@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;7(6):405-410
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;7(6):405-410
Comparing the Metacognitive Process of Students withand without Social Phobia
ARTICLE INFO
Article Type
Original ResearchAuthors
Parviz K. (* )Salehi Fadardi J. (1 )
(* ) Psychology Department, Educational Sciences & Psychology Faculty, Ferdowsi University of Mashhad, Mashhad, Iran
(1 ) Psychology Department, Educational Sciences & Psychology Faculty, Ferdowsi University of Mashhad, Mashhad, Iran
Correspondence
Address: Educational Sciences & Psychology Faculty, Ferdowsi University of Mashhad, Vakilabad Boulevard, Mashhad, IranPhone: +98 8343462025
Fax: +985133807335
p.koorosh@gmail.com
Article History
Received: April 1, 2014Accepted: September 30, 2014
ePublished: February 4, 2015
ABSTRACT
Aims
Recent researches have shown that attention bias plays an important role in the etiology
and persistence of anxiety disorders. This study aimed to investigate how to meta-cognitive
processing (presence or absence of attention bias) to the associated stimuli with anger and
joy in normal individuals and those suffering from social anxiety, using new method called Dot
probe test.
Materials & Methods This causal-comparative study was done in 2014. Samples included ordinary students of Ferdowsi University of Mashhad and people referred to psychotherapy clinics of the University which ultimately 36 patients (18 patients with social anxiety disorder and 18 normal) out of them were selected using achievable sampling. Social Phobia Inventory (SPIN) and dot probe test were used to collect data. Data were analyzed by SPSS 19 using independent-T test.
Findings The mean reaction time to stimulus words of anger in people with social anxiety was significantly lower than normal people (p<0.01). But, there was no significant difference between reaction time to the stimulus words of happiness in people with social anxiety disorder and normal people (p>0.05).
Conclusion Using meta-cognitive therapies to improve cognitive processing can treat people with social anxiety.
Materials & Methods This causal-comparative study was done in 2014. Samples included ordinary students of Ferdowsi University of Mashhad and people referred to psychotherapy clinics of the University which ultimately 36 patients (18 patients with social anxiety disorder and 18 normal) out of them were selected using achievable sampling. Social Phobia Inventory (SPIN) and dot probe test were used to collect data. Data were analyzed by SPSS 19 using independent-T test.
Findings The mean reaction time to stimulus words of anger in people with social anxiety was significantly lower than normal people (p<0.01). But, there was no significant difference between reaction time to the stimulus words of happiness in people with social anxiety disorder and normal people (p>0.05).
Conclusion Using meta-cognitive therapies to improve cognitive processing can treat people with social anxiety.
CITATION LINKS
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[11]Khalili-Torghabeh S, Salehi Fadardi J, Amin-Yazdi SA, Ansari Z. Interpreting Ambiguous Social Situations in Social Anxiety: Application of Computerized Task Measuring Interpretation Bias. J Kerman Univ Med Sci. 2013;20(3):301-11.
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[15]- McEvoy PM, Perini SJ. Cognitive behavioral group therapy for social phobia with or without attention training: a controlled trial. J Anxiety Disord. 2009;23(4):519-28.
[16]Wells A. The attention training technique: Theory, effects, and a metacognitive hypothesis on auditory Hallucinations. Cogn Behav Pract. 2007;14(2):134-8.
[17]Wells A1, Matthews G. Modelling cognition in emotional disorder: the S-REF model. Behav Res Ther. 1996;34(11-12):881-8.
[18]Livingston JA. Metacognition: An overwiew; 1997. Available from: http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm.
[19]Lobban F, Haddock E, Einderman P, Wells A. The role metacognitive beliefs in auditory hallucination. Pers Individ Differ. 2002;32(6):1351-63.
[20]Ellis DM, Hudson JL. The meta-cognitive model of generalized anxiety disorder in children and adolescents. Clin Child Fam Psychol Rev. 2010;13:151-63.
[21]Connor KM, Davidson JR, Churchill LE, Sherwood A, Foa E, Weisler RH. Psychometric properties of the Social Phobia Inventory (SPIN). New self-rating scale. Br J Psychiat. 2000;176:379-86.
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[23]MacLeod C, Mathews A, Tata P. Attentional bias in emotional disorders. J Abnorm Psychol. 1986;95(1):15-20.
[24]Barnard A. History and theory in Anthropology. Cambridge: Cambridge University Press; 2000.
[25]Barnard A, Good A. Research Practices in the Study of Kinship. London: Academic Press; 1984.
