The Effects of Video and Nonnegative Social Feedback on Distorted Appraisals of Bodily Sensations and Social Anxiety

2011 ◽  
Vol 109 (2) ◽  
pp. 411-427 ◽  
Author(s):  
Yoshihiro Kanai ◽  
Junwen Chen ◽  
Satoko Sasagawa ◽  
Yuji Sakano
Keyword(s):  
Social Anxiety ◽  
Video Feedback ◽  
Control Group ◽  
Positive Outcomes ◽  
Social Feedback ◽  
Anticipatory Anxiety ◽  
Socially Anxious ◽  
Differential Effects ◽  
Bodily Sensations ◽  
Experimental Group

The effects of video feedback and nonnegative feedback from other people were examined as possibly ameliorating distorted appraisals of bodily sensations, as well as subjective and physiological anxiety in socially anxious individuals. Nonnegative feedback from a confederate emphasized the absence of negative outcomes (e.g., did not seem to tremble) rather than the presence of positive outcomes (e.g., looked calm). Socially anxious students were randomly assigned to either the experimental group, which received video and social feedback ( n = 12), or the control group ( n = 13). Participants were asked to give a videotaped speech twice. After the first speech, the experimental group watched the videotape of their speech and received feedback from a confederate, whereas the control group watched the video of another person's speech. The intervention improved distorted appraisal of bodily sensations and anticipatory anxiety for the experimental group. However, there were no differential effects on anxiety between the groups during speeches.

Dramatherapy and Social Anxiety

Dramatherapy ◽  
1982 ◽  
Vol 6 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Peter A.W. Figge
Keyword(s):  
Social Anxiety ◽  
Group Therapy ◽  
Family Background ◽  
Therapy Group ◽  
Control Group ◽  
Socially Anxious ◽  
Group Sessions ◽  
Therapy Sessions ◽  
Experimental Group

41 socially anxious students who sought psychotherapeutic help at the Counselling and Psychotherapy Center of Hamburg University were treated with dramatherapy In groups. Averaging a twelve-year problem duration of social anxiety, the dramatherapeutic subjects do not differ from the average non-therapy seeking student when compared in general social and family background or in intellectual capability. There are indications for a special helper-helpee relationship between parent and child as prerequisite for the development of social anxiety. After four single therapy sessions, the treatment consisted of 16—three hour group sessions once a week, one of these being a three-day “intensive session” in the seclusion of a country meeting place. A therapy group consisted of eight clients (four female, four male) and one female, one male psychotherapist. In comparing changes of an experimental group (n = 21) after dramatherapy with those of a control group (n = 20) who had been waiting for psychotherapy, drama games and exercises in combination with the work on a specially designed interaction hierarchy proved responsible for significant improvements of the experimental group on cognitive, emotional and behavioural levels. These effects having steadily developed during the process of the group therapy appear to be stable up to seven months after group therapy when follow up interviews were conducted. The therapy procedure Is illustrated, exemplary results are discussed.

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 Neural correlates of negative expectancy and impaired social feedback processing in social anxiety

2020 ◽  
Vol 15 (3) ◽  
pp. 285-291 ◽  
Author(s):  
Ruolei Gu ◽  
Xiang Ao ◽  
Licheng Mo ◽  
Dandan Zhang
Keyword(s):  
Social Anxiety ◽  
Cognitive Processing ◽  
Social Acceptance ◽  
Cognitive Biases ◽  
Event Related Potentials ◽  
Control Group ◽  
Social Feedback ◽  
Feedback Processing ◽  
Related Potentials ◽  
High Social Anxiety

