Improving Social Performance Through Video-feedback with Cognitive Preparation in Children with Emotional Problems

2021 ◽  
pp. 014544552199109
Author(s):  
Silvia Melero ◽  
Alexandra Morales ◽  
José Pedro Espada ◽  
Mireia Orgilés
Keyword(s):  
Social Performance ◽  
Subjective Evaluation ◽  
Video Feedback ◽  
Social Self ◽  
Emotional Symptoms ◽  
Social Situations ◽  
Positive Effects ◽  
Self Confidence ◽  
Self Image ◽  
Cognitive Preparation

Anxious children report a more negative perception of their social performance and increased nervous behaviors. The video-feedback with cognitive preparation allows children to contrast and modify their negative social self-image, increasing their self-confidence and decreasing anxiety behaviors. This study aimed to examine the effectiveness of the Super Skills for Life (SSL) program in improving social performance in a sample of children with emotional symptoms. Results indicated that both objective and subjective evaluation showed positive effects of the SSL program on the children’s social performance, enhancing their social skills and reducing anxiety behaviors in social situations, both during the program and in the last session. Girls felt more comfortable and showed better speech and social performance than boys. Our findings increase the evidence about the short-term effects of the video-feedback with cognitive preparation of the SSL program and provide a useful transdiagnostic protocol for application in the clinical setting.

scholarly journals Effectiveness of Video-Feedback with Cognitive Preparation in Improving Social Performance and Anxiety through Super Skills for Life Programme Implemented in a School Setting

2020 ◽  
Vol 17 (8) ◽  
pp. 2805
Author(s):  
Mireia Orgilés ◽  
Silvia Melero ◽  
Iván Fernández-Martínez ◽  
José Pedro Espada ◽  
Alexandra Morales
Keyword(s):  
Social Skills ◽  
Social Anxiety ◽  
Social Performance ◽  
School Setting ◽  
Skills Training ◽  
Video Feedback ◽  
Self Concept ◽  
Emotional Symptoms ◽  
Post Test ◽  
Cognitive Preparation

Effectiveness of video-feedback with cognitive preparation to treat anxiety problems (especially social anxiety) has been scarcely explored on children. Super Skills for Life (SSL) is a CBT-based intervention to reduce anxiety and comorbid problems that, apart from social skills training and behavioural activation, integrates video-feedback with cognitive preparation. This study aimed to evaluate SSL effects, implemented in a school setting, on social performance and to test self-concept and social skills as potential mediators of pre- and post-test changes in social anxiety and generalized anxiety. Sample comprised 57 children aged 8–11 years with emotional symptoms. Children were video recorded in the first and last session to assess social performance. Anxiety and self-concept measures were completed by children pre-test and post-test. Participants reduced anxiety behaviours and improved social and communication skills after treatment. In general, girls showed better social performance than boys, but SSL impact was greater in males. Social self-concept was the only mediator of change in pre- to post-treatment social anxiety. This study provides evidence of SSL to improve children’s social performance and reduce anxiety through video-feedback with cognitive preparation. Improving social concept seems essential to reduce social anxiety. An SSL programme is an ideal prevention protocol for anxious children.

Soft Skills in Engineers, a Relevant Field of Research: Exploring and Assessing Skills in Italian Engineering Students

2020 ◽  
Vol 40 (2) ◽  
Author(s):  
Valeria Caggiano ◽  
Teresa Redomero-Echeverría ◽  
Jose-Luis Poza-Lujan ◽  
Andrea Bellezza
Keyword(s):  
Impression Management ◽  
Engineering Students ◽  
Soft Skills ◽  
Reference Sample ◽  
Social Situations ◽  
Self Confidence ◽  
Change Perception ◽  
Emotional Adaptation ◽  
Challenging Tasks ◽  
Relevant Field

Soft skills are important for any career and are necessary to access and face the labor market. This research focuses on soft skills by exploring engineer profiles. It also determines how soft skills are developed through the study of a representative sample of 314 undergraduate engineering students from 15 different Italian universities. The instrument used is a questionnaire that investigates soft skills and is based on the Business-focused Inventory of Personality (BIP). Answers are grouped into four areas: intrapersonal, interpersonal, activity development, and impression management. Results show that these engineers have more self-confidence than the reference sample; they demonstrated a great commitment in setting job goals and pursuing projects, a good emotional adaptation to social situations, and enough attitudes in terms of problem solving and openness to change. Perception on the ability to work under pressure is in the average, and they seem ready to take on challenging tasks. The score shows that engineers from the sample are able to express positive and negative ideas and feelings in balance with the reference average, but sometimes they have difficulties in establishing personal relationships. Therefore, they are unable to understand the moods of those who around them and may also have difficulty in understanding their expectations. This results in some difficulties in teamwork. The general result underlines the opportunity of empowerment programs regarding soft skills.

The Effects of Megaproject Social Responsibility on Participating Organizations

2021 ◽  
pp. 875697282110158
Author(s):  
Hanyang Ma ◽  
Daxin Sun ◽  
Saixing Zeng ◽  
Han Lin ◽  
Jonathan J. Shi
Keyword(s):  
Social Responsibility ◽  
Social Performance ◽  
Empirical Results ◽  
Positive Effects ◽  
The Impact

This study focuses on the effects of megaproject social responsibility (MSR) on participating organizations’ performance. Using a survey of the participating organizations in Chinese megaprojects, this study reveals that the impact of MSR on a participant’s performance goes beyond the scope of the current megaproject. The empirical results indicate that MSR positively affects both financial and social performance of the participating organizations. The interactions of primary stakeholders weaken the positive effects of MSR on both financial and social performance, whereas the interactions of secondary stakeholders strengthen the positive effects of MSR on social performance.

