Despite the high prevalence of yips, a psychoneuromuscular impairment affecting fine motor skills in sports performance, the specific aspects of its causality and treatment have not been identified or verified. This cross-sectional study examined psychosocial factors relating to throwing yips in baseball. Amateur baseball players (N = 292) living in Japan completed a self-report questionnaire on their anxiety/fear about throwing the ball, the Acceptance and Action Questionnaire-II, the Cognitive Fusion Questionnaire, the Short Fear of Negative Evaluation Scale, and self-reports evaluating values and social factors relevant to baseball. A hierarchical multiple regression analysis indicated that a low values-based throwing score, a high Cognitive Fusion Questionnaire score, and overreprimanding others’ mistakes were positively associated with baseball players’ yips symptoms. These results suggest that changing the context of playing baseball, reducing cognitive fusion, and improving coaching methods could reduce the risk of baseball players’ throwing yips.

The present study explored short-term longitudinal relations between several types of stress coping and psychological stress responses of junior high school students who were preparing for high school entrance examinations. Ninth graders (N=268) completed a questionnaire once a month for 3 months. Analysis using a multivariate latent curve model revealed the following: (a) the intercept of stress responses negatively affected the slopes of both problem-solving coping and dependent emotion-focused coping, (b) the intercept of dependent emotion-focused coping negatively affected the slope of stress responses, and (c) the intercepts of both stress responses and avoidant coping were positively related, however no longitudinal relation between stress responses and avoidant coping was found. The discussion deals with the influence of coping on stress and the importance for students who are preparing for high school entrance examinations of utilizing several types of coping.

This study investigated whether lower psychological flexibility (psychological inflexibility) mediates the relationship between contingent self-worth and depressive symptoms among Japanese adolescents. A total of 210 Japanese junior high school students aged 12 to 15 years (106 boys and 104 girls) were recruited for this study. Participants completed the Japanese adaptations of the Self-Worth Contingency Questionnaire, the Avoidance and Fusion Questionnaire for Youth, and the Depression Self-Rating Scale for Children. Results indicated that psychological inflexibility mediated the association between contingent self-worth and depressive symptoms. Specifically, contingent self-worth affected lower psychological flexibility, which influenced higher depressive symptoms. The results highlight the importance of fostering autonomy and promoting psychological flexibility to reduce the risk of depression among adolescents.

type:論文(Article)
中学生に対するストレスマネジメント教育およびソーシャルスキル教育について，2012 年から2021 年末の間に国内の学術雑誌に掲載された実践研究の動向をまとめた。ストレスマネジメント教育は，様々な学年を対象とし，保健体育や総合的な学習の時間を中心に，主に概念教育とリラクセーション技法が実施されていた。ソーシャルスキル教育については，1 年生を対象に主として道徳や総合的な学習の時間に実施されており，「聴き方」や「アサーション」に関する実践が多かった。

type:論文(Article)
本研究は，子ども用怒りの対処尺度を開発することを目的に行われたものである。小学5，6年生162 名（男子78名，女子84名）と中学1から3年生503 名（男子248名，女子255名）の合計665名分の質問紙のデータが分析において使用された。探索的因子分析および確認的因子分析を行った結果，7 因子構造が妥当であると判断された（問題解決思考，笑いへの転化，肯定的解釈，サポート希求，身体的沈静化，認知的回避および表出抑制）。これらの因子は，良好な内的一貫性（ω係数＝.73―.88）と良好な再検査信頼性（r＝.57―.77）を示した。そして，基準関連的尺度との相関関係の分析などにより，尺度の妥当性も確認された。学校段階および性別の分析を行った結果，認知的回避を除いたすべての下位尺度について，中学生の方が小学生と比較して，わずかに得点が高かった。また，笑いへの転化については男子の方が女子よりわずかに得点が高かった。その一方で，サポート希求に関しては，女子の方が男子より得点が高かった。

