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Yoshihiro KANAI, Satoko SASAGAWA, Junwen CHEN, Hironori SHIMADA, Yuji ...
Article type: Article
2007 Volume 33 Issue 2 Pages
97-110
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
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The purpose of the present study was to compare individuals with social anxiety disorder (SAD) with those with taijin kyofushe(TK; American Psychiatric Association, 2000) , in terms of their bias when interpreting others' ambiguous social behavior. Undergraduate students (N =592) were asked to complete the Fear of Negative Evaluation Scale (FNE) and the Taijin Kyofusho Scale (TKS). When the students (N = 40) whose scores met our criterion participated in a speech task to investigate their interpretation bias, 14 of them scored high on both the FNE and the TKS, 7 scored high on the FNE but low on the TKS, 3 scored low on the FNE but high on the TKS, and 13 scored low on both scales. During the speech task, a confederate engaged in ambiguous behavior selected through pilot studies. The results indicated that the participants with high scores on both scales interpreted the confederate's ambiguous behavior more negatively than did the participants with low scores. No significant differences were found between the individuals with social anxiety disorder and those with taijin kyofusho from the viewpoint of interpretation bias for others' ambiguous social behavior.
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Shinzo ISAWA, Hironobu SHIMODA, Hidetsugu UJIMORI
Article type: Article
2007 Volume 33 Issue 2 Pages
111-121
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
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The purpose of the present study was to examine the effect of teaching self-monitoring on the promotion of the social skills of a student (CA: 13-6; IQ: 57) with autistic disorder. The youth was requested to perform a joint work activity (handicrafts) with a peer with mental retardation (CA: 17-5; IQ: 36). He was instructed to monitor the targeted social skills necessary for that activity. Self-monitoring was introduced as follows: the youth was instructed to circle either "yes" or "no" for each item on a check sheet listing the targeted social skills. In the first phase, in which self-monitoring was introduced, it was found that only circling the items on the self-monitoring sheet did not result in an increase in the targeted social skills. In the second phase, self-monitoring skills were taught through video feedback. After that training, the youth was able to discriminate whether the targeted social skills were appropriate or not appropriate, and his rate of accurate self-monitoring and the performance of the targeted social skills increased. Discussion of these results dealt with the effectiveness of the self-monitoring procedure in increasing appropriate self-evaluation, as well as modeling and correspondence training.
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Takeshi MUNEZAWA, Yoshinori ITO, Kaneo NEDATE
Article type: Article
2007 Volume 33 Issue 2 Pages
123-132
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
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Pre-sleep cognitive activity (PCA) is assumed to play a key role in sleep-onset insomnia. The present study aimed to develop a Pre-Sleep Cognitive Activity Scale (PCAS), and to investigate its reliability and validity. Data were collected from university students. Factor analysis of the data indicated that the Pre-Sleep Cognitive Activity Scale consisted of 3 factors: "negative thoughts and emotions," "anxiety about sleep-onset insomnia," and "worry about the influence of sleep-onset insomnia." Validity was confirmed by examining the correlation of the Pre-Sleep Cognitive Activity Scale with other measures. The reliability and validity of the Pre-Sleep Cognitive Activity Scale were acceptable.
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Shuichi ARAKI, Shin-ichi ISHIKAWA, Shoji SATO
Article type: Article
2007 Volume 33 Issue 2 Pages
133-144
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
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The purpose of the present study was to examine a method for maintaining gains from class-based social skills training (SST). Children (N =54) from 2 third-grade classes who had participated in a regular SST program (7 sessions) were assigned to either a maintenance-enhancing procedure or a standard procedure. The maintenance-enhancing procedures included (1) posting a notice on the wall of their classroom, specifying the components of the social skills that the children had been taught, (2) having short social skills training sessions in the morning and afternoon meetings in their classrooms, and (3) distributing notices for the students to take home, asking for their parents' cooperation with fostering the children's social skills learning. Although self- and teacher-reports showed significant gains from the regular training sessions in both classes, the skills of the children in the class receiving the standard procedure had declined when measured at a 3-month follow-up. In contrast, the training effect was maintained at follow-up in the children receiving the maintenance-enhancing procedures. These results suggest that although the regular social skills training had a temporary beneficial effect on the acquisition of social skills, a maintenance-enhancing procedure is necessary in order to ensure long-term effects.