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[2]Hofmann SG, Sawyer AT, Asnaani A. D-cycloserine as an augmentation strategy for cognitive behavioral therapy for anxiety disorders: An update. Curr Pharm Des. 2012;18(35):5659-62.
[3]Lee HJ, Telch MJ. Attentional biases in social anxiety: an investigation using the inattentional blindness paradigm. Behav Res Ther. 2008;46(7):819-35.
[4]Garcia-Lopez LJ, Olivares J, Beidel D, Albano AM, Turner S, Rosa AI. Efficacy of three treatment protocols for adolescents with social anxiety disorder: a 5-year follow-up assessment. J Anxiety Disord. 2006;20(2):175-91.
[5]Moitra E, Herbert JD, Forman EM. Behavioral avoidance mediates relationship between anxiety and depressive symptoms among social anxiety disorder patients. J Anxiety Disord. 2008;22(7):1205-13.
[6]Mörtberg E, Clark DM, Sundin O, Aberg Wistedt A. Intensive group cognitive treatment and individual cognitive therapy vs. treatment as usual in social phobia: A randomized controlled trial. Acta Psychiatr Scand. 2007;115(2):142-54.
[7]Cowart MJ, Ollendick TH. Attention training in socially anxious children: A multiple baseline design analysis. J Anxiety Disord. 2011;25(7):972-7.
[8]Eldar S, Ricon T, Bar-Haim Y. Plasticity in attention: implications for stress response in children. Behav Res Ther. 2008;46(4):450-61.
[9]Quigley L, Nelson AL, Carriere J, Smilek D, Purdon C. The effects of trait and state anxiety on attention to emotional images: an eye-tracking study. Cogn Emot. 2012;26(8):1390-411.
[10]Shahamat Dehsorkh F, Salehi Fadardi J. Attentional bias in state and trait anxiety: A dot-probe study. J Psychol. 2013;8(29):183-95.
[11]Khalili-Torghabeh S, Salehi Fadardi J, Amin-Yazdi SA, Ansari Z. Interpreting Ambiguous Social Situations in Social Anxiety: Application of Computerized Task Measuring Interpretation Bias. J Kerman Univ Med Sci. 2013;20(3):301-11.
[12]Bögels SM, Mansell W. Attention processes in the maintenance and treatment of social phobia: hypervigilance, avoidance and self-focused attention. Clin Psychol Rev. 2004;24(7):827-56.
[13]Pineles SL, Mineka S. Attentional biases to internal and external sources of potential threat in social anxiety. J Abnorm Psychol. 2005;114(2):314-8.
[14]Spurr JM, Stopa L. Self-focused attention in social phobia and social anxiety. Clin Psychol Rev. 2002;22(7):947-75.
[15]- McEvoy PM, Perini SJ. Cognitive behavioral group therapy for social phobia with or without attention training: a controlled trial. J Anxiety Disord. 2009;23(4):519-28.
[16]Wells A. The attention training technique: Theory, effects, and a metacognitive hypothesis on auditory Hallucinations. Cogn Behav Pract. 2007;14(2):134-8.
[17]Wells A1, Matthews G. Modelling cognition in emotional disorder: the S-REF model. Behav Res Ther. 1996;34(11-12):881-8.
[18]Livingston JA. Metacognition: An overwiew; 1997. Available from: http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm.
[19]Lobban F, Haddock E, Einderman P, Wells A. The role metacognitive beliefs in auditory hallucination. Pers Individ Differ. 2002;32(6):1351-63.
[20]Ellis DM, Hudson JL. The meta-cognitive model of generalized anxiety disorder in children and adolescents. Clin Child Fam Psychol Rev. 2010;13:151-63.
[21]Connor KM, Davidson JR, Churchill LE, Sherwood A, Foa E, Weisler RH. Psychometric properties of the Social Phobia Inventory (SPIN). New self-rating scale. Br J Psychiat. 2000;176:379-86.
[22]Masuodnya E. A survey of relationship between selfsteem and social phobia in undergraduate student, Daneshvar Raftar. 2010;16(37):49-58. [Persian]
[23]MacLeod C, Mathews A, Tata P. Attentional bias in emotional disorders. J Abnorm Psychol. 1986;95(1):15-20.
[24]Barnard A. History and theory in Anthropology. Cambridge: Cambridge University Press; 2000.
[25]Barnard A, Good A. Research Practices in the Study of Kinship. London: Academic Press; 1984.
[26]Sadock B, Sadock W, Kaplan H. Pocket handbook of clinical psychiatry. Rezaei F. (Translator). Tehran: Arjomand; 2009. [Persian]
[27]Brito GN. Mind from genes and neurons: a neurobiological model of Freudian psychology. Med Hypotheses. 2002;59(4):438-45.