farzane mikaeeli manee; behzad arzhangi; goldar yarmohammadishorgoli; Ali Esazadegan
Abstract
The purpose of this study was to compare the effectiveness of cognitive hope enhancing training and social skills training on reducing female high school students’ fear of negative evaluation and safe behavior. This semi-experimental study employed pretest- posttest design with control group. For ...
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The purpose of this study was to compare the effectiveness of cognitive hope enhancing training and social skills training on reducing female high school students’ fear of negative evaluation and safe behavior. This semi-experimental study employed pretest- posttest design with control group. For data collection Leary social phobia safety Behavior scale (SPSBS) and Pinto-Gouveia Salvador Brief fear of Negative Evaluation scale (BFNE) were used. The data were evaluated on the basis of scores located above the cut-off point. then Participants were randomly assigned into three groups (i.e., 15 students received trainings on cognitive hope enhancing, 15 students received trainings on social skills, and 15 students were considered a control group).The experimental groups received cognitive hope enhancing training and social skill training for eight 90-minute sessions hold once a week; while the control group did not receive any training. result Univariate analysis of covariance demonstrated that cognitive hope enhancing training and cognitive social skill training was effective on reducing students’ fear of negative evaluation and safe behavior .However, there was no significant difference between the two kind of training methods. According to the findings of the present piece of research work, it is suggested that the cognitive hope enhancing training and social skills training be offered as in-service trainings of schools counselors.
Motahare Nouran; mehran azadi
Abstract
AbstractSocial anxiety has a chronic and continuous process and is highly related to childhood and family. The aim of this study was determine the relationship between parents' obsessive beliefs and social anxiety in children with emotion regulation mediation. The research design was descriptive and ...
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AbstractSocial anxiety has a chronic and continuous process and is highly related to childhood and family. The aim of this study was determine the relationship between parents' obsessive beliefs and social anxiety in children with emotion regulation mediation. The research design was descriptive and correlational. The statistical population was 500 female students who were members of the Telegram virtual networks of the Faculty of Psychology of the Islamic Azad University, South Tehran Branch. The statistical sample consisted of 600 students including 200 female students and 400 parents who were selected by voluntary sampling. The Social Anxiety Scale (Michael Leibovitz, 1987) was completed by students, and the Obsessive Beliefs Questionnaire (Obsessive Compulsive Cognitions Working Group, 2003), and the short form of the Cognitive Emotion Regulation Questionnaire (Garnefsky, Gerich, & Spinhaven, 2002) were completed by parents. Pearson torque correlation tests and path analysis were used to test the hypotheses. Findings showed that parents' obsessive beliefs with their non-adaptive emotion regulation strategies, and parents' non-adaptive emotion regulation strategies with social anxiety in their children have a positive relationship, with a significance level of p≥0.05.
abbas shojaati; Mehrdad Kalantari; Hossien Molavi
Abstract
This research has been done to determine the effects of short term group therapy based on the predictive model of social anxiety and compare it with Hofmann's cognitive-behavioral group therapy on social anxiety symptoms in junior high school students. For screening, 210 students who were selected by ...
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This research has been done to determine the effects of short term group therapy based on the predictive model of social anxiety and compare it with Hofmann's cognitive-behavioral group therapy on social anxiety symptoms in junior high school students. For screening, 210 students who were selected by cluster random sampling completed the LaGreca Social Anxiety Questionnaire. Thirty of them, whose scores were the highest on the LaGreca Social Anxiety Questionnaire, were selected and randomly assigned to three groups (model-based social anxiety group, Hoffman cognitive-behavioral social anxiety group, and control group). Experimental intervention was performed for group 1 (model-based therapy) and group 2 (Hoffman's cognitive-behavioral therapy). Group 3 (control) received no intervention. After six, 90minute, sessions of intervention for groups 1 and 2, all three groups completed the LaGreca Social Anxiety Questionnaire. The results showed that there was a significant difference between the experimental and control group (P = 0.000). But no significant difference was found between experimental groups in decreasing social anxiety symptoms (p = 0.356). According to the findings of the study, model-based social anxiety group therapy was effective in reducing the symptoms of social anxiety. There was also no difference between the two experimental groups in reducing the symptoms of social anxiety.
Firoozeh ghazanfari; mojtaba nadri
Abstract
The purpose of this study was to develop a model of the anxiety social anxiety model of adolescents based on anxiety sensitivity, negative emotional regulation and anxiety and ambivalent attachment style with mediating role of emotional coping strategy. Research project, correlation and structural equation ...
