Systematic desensitization as training in self-control.

Presents an alternative to conceptualizing systematic desensitization as a passive elimination of specific fears. The therapeutic procedure is interpreted within a mediational framework as offering the client a more general skill by which he may actively reduce anxiety. Research findings supporting the contention that desensitization may provide the individual with a greater ability for self-control in a variety of anxiety-provoking situations are discussed. Specific procedural modifications stemming from this self-control orientation are outlined. (35 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of anxiety management training and self-control desensitization.

Compared the effects of anxiety management training (AMT) and self-control desensitization (SCD) in reducing targeted (test anxiety) and nontargeted anxieties. Comparisons revealed that AMT and SCD effectively reduced state (worry, emotionality, and state test anxiety) and trait (Debilitating scale of Alpert-Haber Achievement Anxiety Test and test items from the Fear Inventory) debilitating test anxiety and increased facilitating text anxiety (Facilitating scale of the Achievement Anxiety Test) relative to controls. A 6-wk follow-up demonstrated maintenance of debilitating test anxiety reduction. No performance differences were found in analog testing, but Ss receiving treatment had significantly higher psychology grades than those not receiving treatment. Posttreatment findings reveal some nontargeted anxiety reduction for SCD; however, by follow-up both treatments evidenced significant nontargeted anxiety reduction. The results are discussed in terms of remedial and preventive functions met by the self-control interventions; the possibility of treating diverse anxieties within a single AMT group is also considered. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of two short-term desensitization methods in the treatment of test anxiety.

2 short-term desensitization methods, accelerated massed desensitization and anxiety management training, were compared with standard systematic desensitization in terms of reducing self-reported test anxiety in 44 high test-anxious undergraduates. Posttreatment scores on the Suinn Test Anxiety Behavior Scale indicate that all 3 treatment procedures significantly reduced test anxiety as compared with a waiting-list control group. However, self-reported anxiety following treatment for the anxiety management training group was higher than for the standard desensitization and accelerated massed desensitization groups, and the standard desensitization procedure was significantly more effective than anxiety management training. Anxiety management training, a general or nonspecific program for anxiety control, reduced test anxiety with just 1 hr of direct training in counteracting anxiety. It did not, however, reduce other salient fears as measured by scores on a fear survey schedule. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expectancy and phobic level: Effects on desensitization.

Three basic conclusions can be drawn from the current expectancy literature: (a) Expectancy effects have been found when therapeutic and experimental instructions are compared. (b) Expectancy effects have not been found when positive therapeutic and negative therapeutic instructions are compared. (c) Highly phobic Ss display less susceptibility to expectancy effects than moderately phobic Ss. In the present study, 3 instructions (positive therapeutic, negative therapeutic, experimental) accompanying desensitization were compared in combination with 2 levels of fear (high, moderate) in 79 snake-phobic undergraduates (according to scores on the Snake Anxiety Questionnaire, Snake Fear Inventory, and Behavioral Avoidance Test). Expectancy instructions were introduced 6 times during the 4-wk treatment, and the effectiveness of these instructions was demonstrated with independent nonreactive measures of Ss' expectancies. Analysis of self-report, behavioral, and unobtrusive measures of snake anxiety revealed significant main effects for instructions, with positive therapeutic instructions effecting greater reductions in Ss' fears than either negative therapeutic or experimental instructions. Ss' initial phobic levels were unrelated to outcome. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

EMG biofeedback training versus systematic desensitization for test anxiety reduction.

Investigated EMG biofeedback training as a method to reduce test anxiety among 40 university students. A procedure combining EMG biofeedback training with systematic desensitization (SD) was compared to an automated SD program not using EMG feedback. The study also evaluated the effectiveness of EMG feedback relaxation training without SD. Ss were randomly assigned to 1 of 4 groups: (a) EMG biofeedback training with SD, (b) EMG biofeedback relaxation training, (c) automated SD, and (d) no-treatment control. At the end of the program, all participants were administered the Suinn Test Anxiety Behavior Scale, Sarason's Test Anxiety Scale, and an anagrams test, given under threat conditions. Results suggest that EMG biofeedback training is a useful technique for reducing test anxiety, but not necessarily more effective than SD. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anxiety management training and self-control desensitization—15 months later.