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Yuya FUJIHARA, Makoto IWANAGA, Hidetoshi SEIWA
Article type: Article
2007 Volume 33 Issue 2 Pages
145-155
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
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Previous studies have indicated that anxiety includes a cognitive theme associated with danger or threat, whereas depression includes a cognitive theme of valuelessness or incompetence. Recently, many studies have reported that because cognitive themes influence information processing, such as attention or memory, individuals in an anxious or depressed mood may process threat-related information more selectively than neutral information. The present paper reviews studies that investigated attentional biases or memory biases in people with anxiety or depression, and considers theoretical models for explaining these cognitive biases. The review revealed that individuals who are anxious tend to show attentional biases, whereas individuals who are depressed tend to show memory biases. These findings suggest that research on cognitive biases might contribute to the development of clinical techniques for treating people with anxiety and depression.
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Sakiko KANAYAMA, Masahiko ONO
Article type: Article
2007 Volume 33 Issue 2 Pages
157-169
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
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The present study describes a support program for a 12-year-old sixth-grade girl who had been staying in the health room at her school and not going to her classroom. We hypothesized that her behavior of staying in the health room might function as avoidance from difficulties in the classroom, and that her avoidance behavior had been reinforced by the school nurse. The individualized support plan included training in goal-setting and asking behavior in order to overcome her difficulties, support for the plan of attending school in the classroom and for preparations for the lessons in the classroom, and maintenance of close ties with the school and the girl's mother. After one month of this support, the girl returned to her classroom. A follow-up check revealed that her classroom attendance continued after the support ended.
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Miyo OKAJIMA, Hiroaki HARAI
Article type: Article
2007 Volume 33 Issue 2 Pages
171-183
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
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Blood-injection-injury phobias, which have a specific somatic response known as vasovagal syncope, respond well to behavior therapy. Applied tension (a technique for raising the blood pressure by tensing muscles) and in vivo exposure have been reported to be the core components of behavior therapy for this phobia. The present paper reports a behavioral treatment for the severe injection phobia of a woman in her twenties. We hypothesized that applied tension was important for preventing vasovagal syncope, and that special considerations were warrant-ed when treating severe cases. The woman had had the phobia since when she was a toddler, and had avoided hospitals and also words related to the feared objects. In the initial assessment, she was unable to read, write, speak, or listen to any word relating to the feared objects. Because she could not cooperate in developing a hierarchy for exposure, the therapists developed it on their own. In the first 2 sessions, she was taught the tension technique for preventing lowering of the blood pressure. The initial treatment goals were achieved after verbal exposure with songs and 3 in vivo exposure sessions. After that, the woman started to carry out self-exposure tasks, and at a 1-year follow-up was found to be able to function as a health care worker.
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Shinya TAKEDA
Article type: Article
2007 Volume 33 Issue 2 Pages
185-194
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
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The purpose of the present study was to examine a program of dementia prevention for senior citizens. The present article describes a strategy for including dementia prevention in everyday life. The dementia program that I designed at a local senior citizens' center was conducted for 7 months with 14 participants. Using a pre-post design to evaluate the program, I found that the participants significantly improved their understanding, activity, and self-efficacy in relation to dementia prevention through participating in this program. The results suggest that the program was effective for promoting understanding of dementia prevention, increasing actions in relation to dementia prevention, and improving self-efficacy in dementia prevention activities.
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
195-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
196-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
197-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
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[in Japanese], [in Japanese], [in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
198-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
199-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese], [in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
200-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
201-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
202-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
203-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
204-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
205-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
206-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
207-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2007 Volume 33 Issue 2 Pages
208-
Published: September 30, 2007
Released on J-STAGE: April 06, 2019
JOURNAL
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