This research examined the reliability and validity of the Change Agenda Implicit Relational Assessment Procedure (CA-IRAP). Change agendas that lead people to think that "reducing or removing undesirable thoughts and feelings will solve problems and lead to a more successful life" are considered unworkable in acceptance and commitment therapy (ACT). For acceptance-based interventions to succeed, relinquishing change agendas is important. However, currently available methods for measuring these types of change agendas are limited to explicit measures, which are vulnerable to distortion from social desirability and demand characteristics. The authors attempted to measure change agendas using the IRAP. A total of 131 undergraduate and graduate students (40 male, 91 female; mean age = 21.93,SD= 3.19) participated. First, we examined the CA-IRAP's discriminant validity in relation to explicit measures such as the Acceptance and Action Questionnaire-II in 83 participants who were able to pass the CA-IRAP. The correlations between the CA-IRAP and the explicit measures were low, confirming the discriminant validity of the CA-IRAP. Second, we examined the predictive validity of the CA-IRAP. Nineteen respondents had learned ACT and 34 respondents had never learned ACT. Non-ACT learners' CA-IRAP scores were higher than those of ACT learners, which confirmed the CA-IRAP's predictive validity. Finally, we examined the CA-IRAP's test-retest reliability, which was confirmed across some CA-IRAP trial types. In conclusion, the authors submit that the CA-IRAP has strong potential as a valid instrument for measuring the relative strength of relational responses around change agendas while controlling for variables such as demand characteristics.

The present study aimed to investigate the reciprocal relations between experiential avoidance, stressor, and psychological stress response (which consist of anger, depression, anxiety, helplessness, and physical complaints). In this study, 688 Japanese junior high school students (353 boys, 334 girls, 1 unidentified; mean age 13.28 years) completed three waves of questionnaires on experiential avoidance, stressor, and psychological stress response, with one-week intervals between measurement waves. Results from cross-lagged panel analyses showed that experiential avoidance predicted subsequent stressor and psychological stress response. Furthermore, the stressor and psychological stress response influenced by prior experiential avoidance affected subsequent occurrence of experiential avoidance. The findings suggest that reciprocal relations exist among the variables, and that the interaction between experiential avoidance and psychological stress was possible in adolescents.

<p>Increasingly, studies of Acceptance and Commitment Therapy (ACT) have suggested that psychological flexibility is related to mental health. However, too few studies have examined the model of psychological flexibility from the point of Relational Frame Theory (RFT), the basis of Acceptance and Commitment Therapy. Related to that, behavioral variability governed by rules may provide a new point of view for Relational Frame Theory. Therefore, the present study aimed to examine the relationship between behavioral variability governed by rules and psychological flexibility, and the benefit of Acceptance and Commitment Therapy with reference to Relational Frame Theory. Participants responded to questionnaires and completed 2 computer tasks which measured their behavioral variability governed by rules. The findings revealed that the participants' scores on the Acceptance and Action Questionnaire-II (AAQ-II) and on behavioral variability governed by rules were weakly but not significantly correlated. On the other hand, the participants with poor mental health tended to exhibit psychological inflexibility and behavioral rigidity, and psychological flexibility and behavioral variability governed by rules seemed to predict mental health. In conclusion, the present study suggests that behavioral variability governed by rules may reflect one part of psychological flexibility, and benefit Acceptance and Commitment Therapy with reference to Relational Frame Theory.</p>

We investigated the changing patterns of depression in junior high school students over one year. A latent class growth analysis was used to examine the responses of 923 junior high school students to the Japanese version of the Depression Self-Rating Scale for Children (DSRS-C
assesses decreased activity and pleasure, and depressed mood) at three time points. The analysis revealed seven distinct trajectories in the scores on both subscales (e.g., retaining a high score, decrease from high to moderate score, and increase from moderate to high score). These results revealed that about 20% of the students were at high risk for increased depression at some point during the year. These results indicated that depression is not stable among junior high school students, and that it changes throughout the year. These observations could provide useful information for research and practice related to depression in junior high school students.

The Implicit Relational Assessment Procedure (IRAP) is frequently employed over other measures of so-called implicit attitudes because it produces 4 independent and "nonrelative" bias scores, thereby providing greater clarity around what drives an effect. Indeed, studies have sometimes emphasized the procedural separation of the four trial types by choosing to report only the results of a single, theoretically meaningful trial type. However, no research to date has examined the degree to which performance on a given trial type is impacted upon by other stimulus categories employed within the task. The current study examined the extent to which response biases toward "women" are influenced by two different contrast categories: "men" versus "inanimate objects." Results indicated that greater dehumanization of women was observed in the context of the latter relative to the former category. The findings highlight that the IRAP may be described as a nonrelative, but not acontextual, measure of brief and immediate relational responses.

