A 12-month follow-up of homogeneous and heterogeneous anxiety management training.

Reports the 12-mo follow-up of a study that compared the effectiveness of homogeneous or heterogeneous anxiety management training (AMT) in the reduction of targeted (test or speech) and nontargeted anxieties in 87 college students. At this follow-up, both forms of AMT led to continued reports of significantly less debilitating test or speech anxiety than exhibited by controls. Whereas neither the test nor speech anxious samples alone evidenced nontargeted anxiety reduction at the extended follow-up, the combined AMT group reported significantly less nontargeted anxiety than the combined control group on 1 of 2 nontargeted anxiety measures. No significant differences among groups were found for university retention or grades. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Change in homogeneous and heterogeneous sensitivity training groups.

Assigned 77 male and 73 female undergraduates to 4 homogeneous and 4 heterogeneous t groups based on expressed and wanted control behavior scores on the fundamental interpersonal relations orientation-behavior (firo-b) scale. After 14 weekly meetings, it was found that heterogeneous groups manifest significantly more positive change on the firo-b. On rating scales devised to measure positive feeling toward the group, the initial superiority of homogeneous groups was reduced by the end of the t group, and the heterogeneous groups manifested more significant increases. Results are consistent with R. Harrison and B. Lubin's (see pa, vol. 40:2814) confrontation-support model of change. The increased use of behavioral criteria of changes and the need for follow-up investigations are advocated. (18 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Arab and Israeli counseling trainees: A comparison of ethnically homogeneous and heterogeneous groups.

The study compared Arab and Jewish trainees in ethnically homogeneous and heterogeneous groups, in 1 counselor training program in Israel. The 60 participants were divided into 4 conditions: Jewish trainees in homogeneous and heterogeneous groups (n=15 in each), and Arab trainees in homogeneous and heterogeneous groups (n=15 in each). Functioning in the group was measured through group climate (engagement, conflict, and avoidance), group intimacy, self-disclosure, and regret of disclosure. Results indicated cultural differences only on self-disclosure, with Arabs scoring lower than Jews on several dimensions. Group composition differences were mainly indicated on the climate measure, with higher scores in the heterogeneous group on conflict and avoidance, and lower scores on regret of feeling exposure. Culture-by-group interactions were found for engagement, self-disclosure, and regret after disclosure about self, with Arabs in heterogeneous groups scoring higher on the first 2 and lower on the third. These results recommend placing Arab trainees in heterogeneous groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison between behavioral replication training and sensitivity training approaches to heterosexual dating anxiety.

Compared a behavioral replication program and a sensitivity training program with regard to treatment efficiency for heterosexual dating anxiety in 29 undergraduates. No significant differences were found between the 2 programs on measures of general social anxiety (e.g., State-Trait Anxiety Inventory A-State scale). However, the behavioral program demonstrated, in general, a significant treatment efficiency on more specific measures of heterosexual dating anxiety, including both behavioral ratings and self-report responses to a simulated dating interaction and a measure of transfer. "Tailoring" of treatment programs to the specific target problems of the treatment population and the inclusion of procedures to promote transfer are suggested. (21 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)     

Treatment effectiveness of anxiety management training in small and large group formats.

The relative efficiency of anxiety management training (AMT) in a large group was compared to AMT in small groups and to a wait-list control. Ss were 67 undergraduates selected on basis of scores on the Trait scale of State-Trait Anxiety Inventory. Immediately after treatment, small-group AMT Ss reported significantly less general anxiety than controls. Follow-up at 7 wks revealed maintenance of this reduction of general anxiety and a further significant improvement on the Psychological Screening Inventory. In all comparisons, large-group AMT was not significantly different from either small group AMT or controls. No other significant differences among groups were found for personality variables, nontargeted anxieties, or grades. (14 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)     

A comparison of rater training programs: Error training and accuracy training.

108 undergraduates were randomly assigned to 1 of 4 experimental groups to rate videotaped performances of several managers talking with a problem subordinate. The research employed a single-factor experimental design in which rater error training (RET), rater accuracy training (RAT), rating error and accuracy training (RET/RAT), and no training were compared for 2 rating errors (halo and leniency) and accuracy of performance evaluations. Differences in program effectiveness for various performance dimensions were also assessed. Results show that RAT yielded the most accurate ratings and no-training the least accurate ratings. The presence of error training (RET or RET/RAT) was associated with reduced halo, but the presence of accuracy training (RAT or RET/RAT) was associated with less leniency. Dimensions?×?Training interactions revealed that training was not uniformly effective across the rating dimensions. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical practice, university research, and students: A historical perspective on anxiety management training.