Abstract Social anxiety has been associated with abnormalities in cognitive processing in the literature, manifesting as various cognitive biases. To what extent these biases interrupt social interactions remains largely unclear. This study used the Social Judgment Paradigm that could separate the expectation and experience stages of social feedback processing. Event-related potentials (ERPs) in these two stages were recorded to detect the effect of social anxiety that might not be reflected by behavioral data. Participants were divided into two groups according to their social anxiety level. Participants in the high social anxiety (HSA) group were more likely to predict that they would be socially rejected by peers than did their low social anxiety (LSA) counterparts (i.e. the control group). Compared to the ERP data of the LSA group, the HSA group showed: (a) a larger P1 component to social cues (peer faces) prior to social feedback presentation, possibly indicating an attention bias; (b) a difference in feedback-related negativity amplitude between unexpected social acceptance and unexpected social rejection, possibly indicating an expectancy bias; and (c) a diminished sensitivity of the P3 amplitude to social feedback valence (be accepted/be rejected), possibly indicating an experience bias. These results could help understand the cognitive mechanisms that comprise and maintain social anxiety.

scholarly journals Are Catastrophic Misinterpretations of Bodily Sensations Typical for Patients with Panic Disorder? An Experimental Study of Patients with Panic Disorder or Other Anxiety Disorders and Healthy Controls

2020 ◽  
Vol 44 (6) ◽  
pp. 1106-1115
Author(s):  
Barnabas Ohst ◽  
Brunna Tuschen-Caffier
Keyword(s):  
Panic Disorder ◽  
Anxiety Disorders ◽  
Skin Conductance Level ◽  
Physiological Arousal ◽  
Fear Memory ◽  
Control Group ◽  
Healthy Controls ◽  
Bodily Sensations ◽  
Assessment Strategies ◽  
Experimental Group

Abstract Background Research on catastrophic misinterpretations of bodily sensations in patients with a diagnosis of panic disorder has yielded inconsistent findings concerning the question of how typical these misinterpretations are and how this compares with other anxiety disorders. Limitations of assessment strategies concerning catastrophic misinterpretations have been discussed. We assessed catastrophic misinterpretations by activating participants’ fear memory, as has been suggested. Methods Participants in the experimental group (EG) were shown a suspenseful film clip to induce physiological arousal before completing a measure of catastrophic misinterpretation (BSIQ-FR). Skin conductance level (SCL) was used as marker for physiological arousal. Results As expected, the film manipulation led to a significant increase in physiological arousal in the EG compared to the control group (CG) across all disorder groups. ANOVAs did not show significant interactions between factors Group (Panic Disorder, Other Anxiety Disorder, and Healthy Controls) and Condition (EG, CG). However, comparison of means indicated that participants with panic disorder showed more catastrophic misinterpretations of bodily sensations than patients with other anxiety disorders in the EG, but not in the CG. Conclusions The findings indicate that the activation of fear memory via induction of physiological arousal facilitated the measurement of catastrophic misinterpretations, and provide further evidence that catastrophic misinterpretations of bodily sensations are typical for panic disorder.

The influences of virtual social feedback on social anxiety disorders

2019 ◽  
Vol 47 (6) ◽  
pp. 726-735 ◽  
Author(s):  
Tomoko Kishimoto ◽  
Xinfang Ding
Keyword(s):  
Social Anxiety ◽  
Public Speaking ◽  
Group Differences ◽  
Control Group ◽  
Social Feedback ◽  
Virtual Reality Exposure Therapy ◽  
Health Control ◽  
Negative Condition ◽  
Virtual Reality Exposure ◽  
Healthy Participants

AbstractBackground:Social feedback in the virtual environment is a critical part of successful virtual reality exposure therapy (VRET), and identifying the influences of virtual social feedback on social anxiety patients is necessary.Aims:The present study aimed to explore the influences of ambiguous and negative virtual social feedback on social anxiety patients and a health control group (HCG).Method:Twenty-six social anxiety patients and 26 healthy participants were recruited. All participants were exposed to a virtual public speaking scenario. The participants were required to make two 3-minute speeches while the virtual audiences gave them either ambiguous feedback or negative feedback. The subjective units of discomfort (SUD) and heart rate were collected during the process.Results:The results showed that SAD individuals reported higher levels of subjective anxiety than those in the HCG, and the between-group differences were larger in the mild ambiguous condition than in the intense negative condition.Conclusions:This study indicates that social anxiety patients have an interpretation bias towards ambiguous virtual social feedback. Therefore, it is important for VR-based interventions to take into account not only the valence of the feedback but also the ambiguity aspect.

