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Tomu OHTSUKI, Masateru MATSUSHITA, Chie IDEHARA, Atsuko NAKAMOTO, Hide ...
Article type: Article
2008 Volume 34 Issue 2 Pages
89-100
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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The purpose of the present study was to investigate relationships between implicit association and social anxiety using a speech task. The Go/No-go Association Task (GNAT) was used to assess implicit associations towards social situations and self. University students (N = 32) completed 2 Go/No-go Association Tasks (data from 15 students with high arousal level were analyzed) , the Social Phobia Scale (SPS) , and the Fear of Negative Evaluation Scale (FNE) . On the speech task, the following variables relating to anxiety were assessed: cognitive (the Distorted and Irrational Thinking for Speech Anxieties Scale: DITS) , subjective (the Visual Analog Scale), physiological (peripheral skin temperature of the finger: TEMP; galvanic skin response: GSR; heart rate: HR; per cent low frequency: %LF; high frequency: HF) , and behavioral (the Behavior Assessment of Speech Anxiety: BASA; eye blinks; silent time; eye contact). The results showed that explicit variables (SPS and FNE) were related to cognitive and subjective anxiety. In contrast, implicit associations were related to physiological (GSR) and behavioral (BASA; silent time) anxiety. These findings suggest that implicit associations are independent of explicit variables in social anxiety. The implications of these findings for the assessment of social anxiety disorders are discussed.
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Yuya FUJIHARA, Makoto IWANAGA
Article type: Article
2008 Volume 34 Issue 2 Pages
101-112
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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In order to investigate whether attentional biases found in anxiety situations are a consequence of automatic processing, 2 experiments were conducted. The first experiment examined whether attentional biases are processed unconsciously. Participants (university students) with high or low social anxiety (13 in each group) were required to accomplish a dot-probe detection task in which word pairs were presented for a subliminal duration (20 ms) or a supraliminal duration (300 ms) . The results showed that when the pairs were presented subliminally, the participants did not show an attentional bias toward threat-related words. The second study used a dual-task paradigm to investigate whether attentional biases need cognitive resources. Participants (university students) with high or low trait anxiety (8 in each group) were required to accomplish the dot-probe detection task and a memory task simultaneously. The results revealed that both groups did not show attentional biases in the condition in which the memory task consumed many resources. These results suggest that attentional biases are not processed unconsciously, and that they need some resources. Thus, attentional biases may not be processed automatically.
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Kayoko KAKEI, Hiroshi SATO, Shin-ichi ISHIKAWA, Hironori SHIMADA, Yoko ...
Article type: Article
2008 Volume 34 Issue 2 Pages
113-125
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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The purpose of the present study was to investigate effects of cognitive error on self-reports of social skills and social anxiety in children. Elementary school children (4th to 6th graders: 575 boys, 588 girls) completed self-report measures of social anxiety (Social Phobia and Anxiety Inventory for Children, Japanese version) , cognitive error (Children's Cognitive Error Scale-Revised: CCES-R) , and social skills. Homeroom teachers (N = 40) completed the measure of social skills, revised to be a teachers' version. The results revealed that the children's cognitive errors were related to differences in social skills between the children's ratings and the teachers' ratings. In addition, the children's cognitive errors affected social anxiety directly more than they affected social skills. The results of the present study suggest that cognitive intervention might reduce children's social anxiety.
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Fumiko FUJIME, Mitsuhiko TOJO, Shin-ichi SUZUKI
Article type: Article
2008 Volume 34 Issue 2 Pages
127-135
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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The purpose of the present study was to explore the influence of parental expectations on obsessive-compulsive tendencies in Japanese high school students. Japanese public high school students (N = 309) and their parents (N = 238) were asked to complete a questionnaire that measured perceived parental expectations and obsessive-compulsive tendencies. Cluster analyses showed that the students could be classified into 5 groups according to their perceptions of parental expectations. Obsessive-compulsive tendencies in the group that perceived high parental expectations and greatly disliked their parents' expectations were higher than in the other groups. However, no difference in obsessive-compulsive tendencies among the groups was found in relation to the extent of actual parental expectations. These findings suggest that perceived parental expectations and an attitude opposing them is an important determinant of obsessive-compulsive tendencies in Japanese high school students.
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Akihiko MASUDA, Takashi MUTO, Steven C. HAYES, Jason LILLIS
Article type: Article
2008 Volume 34 Issue 2 Pages
137-148
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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The purpose of the present article is to introduce Acceptance and Commitment Therapy (ACT) to Japanese psychological professionals. The article provides an overview of the ACT model of psychopathology, followed by a description of the ACT model of psychological health and therapeutic methods. A case report of the use of Acceptance and Commitment Therapy with a Japanese client is included, in order to provide a detailed description of ACT treatment. Finally, concerns and future directions for Acceptance and Commitment Therapy-related research and practice are discussed.
