Japanese Journal of Behavior Therapy

[title in Japanese]

Article type: Appendix
2010 Volume 36 Issue 2 Pages App1-
Published: June 30, 2010
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.36.2_App1

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Factors Correlating Depressionand Social Adaptation for Depression:Using the ATQ-R,TAC,KISS(Original Articles)

Asuka TANOUE, Daisuke ITO, Mayuko OHNO, Mari SHIRAI, Hironori SHIMADA, ...

Article type: Article
2010 Volume 36 Issue 2 Pages 95-106
Published: June 30, 2010
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.36.2_95

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Although it is known that the impairment of social functioning, which is a significant aspect of depression, is distinct from depressive symptoms, whether there are any psychological factors that affect depressive symptoms and social functioning has not yet been investigated. The present study examines relations between psychosocial factors and depressive symptoms or social functioning. Patients (N-66) who had been diagnosed with unipolar major depressive disorder completed the Automatic Thoughts Questionnaire-Revised (ATQ-R) , the Tri-Axial Coping Scale (TAC-24) , Kikuchi's Scale of Social Skills (18 items version; Kiss-18) , the Beck Depression Inventory-IT (BDI-II), and the Social Adaptation Self-evaluation Scale (SASS) . The results showed that "self-criticism" was related to depressive symptoms, whereas "positive thoughts" "positive thinking-distraction" and "social skills" were related to social adaptation. Overall, the results of the present study suggest that the evaluation of psychological factors affecting depression is just as important as the evaluation of the extent of impairment of social functioning.

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Application of the School Refusal Assessment Scale-Revised (SRAS-R) to Regular Elementary School Children and an Investigation of its Validity(Original Articles)

Masao TSUCHIYA, Minako HOSOTANI, Mitsuhiko TOJO

Article type: Article
2010 Volume 36 Issue 2 Pages 107-118
Published: June 30, 2010
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.36.2_107

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The purpose of the present study was to develop a scale to assesses subjective extent of school refusal behavior of regular elementary school pupils from a functional analytic aspect. Sixth grade children (N=1,119) from 13 schools were assessed using the School Refusal Assessment Scale-Revised Japanese Version for Attendance at School (SRAS-R-JA) that was adopted for this study. Exploratory and confirmatory factor analysis revealed the good fitness of a correlated 4-factor model to the data. The scale was positively associated with the number of days absent from school, and was higher in the girls. This scale might be used for prevention or in assessment of the school refusal behavior among of pupils in Japan.

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Cognitive Behavior Therapy for Posttraumatic Stress Disorder : A Meta-Analysis(Original Articles)

Daisuke ITO, Yui KANEKO, Shunsuke KOSEKI, Yuu SHIMIZU, Kanako NAKAZAWA ...

Article type: Article
2010 Volume 36 Issue 2 Pages 119-129
Published: June 30, 2010
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.36.2_119

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The purposes of the present study were to verify the efficacy of cognitive-behavioral therapy (CBT) for treating posttraumatic stress disorder (PTSD) through a meta-analysis of data from recent research, and to deal with issues related to research on posttraumatic stress disorder. The results of the meta-analysis verified the effectiveness of cognitive-behavioral therapy for posttraumatic stress disorder and suggested further potential applications. Tasks set for the future include: (a) examination of intervention methods in relation to patients' symptom profiles and condition. (b) verification of the efficacy of cognitive-behavioral therapy when used in combination with medical treatment. (c) identification and specification of treatment techniqus and factors that influence therapeutic gain, examination of the techniques' efficiency, and identification of appropriate intervention methods. and (d) examination of factors other than treatment techniques that are known to be effective.

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Evaluation of a Program Training Students to Conduct on Functional Assessment Interviews with Parents of Children with Developmental Disabilities(Original Articles)

Hideyuki HARAGUCHI, Masahiko INOUE

Article type: Article
2010 Volume 36 Issue 2 Pages 131-145
Published: June 30, 2010
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.36.2_131

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Graduate students (N=3) were trained to conduct a functional assessment interview with parents of children with developmental disabilities, and to improve other counseling skills. The training program included instructions, rehearsals, and video feedback. Effects of the training were measured during role-play. Generalization of the training was tested by asking parents to play a role of a client. Results of a multiple-baseline design across subjects showed that after the training all the students' target behaviors increased and their counseling skills improved. However, generalization was not observed in some of the interviews with the parents. The results of the present study demonstrate that this training program is effective for improving students' skills in conducing functional assessment interviews, as well as other counseling skills.

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Promoting Treatment Integrity in General Education Following Behavioral Consultation : Analysis of Components of Follow-up Strategies(Practical Research,<Special Issue>Behavioral Consultation for Schools)

Kazuya NOGUCHI, Tetsubumi KATO

Article type: Article
2010 Volume 36 Issue 2 Pages 147-158
Published: June 30, 2010
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.36.2_147

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The present study examined 3 strategies for promoting the accuracy in a functionalassessment-based behavioral support plan after behavioral consultation. The support plan was implemented implemented for an elementary school student by a general education teacher. The study used a multiple baseline design across behaviors. The results from baseline and Condition I showed that the teacher's initial implementation of the support plan was variable, and the data on treatment integrity exhibited a downward trend. When a consultant had daily meetings with the teacher to discuss topics including performance feedback (Conditions II and III) , treatment integrity stabilized and increased over the level in Condition I. The behavioral problems of the student were also reduced, and the student's adaptation to school was promoted. These results indicate that: (a) the importance of monitoring and follow-up in the implementation of interventios following behavioral consultation is important, (b) providing teachers with performance feedback can be effective, and (c) behavioral consultation for a student's behavioral problems can be effective.

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Effects of a Group Consultation Program for Kindergarten Teachers Who Take Care of "Children of Concern"(Practical Research,<Special Issue>Behavioral Consultation for Schools)

Naoko FUJIWARA, Hiroshi ONO, Koji HIKAMI, Yoshio KUBO, Maki SADAHISA, ...

Article type: Article
2010 Volume 36 Issue 2 Pages 159-173
Published: June 30, 2010
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.36.2_159

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A consultation program for kindergarten teachers who were responsible for "children of concern" was developed and its effect examined. The program was comprised of 5 sessions. Each session consisted of a lecture, a group consultation, and individualized homework assignments. The lecture offered information about basic behavioral principles and techniques; the group consultation how to care for the children. Six teachers participated in the program. Each participant chose one child as the target child for the program, and, for homework assignments recorded the child's behavior and/or implemented an intervention with the child. Thes data were then discussed in the next session of group consultation. A follow-up assessment was conducted 3 weeks after the 5th session. Comparing the follow-up assessment with the first session, the children's problem behaviors improved, 2 of 4 indicators of teachers' stress decreased, and teachers' self-efficacy scors as a child-care worker increased. The satisfaction ratings taken in the 5th session showed the teachers' overall approval of the program. These results suggest that this consultation program could help kindergarten teachers take care of their "children of concern"

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[title in Japanese]

Article type: Appendix
2010 Volume 36 Issue 2 Pages 193-
Published: June 30, 2010
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.36.2_193_2

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