Conducted a follow-up of a study that compared the effectiveness of anxiety management training and self-control desensitization in the reduction of targeted (test) and nontargeted anxieties in 62 college students. Anxiety management training and self-control desensitization groups continued to report significantly less debilitating test anxiety and significantly less nontargeted anxiety than controls on both measures of nontargeted anxiety. No significant differences among groups were found for dismissal for academic reasons or grades. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of modeling and desensitization in reducing dentist phobia.

Notes that although many persons avoid dentists and dental work, counseling techniques that eliminate dental avoidance behavior and reduce stress have not yet been systematically examined. The present study explored the effects of systematic desensitization and social-modeling treatments with placebo and assessment control groups. Each of the 4 groups contained 9 dental-phobic adults (mean age = 30 yrs). A behavioral measure as well as several attitude and fear arousal scales (e.g., the Fear Survey Schedule) were used as dependent variables. Modeling was more effective than desensitization as shown by the number of Ss who went to a dentist, and modeling and desensitization were more effective in reducing arousal and improving attitudes than placebo and assessment groups. The importance of demonstrating behaviors coupled with covert practice, or self-modeling, is discussed. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of anxiety management training and desensitization in reducing test and other anxieties.

Compared the effectiveness of systematic desensitization (SD) and anxiety management training (AMT) on 22 and 18 college students, respectively, in reducing test anxiety [Test Anxiety Scale (TAS) and Test Anxiety Behavior Scale] and generalizing to other anxieties. Both SD and AMT produced significant reduction of test anxiety, but by follow-up, AMT produced significantly more test-anxiety reduction on the TAS. On one measure of nontargeted anxieties (Fear Inventory) both AMT and SD produced and maintained significant anxiety reduction. However, on the other measure (Trait Anxiety Inventory), AMT reduced anxiety significantly by follow-up, whereas SD produced no change at all. Results are discussed in terms of the superiority and advantages of AMT for remedial and preventive counseling functions. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of question-generation training on reading comprehension.

Explored the effects of training in question generation on comprehension question performance, quality and form of generated questions, and accuracy of predicted comprehension. 260 6th-grade students were placed in 1 of 5 experimental groups: question training, question-generation practice, inference question-response practice, literal question-response practice, and no-question control. Groups met for 5 40-min lessons over a 2-wk period and were subsequently assessed during 2 testing sessions. Results indicate that Ss trained to generate questions for expository passages outperformed the comparison groups on several comprehension and metacomprehension measures. No interactions between reading skill and treatment condition were observed. Implications are drawn for the continued need for carefully developed tests of reliable strategy-training paradigms and for the implementation of question-generation activities with elementary school students. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of assessor training on information use.

This study investigated the impact of assessor training on use of information in arriving at the overall rating (OAR). It was expected that assessors who received 3 weeks of training would use more information in arriving at the OAR than would assessors who received 2 weeks of training. Individual stepwise regression analyses did not reveal enhanced information use as a function of training. High interdimension correlations in both groups indicated no differences in the degree of differentiation among dimensions. The absence of a training effect might have been due to a ceiling effect, to assessor cognitive limitations, to the redundant nature of dimension information, or to some combination of all three. These possibilities are discussed in light of behavioral decision theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eye movement desensitization and reprocessing treatment for combat PTSD.

Four Vietnam veterans (aged 42–55 yrs) diagnosed with posttraumatic stress disorder (PTSD) were treated with 12 sessions of eye movement desensitization and reprocessing, targeting their combat memories. An extensive multimodal assessment battery showed very substantial clinical improvement for 3 of the veterans along a number of psychological dimensions that characterize the disorder, but not along several physiological parameters. A 4th veteran showed only very modest changes. Results are discussed in terms of the importance of several issues, including numbers of treatment sessions and differential effects of treatment on cognitive-behavioral and physiological symptoms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Systematic desensitization and awareness treatment for reducing counselor anxiety.

Compared the effects of systematic desensitization, an awareness treatment designed to increase awareness of interpersonal anxiety, and no treatment on the reduction of counselor's anxiety. 41 counseling graduate students assigned to 1 of the 3 treatment conditions served as Ss. With treatments intervening, Ss participated in pre- and postcounseling interviews with a client-accomplice. A multivariate analysis of postanxiety measures showed no differences between the treatment groups, but in comparison to the no-treatment control group both treatments were associated with significant anxiety reduction on 4 measures related to speech disturbance, extraneous body movement, and self-reported anxiety. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Instructional desensitization: A semantic behavior treatment of anxiety disorder.