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Yuri IGARASHI, Hironori SHIMADA
Article type: Article
2008 Volume 34 Issue 2 Pages
149-161
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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The aim of the present study was to investigate the relation between post-event processing (PEP) and interpretations of social situations. These cognitive variables have been said to function to maintain social anxiety. Undergraduates (N =12) were divided into high and low social anxiety groups, and asked to perform a speech task. They were then requested to make open-ended responses about the behavior of the audience, unaware that the audience had acted in accord with instructions from the researchers. Three days later, the participants were again asked to give open-ended responses about the behavior of the audience, and also completed the Post-Event Processing Questionnaire (PEPQ) . The results of an ANCOVA for social anxiety x time, controlling for the effects of depression, revealed a significant interaction in the probability of occurrence of negative interpretations, which indicates that the negative interpretations of the actions of the audience by the group with high social anxiety increased over time, whereas, in contrast, the negative interpretations by the group with low social anxiety decreased over time. The results also suggested that the participants with high social anxiety were more likely to engage in post-event processing than were those with low social anxiety.
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Miyuki NOGUCHI, Keita IIJIMA, Fumiyuki NORO
Article type: Article
2008 Volume 34 Issue 2 Pages
163-173
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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In the present study, an intervention based on functional assessment was implemented, and the effect of that intervention on aggressive behavior was examined. The participant was a 7-year-old boy who had been diagnosed as having pervasive developmental disorder not otherwise specified (PDD-NOS) , and who had shown much aggressive behavior. The results of the functional assessment led to the following hypotheses: (1) The boy exhibited aggressive behavior in order to get attention from his classmates; and (2) he exhibited aggressive behavior in order to get tangible items and situations that he wanted. On the basis of these hypotheses, interventions were implemented that used differential reinforcement of alternative behavior (DRA) and time-out. Aggressive behavior occurred in more than 15 observation units during baseline, and 13 units in the period in which differential reinforcement of alternative behavior was implemented. However, when time-out was added to the differential reinforcement of alternative behavior procedure, the number of units in which aggressive behavior was observed gradually decreased. These results suggest that the intervention based on the functional assessment was effective for this child with pervasive developmental disorder not otherwise specified and aggressive behavior.
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Yuki DOJO, Setsuko HARA, Chiaki YAMAMOTO, Yoshio TANAKA, Hiromi EGUCHI ...
Article type: Article
2008 Volume 34 Issue 2 Pages
175-186
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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The purposes of the present study were: (1) to teach a child classroom behavior in both individualized and group settings in a simulated elementary school classroom, and (2) to assess the generalization of this training, using a behavior checklist completed by the child's mother. The participant was a 6-year-old preschool girl diagnosed with Pervasive Developmental Disorder (PDD). The trainer was a doctoral-level graduate student, assisted by 3 other students. The target behaviors were 34 classroom behaviors, such as "giving the correct answer"; these were selected for the training in a pre-assessment. Individualized training sessions were conducted on a one-to-one basis; they were followed by small-group training sessions in which at least two trainers were always present. The behavioral training package included task analysis, instructions, prompts, modeling, behavioral rehearsal, and reinforcement. The results suggested that the training was effective in the simulated elementary school classroom setting. After the girl enrolled in elementary school, generalization was reported by the mother via the behavior checklist.
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Miyoshi ISOBE, Rina EMURA, Koji ETCHU
Article type: Article
2008 Volume 34 Issue 2 Pages
187-204
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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Recent research has suggested that preschool children who exhibit relational aggression (e.g., harming others through manipulation and damage to the relationship) are socially and emotionally maladjusted. In the present study, a social skills training program was developed and applied to a 5-year-old girl, in an attempt to reduce her relationally aggressive behavior. Pre-training assessments, including teacher ratings and behavioral observations, showed that she had a high level of relational aggression, poor social skills, and high exclusivity in her friendships. The training program, ten 15-min sessions in a training room, focused on (1) providing opportunities for her to interact more often with her peers by including in the training program 2 other girls with whom she did not usually interact, and by teaching friendshipmaking skills, and (2) teaching self-control skills. After the training, the girl's relational aggression decreased, and her positive social interactions with her peers and her social skills increased. At a 3-month follow-up assessment, these changes were observed to have been maintained. The effectiveness and significance of social skills training for relationally aggressive preschoolers were discussed.
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
205-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
206-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
207-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
208-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
209-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
210-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
211-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
212-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
213-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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[in Japanese], [in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
214-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
215-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
216-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
JOURNAL
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[in Japanese]
Article type: Article
2008 Volume 34 Issue 2 Pages
217-
Published: May 31, 2008
Released on J-STAGE: April 06, 2019
JOURNAL
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