A feasibility study into the efficacy of a three session Cognitive Bias Modification for Interpretation (CBM-I) training, with Implementation Intentions (II), for adolescents experiencing high levels of social anxiety: A single-case series.

Smith, Holly (2015) A feasibility study into the efficacy of a three session Cognitive Bias Modification for Interpretation (CBM-I) training, with Implementation Intentions (II), for adolescents experiencing high levels of social anxiety: A single-case series. Doctoral thesis, University of East Anglia.

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Abstract

Previous research has found that Cognitive Bias Modification for Interpretation (CBM-I) is effective for modifying interpretation biases and reducing anxiety in adults (e.g., Mathews & Mackintosh, 2000). Beard (2011) recommended investigating the effectiveness of CBM-I in adolescents, particularly those experiencing social anxiety, and enhancing effects of CBM-I. Webb, Ononaiye, Sheeran, Reidy and Lavda (2010) found that implementation intentions (II) could promote rapid disengagement from threatening stimuli and decrease poor self-evaluation for people with high levels of social anxiety. Therefore the current study aimed to investigate the effects of CBM-I with II using a three session CBM-I training programme with adolescents experiencing clinical levels of social anxiety. Curtis (2013) found that adolescents with SAD showed greater reductions in anxiety and negative interpretation bias following a CBM-I programme if they enjoyed the programme. Therefore the study looked at whether adolescents who reported greater enjoyment displayed greater reductions in negative interpretation bias and social anxiety symptoms than those that reported low levels of enjoyment. Overall, CBM-I with IIs did not significantly reduce negative interpretation biases and levels of social anxiety. Still, minimal reductions in negative interpretation bias and social anxiety symptoms were found for some adolescents and the enjoyment level experienced was related to outcomes. The clinical and theoretical implications were discussed (e.g., aetiology of SAD and implications for treatment), alongside limitations of the study (e.g., recruitment and sample considerations) and potential directions for further research were suggested (e.g., increasing the number of CBM-I sessions) to develop our understanding of the variables involved in modifying interpretation bias and social anxiety in adolescents.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School
Depositing User:	Users 2259 not found.
Date Deposited:	28 Jan 2016 09:20
Last Modified:	28 Jan 2016 09:20
URI:	https://ueaeprints.uea.ac.uk/id/eprint/56813
DOI:

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