The aim of the present study was to investigate whether rules acquired through creative hopelessness serve as motivative augmentals for the reduction of experiential avoidance and for the activation of valued behaviors. Undergraduate students (N=48) with a high social-avoidance tendency were randomly assigned to an experimental group, a control group, or a placebo group. The experiment lasted for 2 days; between those 2 days, there was a 2-week home work period. On the first day, the experimental group and control group received psychological education on creative hopelessness. The placebo group received psychological education consisting of general clinical psychology information about social anxiety. Further, only the experimental group was asked to present the newly acquired rules during the home work period. Results showed that only the experimental group improved in terms of social avoidance tendency (Lebowitz Social Anxiety Scale [LSAS]-avoidance) (Cohen's d=0.97). Further, compared to the other groups, the experimental group displayed a greater number of and engaged more frequently in valued behaviors (M=2.06; M=10.00, respectively). These results might support the claim that rules newly acquired through creative hopelessness may serve as motivative augmentals.

Summary: Cognitive defusion strategies are a set of techniques that are used in Acceptance and Commitment Therapy to change the functions of verbal stimuli. The Word Repeating Technique (WRT) is a commonly used cognitive defusion technique. This study examined whether differences in verbal stimuli used in WRT have different effects on outcome measures. Further, we investigated whether the WRT have different effects on outcome measures from exposure to verbal stimuli. Forty-nine undergraduate and graduate students were randomly assigned to four groups: (a) the Neutral-Defusion condition, in which neutral verbal (e.g., lemon) stimuli were repeated; (b) the Negative-Defusion condition, in which uncomfortable verbal stimuli (e.g., failure) were repeated; (c) the Both-Defusion condition, in which both neutral and uncomfortable verbal stimuli were repeated; and (d) the Verbal-Exposure condition, in which participants were exposed to uncomfortable verbal stimuli. Results suggested that the WRT had different effects on outcome measures from the exposure to the verbal stimuli. Furthermore, the WRT using uncomfortable verbal stimuli did not have long-term effects on outcome measures, while the WRT using neutral verbal stimuli did, specifically in terms of avoidance of verbal stimuli and subjective measure results.

Summary: In this study, differences between two subtypes (Generalized type and Non-generalized type) of social anxiety were investigated in terms of individuals' fluency in the formation of stimulus relations and physiological responses. Fifty-four university students completed the Japanese version of the Social Phobia Scale (SPS), which measures anxiety in performance situations; the Social Interaction Anxiety Scale (SIAS), which assesses anxiety in interaction situations; and the Go/No-go Association Task, which measures individuals' fluency in the formation of stimulus relations between verbal stimuli representing social situations and emotions. In addition, their mental sweatings were recorded while they performed a speech task. The average and standard deviation criteria on the SPS and SIAS were used in group setting. Consequently, 30 individuals were subjected to analysis. Results indicated that individuals with generalized social anxiety were more fluent than those with low-level anxiety in forming stimulus relations between verbal stimuli representing performance situations and negative emotions. Further, individuals with low-level anxiety showed greater mental sweating in the speech task itself than they did in the preparation for the task. These results indicate that Relational Frame Theory may be efficiently applied to better understand the subtypes of social anxiety.

The aims of the present study were to compare symptoms and attentional bias of patients with generalized social anxiety disorder (GSAD) to those of patients with non-generalized social anxiety disorder (NGSAD), and of patients with high perceived physiological arousal social anxiety disorder to those of patients with low perceived physiological arousal social anxiety disorder. Participants (n=16) with social anxiety disorder and control participants without social anxiety disorder (NC; n=6) were asked to fill out questionnaires and to perform a modified dot-probe task in which they were presented with negative and positive evaluation words, body-sensation words in 2 separate exposures that involved automatic and strategic processing. ANOVAs of the attentional bias scores, with subtype (GSAD vs. NGSAD vs. NC) and perceived physiological arousal (high vs. low vs. NC) as independent variables, revealed no significant differences. However, t-tests comparing attentional bias scores with 0 indicated that whereas participants with non-generalized social anxiety disorder were vigilant while performing automatic processing with positive evaluation words, patients with high perceived physiological arousal and social anxiety disorder tended to pay more attention to the body-sensation words on the tasks requiring strategic processing. The significance of assessing social anxiety disorder subtypes and possibly appropriate interventions for each subtype were discussed.