Explored the efficacy of instructional desensitization (ID) in the treatment of public speaking anxiety, using 30 speech-anxious undergraduates as Ss. Three self-report measures of confidence, affect, and anxiousness were completed by Ss, and 20 behavioral manifestations of anxiety were observed during Ss' delivery of a 4-min speech. Ss were randomly assigned to ID, placebo, or waiting list groups. Ss in the placebo group were led to believe that they were receiving a new form of therapy. Results show that ID Ss showed a significant decrement in their anxiety reactions as measured by objective and subjective anxiety measures. A significant anxiety decrement was also found in placebo Ss. However, self-report gains were not verified by objective observations. It is concluded that ID is a new semantic behavior therapy intervention that may have beneficial effects in the treatment of a broad variety of anxiety disorders. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypnosis versus systematic desensitization in the treatment of test anxiety.

Assessed the comparative effectiveness of systematic desensitization (SD) and the directed experience hypnotic technique (HT) in reducing self-reported test anxiety and increasing the academic performance of 36 test-anxious undergraduates. Ss were assigned randomly to either the HT or SD conditions or to 1 of 2 control groups. All Ss had previously scored above the 50th percentile on Sarason's Test Anxiety Questionnaire (TAQ) and below the 85th percentile on a midterm exam. Results indicate that only the SD treatment significantly reduced TAQ scores. No significant improvement in academic performance was observed for either treatment. An additional analysis of high- vs moderate-anxious subgroups failed to show differential treatment effects on either dependent measure. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognition and desensitization in the group treatment of test anxiety.

Assessed the comparative effectiveness of cognitive, arousal reduction, and combined cognitive and arousal reduction treatments for test anxiety. 48 test-anxious volunteers who had scored above 32 on the Debilitating Anxiety scale of the Alpert-Haber Achievement Anxiety Test were assigned randomly to 1 of 2 graduate-student therapists, who provided (a) cognitive therapy, (b) systematic desensitization, (c) a combination of cognitive therapy and systematic desensitization, or (d) a pseudotherapy control procedure. 12 other test-anxious Ss were assigned to a waiting-list control group. Test anxiety was assessed both on self-report measures, in an analog testing situation prior to treatment, at the completion of treatment, and at a 1-mo follow-up. GPA was also used as a measure of academic performance. Results indicate that cognitive therapy was more effective in reducing anxiety in the analog testing situation and improving GPA than other treatment and control procedures. Systematic desensitization, combined systematic desensitization and cognitive therapy, and the pseudotherapy control procedure were not reliably different from one another. Results underline the effectiveness of cognitive therapy in treating test anxiety. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of anger management training with mentally retarded adults in group treatment.

Conducted a components analysis of a cognitive-behavioral anger management program with 54 mildly or moderately mentally retarded 17–57 yr olds attending vocational training programs. Self-control training was given in 1 of 4 groups: relaxation training, self-instruction, problem solving, or a combined anger management condition. Dependent measures included self-reports, ratings of videotaped role-plays, and supervisor ratings. Results reveal decreases in aggressive responding over time and no significant between-group differences. The study suggests that anger management training with mentally retarded adults may be effective. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of contingency awareness and suggestion on systematic desensitization: Unplanned therapist differences.

Hypothesized that the effectiveness of systematic desensitization (sd) in reducing situational anxiety depends on s's awareness. 60 speech-phobic ss were assigned to 1 of 6 groups: (a) sd alone, (b) sd plus suggestion, (c) sd plus awareness, (d) attention placebo, (e) contact control, and (f) no-contact control. Results do not support the hypothesis. Significant therapist procedural differences were found which suggest that specific procedural variables are related to sd effectiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of videotape training inputs on group performance.

Assigned 135 university students to 5 experimental conditions-no verbal instructions, verbal instructions, videotape feedback, videotaped model presentation, videotaped feedback and modeling. Results show that groups which were exposed to videotape training inputs performed significantly better than did control groups. Specifically, videotape model presentations resulted in significant performance improvement, and the addition of videotape feedback to modeling resulted in a significant but relatively small incremental performance improvement. Videotape feedback alone did not result in significant performance improvement. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of conflict management training on police performance.

Compared the performance of 54 patrolmen in 3 matched public housing projects on a number of different criteria (e.g., total crime clearance rate, number of offense arrests, and danger-tension index). Ss in the 1st project received special affective-experiential training, Ss in the 2nd project special cognitive training, and in the 3rd project no special training. The general level of performance by affective-experientially trained officers was significantly superior to that of the officers who functioned in the other 2 projects. Implications of these findings for police training and for action research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)