This article is based on an address that was given at the 1994 annual convention of the American Psychological Association in Los Angeles. This article briefly covers the role undergraduate and graduate students had in research on anxiety throughout the author's professional career. Emphasis is placed on findings regarding anxiety management training (AMT), a short-term therapy for anxiety and anger. Such findings cover the initial validation study as well as examples of the diverse clinical applications of AMT. In general, this article demonstrates an integration of educational training, university-based research, and clinical applications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social participation in homogeneous and heterogeneous groups of chronic schizophrenics.

Responsiveness of socially withdrawn, regressed chronic schizophrenics to changes in the characteristics of their social environment was examined. It was hypothesized that withdrawn, regressed, hospitalized patients would participate more effectively in problem-solving groups that were heterogeneous in the activity level and "mental health" of its members than in homogeneous groups. 16 Ss rated as withdrawn and regressed and 16 active, improved Ss solved group problems in a homogeneous and heterogeneous group context. Ratings by independent judges, employing a scale devised for this purpose, indicated that both withdrawn and active chronic schizophrenics participate significantly more effectively in a heterogeneous group problem-solving situation than in a homogeneous setting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Systematic comparison of two parent training programs in child management.

14 school counselors were systematically trained to provide 2 varieties of parent-focused instruction. Six of the counselors were subsequently followed as they provided such training. Three elected to base their training procedures on principles of operant conditioning, and 3 elected to provide training in effective communication. 137 mothers were followed through the course of these training sessions. Findings suggest that neither the behavior modification nor effective communication program produced substantially better results. Neither was there evidence that the 2 procedures exerted their effects on mothers who were distinguished by differing need systems. There was some suggestion, however, that those who dropped out of training tended to have lower needs for social inclusion than those who remained. The communication training module had its greatest impact in reducing affectional needs, although this was relatively independent of felt benefit from the program. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Criterion for judging the homogeneous and heterogeneous nucleation

A criterion for judging the nucleation form in highly undercooled liquid has, respectively, been derived from the nucleation and structure of liquid. It is found that the nucleation form of a highly undercooled liquid can be judged by determining the S _v in the liquid (where S _v is the surface area of the supposed catalyst in a unit volume of the liquid). When the determined value of S _v is equal to 10^10±1 m⁻¹, the liquid has nucleated homogeneously; it has nucleated heterogeneously if the determined value of S _v is less than 10^10±1 m⁻¹. By calculating the values of S _v in highly undercooled aluminum, copper, and silver, it is found that only silver melted under a slag has been undercooled to its undercooling of homogeneous nucleation.     

Test anxiety and academic competence: A comparison of alternative models.

The ability of 3 theoretical models to explain the academic performance and test anxiety of 178 undergraduates was compared. The cognitive-attentional model includes negative thoughts and underlying concerns. The cognitive-skills model also includes study habits. The social learning model includes self-efficacy and outcome expectations as well as goal-related motivation. In hierarchical regressions, variable sets from all models added unique variance to explain performance and to explain test anxiety. Cognitive-attentional processes emerged as relatively more important than academic skills or social learning processes, though the latter sets did contribute significantly. It is recommended that cognitive-attentional accounts be replaced by multiple-deficit formulations, and that multimodal counseling addresses cognitive, skills, and social learning processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relaxation-induced anxiety: Paradoxical anxiety enhancement due to relaxation training.

14 adults (mean age 34.4 yrs) suffering from general tension were given 1 session of training in each of 2 relaxation methods—progressive relaxation and mantra meditation; order of presentation was counterbalanced. Ss were administered a battery of tests that included the State-Trait Anxiety Inventory, Cognitive-Somatic Anxiety Questionnaire, and the Anxiety Differential. Four of the Ss plus 1 other who terminated prematurely displayed clinical evidence of an anxiety reaction during a preliminary practice period, while 30.8% of the total group under progressive relaxation and 53.8% under focused relaxation reported increased tension due to the relaxation session. Progressive relaxation produced greater reductions in subjective and physiological outcome measures and less evidence of relaxation-induced anxiety. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Quality and acceptance of problem solutions by members of homogeneous and heterogeneous groups.