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The purpose of this study was to develop a model of the anxiety social anxiety model of adolescents based on anxiety sensitivity, negative emotional regulation and anxiety and ambivalent attachment style with mediating role of emotional coping strategy. Research project, correlation and structural equation method. The study population included all students in the academic year2017 period of secondary schools in the city KhormAbad that 1200 of them were selected by multistage random sampling. After completing a social anxiety and screening questionnaire, 266 (136 males and 130 females) were susceptible to this disorder. Then the obtained data entered the structural equation assumption model. In order to analyze the data obtained from Amos 24 software, it was used to compare the observed variance -curanese matrix (default model) with the reproduction variance-covariance matrix, to evaluate the model's ability to predict the criterion variable, and Also, it's fitting itself. . The results of the model analysis indicated that the predictive variables of negative emotional regulation (repression) and ambivalent insecure attachment style were directly and indirectly mediated by an emotional coping strategy on social anxiety disorder in adolescents. Also, the emotional coping strategies had a direct impact on social anxiety disorder. The anxiety sensitivity variable had a direct direct effect, but its indirect effect was not significant. Also, direct and indirect impact of unsafe attachment style on social anxiety disorder was not significant.
Leila Esmaeili; shole amiri; Mohammad Reza Abedi; Hossein Molavi
Abstract
The purpose of this research was to determine the effect of acceptance and commitment therapy focused on self -compassion on social anxiety of adolescent girls. Thirty two female adolescents with social anxiety were randomly selected in Isfahan. The participants were randomly assigned to experimental ...
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The purpose of this research was to determine the effect of acceptance and commitment therapy focused on self -compassion on social anxiety of adolescent girls. Thirty two female adolescents with social anxiety were randomly selected in Isfahan. The participants were randomly assigned to experimental and control groups (sixteen persons in each group). The study performed in pretest, posttest and follow up stages. Social Anxiety Scale for Adolescents (SAS-A) and demographical information questionnaires were used to gather the data. The interventions were consisted of self-compassion focused therapy with acceptance and commitment therapy method (8 sessions for experimental group). Data were analyzed by multivariate analysis of covariance. The results showed that acceptance and commitment therapy focused on self -compassion had a significant effect on Reducing of social anxiety in adolescent girls in posttest(P≤0.01) and follow up (P<0.02). The study supported that acceptance and commitment therapy focused on self -compassion can reduce social anxiety in adolescent girls.
Noor Ali Farokhi
Abstract
This research was carried out in order to predict the social anxiety based on the level of stress and timidity in students of Islamic Azad University of Boroujerd. The present research was fundamental in terms of purpose, and it was descriptive-correlation with the type of prediction in terms of method. ...
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This research was carried out in order to predict the social anxiety based on the level of stress and timidity in students of Islamic Azad University of Boroujerd. The present research was fundamental in terms of purpose, and it was descriptive-correlation with the type of prediction in terms of method. The statistical sample of this research was composed of two-hundred undergraduate and master students in Azad Islamic University of Boroujerd, and all of them participated in this study. Data were collected by using social anxiety (SPIN_2000), Stofford's timidity and stress (DASS_21) questionnaires. The Pearson Correlation Coefficient and Multivariate Regression Analysis were applied to analyze the data by step by step method. Data Analysis showed that social anxiety is predictable based on stress and timidity, and these two variables could predict twenty-six percent of variant variance of social anxiety. Research findings indicated the significance of stress and timidity in social anxiety. Most of the university students encounter different stressors and factors that cause their anxiety in social occasions to be appeared. Also, these findings can raise the importance and role of timidity in outbreak of social anxiety disorder to a great extent, however it has not still considered as a separate disorder.
Farzad ghaderi; Mehrdad kalantari; Hosseinali mehrabi
Abstract
The aim of this study was to examine the effectiveness of group schema therapy on the modified early maladaptive schemas and reduction of social anxiety disorder symptoms in students. This was an experimental research, and a pre-test, post-test and control group design was applied. The statistical population ...
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The aim of this study was to examine the effectiveness of group schema therapy on the modified early maladaptive schemas and reduction of social anxiety disorder symptoms in students. This was an experimental research, and a pre-test, post-test and control group design was applied. The statistical population of this study included male students in Isfahan University with social anxiety disorder symptoms in the academic year 1392-93. The sample of the study included 20 male students among the male students in Isfahan University identified by the scales of Social Phobia Inventory (SPIN) through simple random sampling. Then, they were assigned to two groups of control and experimental (n1=n2=10), and assessed with early maladaptive schemas scale and Social Phobia Inventory. The Experimental group received group schema therapy training for 2 months (8 sessions of 90 minutes) while the control group received no training at all. The results of multivariate analysis of covariance (MANCOVA) showed that group schema therapy in reducing symptoms of social anxiety and fear of negative evaluation and avoidance is effective, but no significant effect on symptoms of physiologically distress. In addition, the results showed that schema therapy were significantly improved early maladaptive schemas in all except two schemas abandonment / instability and subjugation (p < 0/05). Schema therapy can be used as an effective intervention for early maladaptive schemas modification and reduction of social anxiety disorder symptoms.
