behaviors and their socially isolated behaviors decreased dramatically. A one year follow-up assessment demonstrated that the two of the three subjects maintained these gains. The positive results for these two subjects were also suported by their teachers' ratings on the children's social behaviors.

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The purpose of this study was to investigate the effects of coping strategies on psychological and psychophysiological responses in aversive stressful settings. Subjects were 40 male undergraduate students, who were randomly assigned to one of four groups: an effort coping group, a distress coping group, an effort-distress coping group, and a control group. Heart rate, blood pressure, skin conductance level, and psychological stress responses were compared among the four groups in the coping session and in the shock anticipating session. The main findings were as follows: (1) Effort coping strategy activated cardiovascular responses in the coping session, and reduced psychological and psychophysiological responses in the shock anticipating session; (2) Distress coping strategy activated electrodermal activity and psychological responses in the coping session, and intensified electrodermal activity in the shock anticipating session; and (3) Effort-distress coping strategy activated moderately psychological and psychophysiological responses in both the coping session and the shock anticipating session.

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