Though previous work by Hoffman (see 34: 954) had demonstrated that higher quality solutions to problems were produced by heterogeneous groupings of people (in terms of personality) than homogeneous, the present research was prompted by the question as to the generalizability of the findings. This study attempts to find where the results relate to situations which enhance group differences in terms of value or attitude held. Even on problems designed to produce emotional conflict, the heterogeneous groups proved to be more effective in problem solving. From Psyc Abstracts 36:04:4GE01H. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anxiety management training and relaxation as self-control in the treatment of generalized anxiety in medical outpatients.

55 23–72 yr old outpatients expressing interest in a 6-wk program on coping with stress and anxiety were assigned to 1 of 3 groups: relaxation as self-control (RSC), anxiety management training (AMT), or waiting-list control groups. Pre- and posttreatment assessments included the State–Trait Anxiety Inventory and the Multiple Affect Adjective Check List. At posttreatment and 4-wk follow-up assessments, AMT and RSC groups reported significantly less trait and state anxiety and stress reactivity in 2 stressful situations, general physiological arousal, person-specific anxiety symptoms, depression, and anger than the control group. Among these measures only 1 difference was found between AMT and RSC, and it was not significant at follow-up. No between-groups differences were found on systolic or diastolic blood pressure. No differences were found on resting heart rate posttreatment. At follow-up, however, the RSC group had a significantly lower heart rate than the control group. Results are interpreted in terms of both the efficient development of relaxation coping skills for medical outpatients and the potential for counseling psychology in behavioral medicine. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Advancing videotape parent training: A comparison study.

This study examines the specific effects of adding a broader based, videotape treatment component (ADVANCE) to a basic videotape parent skills training program (GDVM). ADVANCE treatment trains parents to cope with interpersonal distress through improved communication, problem solving, and self-control skills. 78 families with a child diagnosed as oppositional-defiant or conduct-disordered were randomly assigned to either GDVM alone or GDVM plus ADVANCE. Parent reports of child adjustment and parent distress, assessment of child's knowledge of social skills, as well as independent observations of mother– and father–child interactions and communication and of problem solving between parents were obtained at pre- and post-GDVM and at post-ADVANCE. Both groups significantly improved at short-term follow-up. ADVANCE produced additional significant improvements in parents' communication, problem-solving skills, and consumer satisfaction, as well as children's increased knowledge of prosocial solutions. The clinical significance of these findings is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of error management training: A meta-analysis.

Error management training (EMT) is a training method that involves active exploration as well as explicit encouragement for learners to make errors during training and to learn from them. Past evaluation studies, which compared skill-based training outcomes of EMT with those of proceduralized erroravoidant training or of exploratory training without error encouragement, have yielded considerable variation in effect sizes. The present meta-analysis compiles the results of the existing studies and seeks to explain this variation. Although the mean effect of EMT across all 24 identified studies (N = 2,183) was positive and significant (Cohen's d = 0.44), there were several moderators. Moderator analyses showed effect sizes to be larger (a) for posttraining transfer (d = 0.56) than for within-training performance and (b) for performance tasks that were structurally distinct (adaptive transfer; d = 0.80) than for tasks that were similar to training (analogical transfer). In addition, both active exploration and error encouragement were identified as effective elements in EMT. Results suggest that EMT may be better suited than error-avoidant training methods for promotion of transfer to novel tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attention training for generalized social anxiety disorder.

Attentional bias toward negative social cues is thought to serve an etiological and/or maintaining role in social anxiety disorder (SAD). The current study tested whether training patients to disengage from negative social cues may ameliorate social anxiety in patients (N = 36) with a primary diagnosis of generalized SAD. Patients were randomly assigned to either an attention training condition (n = 18), in which patients completed a modified dot-probe task designed to facilitate attentional disengagement from disgusted faces, or a control dot-probe task condition (n = 18). As predicted, patients in the attention training condition exhibited significantly greater reductions in social anxiety and trait anxiety, compared with patients in the control condition. At termination, 72% of patients in the active treatment condition, relative to 11% of patients in the control condition, no longer met Diagnostic and Statistical Manual of Mental Disorders (4th ed.) criteria for SAD. At 4-month follow-up, patients in the attention training condition continued to maintain their clinical improvement, and diagnostic differences across conditions were also maintained. Results support attention-based models of anxiety and suggest that attention training is a promising alternative or complementary intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Systematic desensitization of test anxiety: A comparison of group and individual treatment.

Assigned 30 college students with high test anxiety (as measured by the Suinn Test Anxiety Behavior Scale) to group or individual desensitization therapy or to a no-treatment control group. Results clearly demonstrate the efficacy of both individual and group desensitization in treating high test anxiety. (PsycINFO Database Record (c) 2010 APA, all rights reserved)