The current study tested the validity of the Implicit Relational Assessment Procedure (IRAP) as a tool for clinical assessment. Twenty-four students with high social anxiety were randomly assigned to either cognitive defusion or control conditions. Participants completed a self-report measure of the believability of anxiety-related thoughts and the Anxiety IRAP before and after the interventions. Significant decreases in response latency on the IRAP for both consistent and inconsistent trials were found only in participants in the cognitive defusion condition. We suggest that narrow and inflexible responding (i.e., fusion) interferes with behavioral fluency in both consistent and inconsistent blocks of the implicit measure, and thus a defusion intervention reduced response latencies in both types of blocks. In the control condition, however, we found a reduction in response latencies only for the inconsistent blocks, due to practice that occurred in the absence of a floor effect. The self-report believability measure, which produced effects for both the defusion and control conditions, showed a larger effect size for the control condition. Our results suggest that future studies that seek to analyze the impact of defusion interventions, and the psychological processes involved, employ a range of measures such as the IRAP, with a particular focus on separating out the effects of the therapeutic intervention from possible practice effects. © 2013 Association for Contextual Behavioral Science.

The present study aimed to test the reliability and validity of the Implicit Relational Assessment Procedure (IRAP). The validity of the D_<IRAP> scores was examined as an index of verbal relations, and the response latencies, as an index of psychological flexibility. Undergraduate students (N=32) completed the Anxiety-Implicit Relational Assessment Procedure. To examine the test-retest reliability, 24 of the participants completed the Anxiety-Implicit Relational Assessment Procedure again 1 week after their first participation. To test the validity of the Implicit Relational Assessment Procedure, relations among the Anxiety-Implicit Relational Assessment Procedure, explicit and implicit social anxiety, explicit psychological flexibility, and avoidance behavior were examined. The Dirap scores and response latencies of the Anxiety-Implicit Relational Assessment Procedure revealed good test-retest reliability. Furthermore, the present study provides support for the validity of D_<IRAP> scores as an index of verbal relations, and for moderate validity of response latencies as an index of psychological flexibility.

The aim of this study is to investigate the effect of multiple exemplar training procedure on establishment of generalized contextual control over the transformation of stimulus function. Three 3-member stimulus equivalence classes, each consisting of three topographically distinct visual stimuli (linear, circular, triangle) were established for 12 undergraduate students using match-to-sample (MTS) task. Following the MTS training and testing, participants were provided with many trials in which behaving in accordance with transformation of function was differentially reinforced or punished depending on the presence of a class of physical features of the stimuli. Finally, new equivalence classes were then established and test for generalized contextual control were presented. The result revealed that all 9 subjects included in analyses demonstrated contextual control over derived transformation of stimulus functions, of which seven showed the generalization of contextual control. The finding will be discussed in terms of experimental analyses of the nature of cognitive defusion and how we can further the definitive test of effects of cognitive defusion at the basic experimental level.

The aim of the present study was to reinvestigate effects of multiple exemplar training procedures on establishment of generalized contextual control over the transformation of stimulus function with 4-member stimulus equivalence classes, instead of 3-member stimuli equivalence classes as in Kishita et al. (2012, in Japanese). Three 4-member stimulus equivalence classes, each consisting of 4 topographically distinct visual stimuli (line, circle, triangle, square) were established for 9 undergraduate students using a match-to-sample (MTS) task. Following the match-tosample training and testing, participants were provided with many trials in which behaving in accordance with transformation of function was differentially reinforced or punished, depending on the presence of a class of physical features of the stimuli. Finally, new equivalence classes were established, and a test for generalized contextual control was presented. The results revealed that 7 of the participants who were included in the analyses demonstrated contextual control over derived transformations of the stimulus functions; among them, 4 showed generalized contextual control. The multiple exemplar training procedure used in the present study may produce generalization of contextual control over the transformation of stimulus function as in Kishita et al. (2012, in Japanese).

The present research was aimed at testing the utility of the Implicit Relational Assessment Procedure 2010 (IRAP) as a behavioral assessment methodology for cognitive defusion. In the present test of the validity of this procedure as a tool for clinical assessment, a commonly used cognitive defusion technique, word repeating, was focused on, and how rapid vocal repetition of one word affected response latencies during the Implicit Relational Assessment Procedure was examined. Participants (university students, average age 19.8 years) were assigned randomly to either a cognitive defusion group (n=15) or a control group (n=16), and completed the Implicit Relational Assessment Procedure before and after the intervention. The results revealed that the cognitive defusion group's response latencies on the consistent and inconsistent trials were shorter than the control group's. Specifically, the cognitive defusion group's response latencies on the inconsistent trials showed a significant decrease after the intervention. The findings are discussed in terms of the potential therapeutic application of the Implicit Relational Assessment Procedure.

