The purpose of the present study was to investigate the relation between perception of physical reactions and anxiety. University students (12 males and 35 females) did 3 tasks: a speech task, an exercise task, and a rest session, while their heart rate and skin conductance level were recorded. Participants completed the State-Trait Anxiety Inventory (T form), the Autonomic Perception Questionnaire, the Personal Report of Confidence as a Speaker (PRCS), the Subjective Unit of Disturbance Scale, and the Behavioral Assessment of Speech Anxiety. On the basis of their scores on the Personal Report of Confidence as a Speaker test, they were divided into 2 groups (higher scores and lower scores). The results suggested that the differences between real and perceived heart rate, real skin and perceived skin conductance level, and the assessment of real and perceived speech performance behavior were smaller in the anticipatory anxiety and speech anxiety sessions than in the exercise and rest sessions. It was concluded that anxiety is related to the perception of physical reactions, including behavior, skin conductance level, and heart rate.

View full abstract

The purpose of the present study was to develop a teacher-rating scale designed for assessing children's social skills and problem behaviors. Classroom teachers (N=65) were asked to rate the social behavior of elementary school children (1st to 6th grade, N=1,991) in their classrooms. Factor analysis carried out on the 2 instruments revealed 5 factors for social skills (social initiation, academic performance, self-control, peer reinforcement, and compliance), consisting of 25 items, and 2 factors for problem behaviors (externalizing behavior and internalizing behavior), consisting of 12 items. In addition, the instruments demonstrated good internal consistency and construct validity. Demographic properties and prospects for application of the scale in social skills training were discussed.

View full abstract

The purpose of the present article was to review research on physiological responses in socially anxious individuals, and to discuss the results of this review and future directions for research in this area, as well as the effectiveness of interventions for individuals with social anxiety disorder (SAD) who fear that their physiological responses are visible to other people. Results of our review of published literature indicated that studies that used physiological measures to compare the level of physiological response in socially anxious individuals and non-anxious controls got varying results. Although some studies have indicated that socially anxious individuals have higher physiological responses than non-anxious controls, other studies have found no difference in physiological responses between socially anxious individuals and non-anxious controls. On the other hand, socially anxious individuals subjectively report more physiological responses than do non-anxious controls. Possible effects of stress coping, subcategories of social anxiety disorder, and cognitive aspects on this discrepancy were discussed. Finally, we discuss implications of these findings for the treatment of individuals with social anxiety disorder who fear that their physiological responses are visible to other people.

View full abstract

The present study investigated effects of behavioral assessment and assessment-based social skills training (SST). The participant in the study was a male junior high school student with Asperger's disorder. As a result of a behavioral assessment, we hypothesized that (1) although he had some social skills, his social interactions were inappropriate because he could not respond adequately to other people's stimuli, (2) social skills training would improve his appropriate responses, and (3) improving his appropriate responses would result in an improvement in his social interactions. In order to improve his social interactions, he was given social skills training, using a coaching method. The target skills were waiting for the other person's responses and listening to the other person, including looking at the person, nodding, and asking questions. The results showed that these skills were improved after the social skills training. His social interactions in free conversation also improved. In free conversations after the social skills training, the young man's appropriate social interactions increased, and his inappropriate social interactions (e.g., ignoring others) decreased. On the basis of these results, the validity of the assessment and the intervention was discussed.

View full abstract

In the present case study, a variety of cognitive behavioral therapies was used with a female outpatient with generalized anxiety disorder. The counseling was provided in 52 sessions. In the first stage, the focus was on how the woman dealt with her unique anxieties and worries, in order to help her understand her cognitive propensities when she was worried and feeling anxiety associated with various events. Rational-Emotive Behavior Therapy (REBT) cognitive restructuring was used. In the next stage, exposure to anxiety images was combined with verbal response prevention. In the final stage, Problem Solving Training (PST) was used in an attempt to improve her problem-solving ability and increase her self-confidence. After these interventions, the patient's complaints about excessive anxiety and worry were less frequent, and she reported being able to manage stress in her daily life more flexibly.

View full abstract

A case study of a 28-year-old man with generalized social anxiety disorder and anticipatory anxiety of abdominal pain is reported in the present article. The patient feared negative evaluations by others, and had avoided social interactions for approximately 10 years. He was treated with cognitive behavior therapy (CBT), including relaxation training, social skills training (SST), cognitive restructuring, and in vivo exposure. Relaxation training was intended to give him skills for coping with the physical symptoms of anxiety. Social skills training aimed to provide him with behavioral skills necessary in social interactions. Cognitive restructuring and in vivo exposure were aimed at reducing his maladaptive assumptions and anxiety. At the end of 13 sessions, the social functioning of the patient had improved significantly. This improvement was observed at follow-up. The treatment process and the effects of cognitive behavior therapy on people with social anxiety disorder are discussed.

View full abstract