The Effectiveness of Drama Therapy on Decreasing of the Symptoms of Social Anxiety Disorder in Children

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1 ◽  
Author(s):  
A. Anari ◽  
P. Ddadsetan ◽  
B. Saleh Sedghpour
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Children And Adolescents ◽  
Social Anxiety Disorder ◽  
Social Performance ◽  
Drama Therapy ◽  
Anxiety Scale ◽  
Control Group ◽  
Liebowitz Social Anxiety Scale ◽  
Experimental Group

The effectiveness of Drama therapy on decreasing of the symptoms of Social Anxiety Disorder (Performance Anxiety, Performance Avoidance, Social Anxiety & Social Performance Subtests) in 10-11 years old children was investigated in this study. 2 schools were randomly selected from elementary schools of Tehran city. First, Validation the Liebowitz Social Anxiety Scale for Children and Adolescents (Liebowitz, Klein & Masia-Warner, 2003) is done in one of that school; Then, in two schools, from 300 children ages 10-11, 32 children whose had received the highest scores on the Liebowitz Social Anxiety Scale for Children and Adolescents (LSAS-CA) were selected. Subjects were divided into control and experimental groups. Experimental group received Drama therapy intervention for 6 weeks, twice a week sessions lasting two hours. The results were analyzed using covariance and indicated the children in experimental group reported a significant decrease in symptoms of Social Anxiety Disorder (Performance Anxiety, Performance Avoidance, Social Anxiety & Social Performance Subtests) as compared to the control group. In addition, in 3 month follow up, results had stabilized in experimental group as compared to the control group. The emerged findings can have clinical application in prevention and treatment of social anxiety disorder in children.

scholarly journals Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

2016 ◽  
Vol 9 (8) ◽  
pp. 106 ◽  
Author(s):  
Amira Desouky Ali
Keyword(s):  
Academic Writing ◽  
Mixed Methods Research ◽  
Video Feedback ◽  
Higher Order ◽  
Control Group ◽  
Online Questionnaire ◽  
Content Organization ◽  
Before And After ◽  
Writing Tests ◽  
Experimental Group

<p>This mixed-methods research was carried out to investigate the effect of screencast video feedback on the writing of freshmen, studying academic writing course at a university in Egypt, and explore their perception towards receiving screencast feedback. Two classes of 63 students were chosen to participate in this study and were assigned into two groups; an experimental group (33 students) and a control one (30 students). While the control group received written comments, the experimental group received video feedback to the higher order concerns of writing (content, organization and structure) and written feedback to the lower order concerns (accuracy) of their writings. Two writing tests were administered to the two groups before and after the experiment. To investigate the perception towards screencast feedback, an online questionnaire was applied to the experimental group after the experiment. Results showed that the experimental group outperformed the control group in the higher order concerns of writing as well as the overall writing skill in the writing posttest. Findings also revealed that the majority of students in the experimental group perceived screencast feedback positively for being clear, personal, specific, supportive, multimodal, constructive, and engaging. However, they reported few challenges such as slow loading time and inability to download videos to their computers. The research concludes with implications for practitioners and researchers.</p>

scholarly journals Social Anxiety and Empathy: A Systematic Review and Meta-analysis

2021 ◽  
Author(s):  
Merle-Marie Pittelkow ◽  
Marije aan het Rot ◽  
Lea Jasmin Seidel ◽  
Nils Feyel ◽  
Annelieke Roest
Keyword(s):  
Systematic Review ◽  
Social Anxiety ◽  
Meta Analysis ◽  
Positive Association ◽  
Cognitive Empathy ◽  
Self Report ◽  
Clinical Samples ◽  
Control Group ◽  
Sample Type ◽  
Socially Anxious