In the present study, 2 students with autism spectrum disorder were given social skills training. The behavioral assessment set the context of the problem behavior in the training center, which also was where the training was conducted. One participant (Cl; fifth grade boy) showed a high frequency of problem behavior in social situations (e.g., interfering with other children's play). The other participant (C2; seventh grade boy) , had only brief social interactions in conversations (e.g., talk was one-sided). The target behavior was identified for each child based on the results of the behavioral assessment. Cl was trained to confirm rules, and C2, in the skill of supportive responses. After the social skills training Cl's problem behavior decreased, and C2's social interactions improved. The discussion considered an evaluation of social validity in relation to the effectiveness of the training and practical challenges for the future.

The purpose of the present article was to outline directions for future behavioral research on human language and cognition in relation to understanding and treating psychopathological symptoms. According to Relational Frame Theory, which provides a behavioral account of human language and cognition, derived stimulus relations and transformation of stimulus functions have the central role in explaining higher mental activities in people. The present paper first categorizes previous research on transformation of stimulus function on the basis of the objectives of each study. The published literature was then divided into 3 categories: studies on acquiring relational framing, on transformation of stimulus functions, and on contextual control over the transformation of stimulus functions. The empirical literature is reviewed briefly. Next, clinical implications of the literature on transformation of stimulus functions are described, and limitations of previous research are explained. Finally, some challenges and opportunities that lie ahead for behavioral research on human language and cognition in terms of understanding and treating psychopathological symptoms are suggested.

This study investigated successive changes of psychophysiological responses related to social anxiety using a speech task. Fifteen university students completed the Fear of Negative Evaluation Scale (FNE) and the Go/No-go Association Task (GNAT) which measured their implicit associations between social situations and emotions. During a speech task, psychophysiological responses (electro-dermal activity: EDA; heart rate: HR) were assessed. The results showed that both EDA and HR were reduced through the speech task. For EDA, however, there was a significant difference between high and low GNAT groups. The implications for implicit variables are discussed.

The purposes of the present study were to verify the efficacy of cognitive-behavioral therapy (CBT) for treating posttraumatic stress disorder (PTSD) through a meta-analysis of data from recent research, and to deal with issues related to research on posttraumatic stress disorder. The results of the meta-analysis verified the effectiveness of cognitive-behavioral therapy for posttraumatic stress disorder and suggested further potential applications. Tasks set for the future include: (a) examination of intervention methods in relation to patients' symptom profiles and condition. (b) verification of the efficacy of cognitive-behavioral therapy when used in combination with medical treatment. (c) identification and specification of treatment techniqus and factors that influence therapeutic gain, examination of the techniques' efficiency, and identification of appropriate intervention methods. and (d) examination of factors other than treatment techniques that are known to be effective.

The purpose of the present study was to use the Implicit Association Test (IAT; Greenwald et al., 1998) to assess the implicit associations of individuals scoring high and low on the Eating Attitudes Test-26 (EAT-26). Participants were 56 female college students. Students with high or low scores on the EAT-26 completed two other instruments: FOOD-IAT and BODY-IAT. Each IAT was designed to assess the strength of memory associations. The FOOD-IAT measured the implicit association between food and evaluation; BODY-IAT measured the association between body shape/weight and evaluation. The results showed that there was no difference in the FOOD-IAT scores between students with high and low scores. On the other hand, in the implicit association between body shape/weight, high scorers' associations were more positive than low scorers'. These results suggest that eating problems measured by the EAT-26 related to a bias in certain aspects of information processing, such as implicit associa-tions, which play a crucial role in various forms of psychopathology (De Houwer, 2002). The findings are discussed in relation to recent psychopathological research into implicit associations and dysfunctional beliefs in eating disorders.

The present study investigated effects of behavioral assessment and assessment-based social skills training (SST). The participant in the study was a male junior high school student with Asperger's disorder. As a result of a behavioral assessment, we hypothesized that (1) although he had some social skills, his social interactions were inappropriate because he could not respond adequately to other people's stimuli, (2) social skills training would improve his appropriate responses, and (3) improving his appropriate responses would result in an improvement in his social interactions. In order to improve his social interactions, he was given social skills training, using a coaching method. The target skills were waiting for the other person's responses and listening to the other person, including looking at the person, nodding, and asking questions. The results showed that these skills were improved after the social skills training. His social interactions in free conversation also improved. In free conversations after the social skills training, the young man's appropriate social interactions increased, and his inappropriate social interactions (e.g., ignoring others) decreased. On the basis of these results, the validity of the assessment and the intervention was discussed.