There seems to be a considerable agreement that anxiety and stress play a decisive role in the formation of psychoneurosis, psychosomatic disorders, insomnia, unsocial and untisocial behaviors and, what the author calls, "anxiety syndromes." (Uchiyama, 1984). Behavioral approaches to trophotropic shift or low arousal shift are described as paradigmatic rationales for the effective ways of treating anxiety and stress, i.e., what Hess (1925) calls, ergotropic state. The paradigms specified here for them are three types of learning: respondent, operant, and cognitive. In the respondent type approaches, the paradigm of trophotropic shift is found, first of all, in reciprocal inhibition (Wolpe, 1958), where a variety of anxiety-inhibiting responses are enumerated, such as muscular relaxation, assertion, feeding, motor (Tagami & Uchiyama, 1983), respiratory, and some other responses (Uchiyamu, 1970; 1978). The roles of responses attained by oriental ways of training, such as Zen, Yoga, TM, and other group processes, are also suggested. In the operant type of learning, the rationales of trophotropic shift from anxiety to homeostasis (Selye, 1946) are activated through the progress in the research of biofeedback, a technology of operant control over respondent, involuntary responses, e.g., EEG, GSR, and the like (Uchiyama, et al., 1976; 1977). incorporating reward learning and other operant techniques, social skills training (SST) (Shimada & Uchiyama, 1982), structured learning thrapy (SLT) and other small group activity procedures are working well as the effective means of low arousal shift to emotional stability. Modeling, vicarious learning, covert conditioning, and many other cognitive types of learning, now attracting the attention of modern learning theorists, are expected to take an active part in shifting the ergotropic state to the trophotropic one. In one of our cognitive types of researches, vicarious reinforcement with covert modeling proved effective in giving impetus to the trophotropic shift, and consequently, increasing the assertive behaviors in the non-assertives (Maeda & Uchiyama, 1982). Rational emotive therapy (RET) (Ellis, 1962), rational behavior therapy (RBT) (Maultsby, 1975), cognitive behavior modification (CBM) (Meichenbaum, 1977), and other cognitive procedures (Tagawa, Sakano, and Uchiyama, 1982) are suggested to be effective as the devices of trophotropic shift.

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The therapist-patient relationship factors in behavior therapy have tended to be considered as minor importance. As a matter of empirical fact, behavior therapists usually take active roles in various manners in therapy, and therapists' activities seem to influence upon efficacy of treatment. The author reviewed literatures on experimental studies regarding relationship factors for outcome of treatment, and found the major part of literatures showed relationship factors' effect. A male agoraphobic's treatment course in which therapeutic styles were varied experimentally was examined thoroughly to know therapist-patient relationship : He had severe agoraphobia and also had severe social interaction difficulties. The followings appeared: (1) Variation of therapeutic role behavior during treatment brought on changing patient's behavior toward the therapist, therefore, changing the relationship. (2) Variation of therapeutic role behavior influenced the outcome of treatment. That is (a) treatment with more confidential relationship produced better result, and (b) treatment with less confidential relationship also produced ameriolation to a certain extent. (3) The therapeutic behaviors in the less confidential relationship stage seemed to be insufficient activities of therapeutic roles which were expected in the treatment techniques. Considering the above points, the author argue that the therapist-patient relationship in behavior therapy can be described to achievement of therapeutic role behaviors to be expected in each treatment techniques.

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The present experiment was designed to determine the effects of cognition of physiological state and actual physiological responses upon emotion, as defined in terms of relaxation. Female undergraduates participated in the experiment as Ss and were asked to decrease their heart rate under both real and false fee dback conditions. Under the false feedback condition, Ss were informed as being successful in reducing heart rate when actually vice versa, and in consequence, came to believe their performance became worse as the sessions proceeded. However, Ss under this condition as well as the real feedback condition could become emotionally stable for they were actually successful in decreasing heart rate as much as under the real feedback condition. This seems to be partly because Ss were mostly using proper strategies under either condition to decrease heart rate. When cognition of physiological state and actual physiological responses are contradictory, the latter seem to influence dominantly upon emotion.

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