Mehdi Pourrezaian
Abstract
Social phobia that has been renamed social anxiety disorder in the DSM 5, causes severe disability of person in social communication and a sense of shame and reluctance to participate in certain social situations. So using an effective therapy for it, is very important. Although the theater-based therapies ...
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Social phobia that has been renamed social anxiety disorder in the DSM 5, causes severe disability of person in social communication and a sense of shame and reluctance to participate in certain social situations. So using an effective therapy for it, is very important. Although the theater-based therapies to treat this disorder have been recommended, their clinical application of these methods not be seen. So the main aim of this research was testing the effectiveness of psychodrama as a theater-based therapy in treatment of social anxiety. The present research is an experimental case study research that has used AB method. The client was a ten-year-old boy with social anxiety. To estimate the amount and type of client’s anxiety, the Spence children’s anxiety scale was used. The results of therapist and client’s mother observation, showed a significant decline in the social anxiety’s symptoms. Also, the comparison of client’s scores of Spence children’s anxiety scale in the pretest and posttest represents a substantial reduction in the level of his social anxiety. According to the research’s findings, we can say that psychodrama is an appropriate and effective therapy in treatment of social anxiety, but given that this study is a case study, its results can hardly be generalized. So the recommendation of the present researchers is doing more researches to testing the effectiveness of psychodrama in treatment of the mentioned disorders.
Zeinab Heidarian Fard; Babollah Bakhshipour; Mahboubeh Faramarzi
Abstract
The aim of this research was to analyze the effectiveness of the cognitive-behavioral group therapy on social anxiety, social self-efficiency and rumination of female students. This was an experimental study (pre-test, post-test and follow-up with control group plan). By using a simple random sampling ...
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The aim of this research was to analyze the effectiveness of the cognitive-behavioral group therapy on social anxiety, social self-efficiency and rumination of female students. This was an experimental study (pre-test, post-test and follow-up with control group plan). By using a simple random sampling method, out of 338 female students with the age range of 20-29 using Watson & Friend Social Anxiety Questionnaire (SAQ), Self-efficiency Questionnaire for Social Situations (SESS) and Rumination Responses Scale (RRS) and the eligible individuals diagnostic interview(having social anxiety diagnostic cut-off score) based on DSM-IV-TR,16 subjects have been selected and randomly placed in two groups of experimental and control (8 for each group).The experimental group received 8 cognitive-behavioral group therapy sessions, but control group did not undergo any special treatment. Two months after treatment termination, follow-up has been conducted. Subjects in both groups before and after the intervention, and two-month follow-up questionnaire, SAQ, SESS, RRS completed. To analyze data, descriptive statistical methods and covariance analysis test have been applied. The covariance analysis test results showed that there was a meaningful difference between the mean scores of social anxiety, social self-efficiency and rumination of the two groups (control& experiment). Also, results showed a significant difference in a two-month follow-up (p<0.05). Regarding the mentioned findings, it can be concluded that the cognitive-behavioral group therapy is effective in reducing social anxiety and rumination and increasing social self-efficiency of female students with social anxiety disorder and the changes created almost remained stable after a two-month follow up
Mansour Beirami; Ebrahim Akbari; Abdollah Qasempour; Zeinab Azimi
Volume 2, Issue 8 , February 2012, , Pages 40-69
Abstract
Anxiety sensitivity, meta-worry and emotion regulation are critical psychological components involved in social anxiety disorder. The present paper seeks to study anxiety sensitivity, meta-worry and components of emotion regulation in students with and without social anxiety disorder.
This paper presents ...
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Anxiety sensitivity, meta-worry and emotion regulation are critical psychological components involved in social anxiety disorder. The present paper seeks to study anxiety sensitivity, meta-worry and components of emotion regulation in students with and without social anxiety disorder.
This paper presents the ex post facto research design (causal-comparative method). The sample included 92 patients (46 patients with social anxiety disorder and 46 normal people). Data was collected using Wells anxiety thoughts, Gross and John emotion regulation, and Reiss and Peterson anxiety sensitivity index. They were also analyzed through MANOVA.
The results showed that there were significant differences between groups of students with and without social anxiety disorder in anxiety sensitivity, meta-worry and reappraisal. In other words, students with social anxiety disorder experience more anxiety sensitivity and meta-worry and less reappraisal than the control group. Also, there was no significant difference between groups in terms of suppression.
The anxiety sensitivity, meta-worry and reappraisal are psychological structures which play a significant role in the development of social anxiety disorder and can lead to persistence of its symptoms.
