Effect of Cognitive Behavior Modification on Social Anxiety for High School Students

Abstract

The authors of this study adopted an approach from cognitive behavior modification to design a SMART strategy, and applied the intervention to high school students. This study used a multiple baseline across-subject design to measure the degree of social anxiety among three high school students for the duration of 3 to 5 weeks, and then used the SMART strategy to intervene and document their mastering of strategies and changes of social anxiety for 15 weeks. Their anxiety level was measured and recorded 4 weeks after the intervention. The results showed that: 1) the SMART strategy can be effectively applied to high school students to address their social anxiety; 2) after the SMART strategy intervention, the students' social anxiety reduced instantly and significantly; 3) four weeks after the SMART strategy intervention, the intervention effect remained.

The Effect of Cognitive-behavior Modification and Feeding Behavior on Serotonin Levels and Depression Symptoms

“…In the literature review, no study was found that investigated the effect of cognitive-behavior modification training on depressive symptoms among students. However, the results of this study agree with the findings of Arian and Dehghani Firoozabadi [29], Lotfi et al [27], Esmaili [30], Kazemian [28], Sadipoor et al [25], and Chen et al [26], confirming that the mental health has a significant relationship with negative self-talk, and teaching how to reduce negative self-talk is very effective in psychological adjustment. Arian and Dehghani Firoozabadi [29] showed that teaching positive self-talk is effective in increasing women's belief in their general self-efficacy.…”

“…Saadipoor et al [25] believed that teaching positive self-talk and eliminating cognitive errors and familiarity with the techniques of replacing negative self-talk with positive self-talk affect people's self-efficacy and their belief in mastery and success in various fields. Chen et al [26] observed that students' social anxiety decreased rapidly and significantly after intervention with cognitive-behavior modification strategy.…”

“…One of the important characteristics of depressed people is the unrealistic negative assessments of the self-value, guilt, and rumination of past minor failures [1]. Because of these characteristics in depressed individuals, teaching cognitive behavior modification by focusing on negative self-talk can help create sensible thoughts and positive inner dialogue [25][26][27][28][29][30]. Also, since mental health has a significant relationship with negative self-talk, teaching how to reduce negative self-talk can help the psychological adjustment of depressed people [26].…”

Conceptual Design of Digital Anxiety Detection-Tools for Students School Anxiety

“…The measurement of anxiety in several contexts of previous studies has been successfully studied and developed through the integration of several required sensors [9,10]. The overall research foundation tends to view conventional counseling strategies as generally emphasizing self-reporting of anxiety measurements with the capacity of counselors and counselees full of limitations and various perspectives of meaning [11]. The complexity of an anxiety condition experienced by a person requires detailed and comprehensive measurements so that the intervention given has the right level of targets and targets.…”

Assessing ideal teacher’s personality: Students’ perspective and expectations

“…In addition, the teacher's personality also provides social support and strengthens students' abilities [32]. In contrast, a teacher's lousy personality could also negatively impact the students' attitudes, behavior, appearance, and habit [25], [33].…”