Objective: This systematic review and meta-analysis aimed to clarify the association between social anxiety and affective (AE) and cognitive empathy (CE). Methods: 1442 studies from PsycINFO, Medline, and EMBASE (inception-January 2020) were systematically reviewed. Included studies (N = 48) either predicted variance in empathy using social anxiety scores or compared empathy scores between socially anxious individuals and a control group. Results: Social anxiety and AE were statistically significantly positively associated, k = 14, r= .103 (95%CI [.003, .203]), z =2.03, p =.043. Sex (QM (2) = 18.79, p&lt; .0001), and type of measures (QM (1 = 7.34, p =.007) moderated the association. Correlations were significant for male samples (rmale= .316, (95%CI [.200, .432])) and studies using self-report measures (rself-report = .162 (95%CI [.070, .254])). Overall, social anxiety and CE were not significantly associated, k=52, r =-.021 (95%CI [-.075, .034]), z= -0.74, p = .459. Sample type moderated the association (QM (1)= 5.03, p &lt;.0001). For clinical samples the association was negative (rclinical= -.112, (95%CI [-.201, -.017]). Conclusion: There was evidence for a positive association between social anxiety and AE, but future studies are needed to verify the moderating roles of sex and type of measure. Besides, low CE might only hold for patients with SAD.

scholarly journals Developing sport expertise in youth sport: a decision training program in basketball

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e7392 ◽  
Author(s):  
Alexander Gil-Arias ◽  
Luis Garcia-Gonzalez ◽  
Fernando Del Villar Alvarez ◽  
Damián Iglesias Gallego
Keyword(s):  
Decision Making ◽  
Training Program ◽  
Procedural Knowledge ◽  
Group Analysis ◽  
Video Feedback ◽  
Control Group ◽  
Sport Expertise ◽  
Validated Questionnaire ◽  
The Impact ◽  
Experimental Group

Background This study has analyzed the impact of applying a decision training program, in which video-feedback and questioning were used, on the development of decision-making, skill execution and procedural knowledge in basketball players. Methods Participants were eleven male players aged between 12 and 13 years old (Mage = 12.75, SDage = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball. Results The results reported that sport expertise improved in players from the experimental group, who had significantly higher intervention test scores for successful decisions and skill executions when compared to players in the control group. In the intra-group analysis, the experimental group significantly improved in the intervention test compared to the pre-test, in terms of some of the variables of decision-making, skill execution and procedural knowledge. Discussion These results reinforce the idea of including cognitive tools in training, such as video-feedback and questioning, to improve sport expertise in players’ formative stages, and presumably to improve their performance whilst maintaining decision training throughout time.

scholarly journals The influence of chess training on pupils’ self-efficacy， self-esteem and social anxiety

2019 ◽  
Vol 60 ◽  
pp. 01002
Author(s):  
Peng Jianguo ◽  
Jia Wenying ◽  
Hu Zhigang ◽  
Niu Zhou
Keyword(s):  
Social Anxiety ◽  
Self Efficacy ◽  
Self Esteem ◽  
Psychological Characteristics ◽  
Control Group ◽  
Community Group ◽  
Teachers And Parents ◽  
And Control ◽  
General Self Efficacy ◽  
Experimental Group

Background With the 2001 announcement about three chess games in school, go, Chinese chess and chess, the three upsurge of popularity is set off in the country. Chess started late in China and was originally considered as an intellectual sport related to intelligence. Its role in psychological characteristics has not received enough attention from people. Objective In order to study the influence of chess training on pupils' self-efficacy, self-esteem and social anxiety. Methods 121 pupils from Jinding No.1 primary school are selected as study subjects and divided into experimental group and control group. The experiment group is the community group of 31 pupils, and the control group is the non-community group of 90 pupils. Using General Self-Efficacy Scale, Self-Esteem Scale, and Social Anxiety Scale for Children, the scales are used to test, and the pupils are observed and the teachers and parents are interviewed. Results There are significant differences in self-efficacy, self-esteem and social anxiety between the community and the non-community pupils. Conclusion It shows that a certain intensity of chess training has a greater impact on pupils' self-efficacy, self-esteem and social anxiety.

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