Cognitive Behavioral Therapy Intervention In Junior High School Social Anxiety

Social anxiety disorder is a kind of negative emotion about interpersonal communication, showing significant and sustained concern or fear in one / more social situations, in these situations the individual is exposed to unfamiliar people. They worried that their behavior is fool or embarrassed. Junior middle school students is in the psychological weaning period, the lifetime prevalence of social anxiety disorder is 5-15%. Improvement of the social anxiety plays a crucial role in the mental health, socializationa and adaptation in society, therefore, the intervention for junior middle school students of social anxiety has important practical significance.Previous Researches still have some shortcomings, such as a big age span of subjects; research methods; limited to intervention effects; a serious lack of individual intervention; Intervention bias in social behavior training. To this end, Study I and Study II explore the effect of cognitive behavior therapy on junior middle school students of social anxiety and the pattern of micro-occurrence of efficacy, using two forms of group and individuals, using the students of grade one as subjects, using multiple baseline research design.Research innovation: (1) subject chosening, make up for the age differences neglected in previous studies; (2) research methodology, use a multiple baseline design; (3) research content, explore the pattern of micro-occurrence of efficacy; (4) intervention model, use Beck's cognitive therapy.Subjects were randomly assigned into the experimental and control groups, 6 subjects respectively, a total of 24; the experimental group received 8 interventions (once a week, about 2 hours each time in the group form, about 40 minutes each time in the individual form), while the control group did not receive any treatment. Rating severity of symptoms at pre-treatment, post-treatment and 1 month follow-up, using the Social Anxiety Scale for Children (SASC) and before each intervention the experimental group were measured for levels of social anxiety.The results show that:(1) Cognitive behavioral therapy can obviously decrease the level of social anxiety of junior middle school studentsShort-term effects. Whether group or individual form, cognitive behavioral therapy of this study can obviously decrease the level of social anxiety.Long-term effects. Whether group or individual form, effect can be maintained.(2) There is a pattern of micro-occurrence of efficacy of cognitive behavioral therapy for social anxiety of junior middle school studentsWhether group or individual form, there is a similar pattern of micro-occurrence of efficacy of cognitive behavioral therapy used in this study: the baseline period, remained stable; psychological education period, efficacy started; grasp technology period, decrease rapidly; practice consolidation period, reduce slightly; up period, stable oscillation.