Summer Camp Hemodialysis for Children With Chronic Renal Failure

PEDIATRICS ◽  
1977 ◽  
Vol 60 (1) ◽  
pp. 46-50
Author(s):  
William A. Primack ◽  
Ira Greifer
Keyword(s):  
Renal Failure ◽  
Chronic Renal Failure ◽  
Medical Treatment ◽  
Summer Camp ◽  
Maintenance Hemodialysis ◽  
Self Confidence ◽  
Self Image ◽  
Hemodialysis Unit ◽  
Pediatric Hemodialysis ◽  
Satellite Unit

A hemodialysis unit was established at a rural summer camp for children. Required medical treatment was planned so as to interfere as little as possible with normal camp programs. Campers who require dialysis were mixed fully into the population of normal campers. Twenty-two children participated during the first summer of operation. Our experience indicates that children on maintenance hemodialysis can be integrated with normal peers in a recreational program and can improve their self-image and self-confidence. The program also demonstrates that chronic pediatric hemodialysis can be safely performed in a rural satellite unit.

Physical Appearance Anxiety Impedes the Therapeutic Effects of Video Feedback in High Socially Anxious Individuals

2013 ◽  
Vol 42 (1) ◽  
pp. 92-104 ◽  
Author(s):  
Elizabeth M. J. Orr ◽  
David A. Moscovitch
Keyword(s):  
Social Anxiety ◽  
Physical Appearance ◽  
Video Feedback ◽  
Therapeutic Effects ◽  
Treatment Protocols ◽  
Public Speech ◽  
Socially Anxious ◽  
Appearance Anxiety ◽  
Anxiety Levels ◽  
Cognitive Preparation

Background: Video feedback (VF) interventions effectively reduce social anxiety symptoms and negative self-perception, particularly when they are preceded by cognitive preparation (CP) and followed by cognitive review. Aims: In the current study, we re-examined data from a study on the efficacy of a novel VF intervention for individuals high in social anxiety to test the hypothesis that physical appearance anxiety would moderate the effects of VF. Method: Data were analyzed from 68 socially anxious participants who performed an initial public speech, and were randomly assigned to an Elaborated VF condition (VF plus cognitive preparation and cognitive review), a Standard VF condition (VF plus cognitive preparation) or a No VF condition (exposure alone), and then performed a second speech. Results: As hypothesized, when appearance concerns were low, both participants who received Elaborated and Standard VF were significantly less anxious during speech 2 than those in the No VF condition. However, when levels of appearance concern were high, neither Elaborated nor Standard VF reduced anxiety levels during speech 2 beyond the No VF condition. Conclusions: Results from our analog sample suggest the importance of tailoring treatment protocols to accommodate the idiosyncratic concerns of socially anxious patients.

scholarly journals Psychopathology and urine toxicology in methadone patients

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Gamal Sadek ◽  
Zack Cernovsky ◽  
Simon Chiu
Keyword(s):  
Psychotic Symptoms ◽  
Social Self ◽  
Check List ◽  
Obsessive Compulsive ◽  
Paranoid Ideation ◽  
Compulsive Disorder ◽  
Self Confidence ◽  
Urine Toxicology ◽  
Symptom Check List ◽  
Methadone Patients

Several studies reported high rates of psychiatric commorbidity among methadone patients. We examined the relationships of measures of psychopathology to outcomes of screening urine tests for cocaine, opiates, and benzodiazepines in a sample of 56 methadone patients. They also completed the Symptom Check List-90-Revised (SCL-90-R). The highest scales in the SCL-90-R profile of our patients were those indicating somatic discomfort, anger, phobic anxiety, paranoid ideation, and also obsessive-compulsive disorder symptoms (scores above the 39th percentile). The only significant correlations between urine tests and SCL-90-R psychopathology were those involving benzodiazepines: patients with urine tests positive for benzodiazepines had lower social self-confidence (r=0.48), were more obsessive-compulsive (r=0.44), reported a higher level of anger (r=0.41), of phobic tendencies (r=40), of anxiety (r=0.39), and of paranoid tendencies (r=0.38), and also reported more frequent psychotic symptoms (r=0.43).

scholarly journals Taking a closer look at the speaking of ideal self of Spanish undergraduates

2021 ◽  
Vol 8 (3) ◽  
pp. 901-916
Author(s):  
Aránzazu García-Pinar
Keyword(s):  
Ideal Self ◽  
Structured Interviews ◽  
Multimodal Intervention ◽  
Self Confidence ◽  
Self Image ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
L2 Speaking ◽  
Students Attitudes ◽  
Oral Presentations

Over the past fifteen years, research on second language (or L2) motivation has been dominated by Dörnyei’s influential paradigm, the L2 Motivational Self System. Students’ imagined visualisations are key components in this theory, as those students who have a clear ideal self-image with an L2 component will probably be more motivated to learn a language than others that have not established a desired future state goal for themselves. This article reports the qualitative findings of a mixed-method study that explored the effects of a multimodal intervention with influential speakers on changing the students’ attitudes in public speaking. Semi-structured interviews and open-ended questionnaires were conducted with 11 engineering undergraduates, who volunteered to take part in the present study. Qualitative data showed that the multimodal intervention accompanied by goal setting (i.e., students’ classroom oral presentations) triggered an increase in some students’ future speaking selves. Six of the eleven students demonstrated a slight development in their levels of linguistic self-confidence, which made their vision of their ideal L2 speaking selves more realistic and clearer. The article discusses the implications of these findings and calls for a pedagogical shift that embraces more opportunities to assess the multimodal skills and strategies students need to become fluent L2 speakers.

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