Self-administered desensitization

Clark, Frank I.

doi:10.1016/0005-7967(73)90013-2

Cited by 25 publications

(14 citation statements)

References 8 publications

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“…For example, most of them included objective forms of assessment (e.g., behavioral avoidance tests [BAT] and physiological measures). Additionally, only two studies reported dramatic dropout rates (e.g., 50-70%) for the SA conditions (Clark, 1973;Öst et al, 1998).Results of this research found that SA treatments yielded significant benefits, with only a few exceptions (i.e., Girodo & Henry, 1976;Hellstrom & Öst, 1995;Öst et al, 1991). SA desensitization also was superior to placebo and no treatment (Rosen et al, 1976, and SA exposure was better than a reading control group (Girodo & Henry, 1976).…”

mentioning

confidence: 69%

“…For example, of the four studies that found SA equivalent to therapist-directed therapy, three of them conducted the SA interventions in a lab (Clark, 1973;Gilroy et al, 2000;Hogan & Kirchner, 1968), requiring clients to make appointments with people to whom they were accountable and to self-administer treatments in an imposed setting. This is important given that the only study that compared clinic to home self-administration found substantial differences in the percentage of clients who were clinically changed, based solely on the location of the self-exposure (i.e., 63% of clinic self-exposure clients vs. 10% of home self-exposure clients) (Hellstrom & Öst, 1995).…”

Section: Sa Treatments For Specific Phobiasmentioning

confidence: 99%

“…For example, a manualized form of desensitization was equally effective whether directed by therapist or self (Rosen et al, 1976). Similarly, SA desensitization (via audio tape and booklet) reduced phobic anxiety to the same extent as a PSH and an MC format (Clark, 1973). Further, computerized vicarious exposure (i.e., guiding an on-screen figure to encounter feared stimuli) was as effective as MC therapist-led exposure to pictures of the feared object (Gilroy et al, 2000), and educational reading about snakes was as effective as MC therapist-delivered snake education (Hogan & Kirchner, 1968).…”

mentioning

confidence: 95%

“…SA trials have treated phobias of snakes Clark, 1973; Self-Help and Minimal-Contact Therapies for Anxiety 253 Cotler, 1970;Girodo & Henry, 1976;Hogan & Kirchner, 1968;Rosen, Glasgow, & Barrera, 1976) and spiders (Gilroy, Kirkby, Daniels, Menzies, & Montgomery, 2000;Hellstrom & Öst, 1995;Öst, Salkovskis, & Hellstrom, 1991;Öst, Stridh, & Wolf, 1998;Smith, Kirkby, Montgomery, & Daniels, 1997) and have ranged from self-administration solely at home (e.g., Rosen et al, 1976) to self-administration wholly in lab settings without therapist aid (e.g., Clark, 1973;Cotler, 1970;Gilroy et al, 2000;Hogan & Kirchner, 1968;Smith et al, 1997). Further, these studies all employed exposure-based interventions, though some combined exposure with relaxation (Baker, Cohen, & Saunders, 1973;Clark, 1973;Cotler, 1970;Lang, Malamed, & Hart, 1970;Phillips, Johnson, & Geyer, 1972;Rosen et al, 1976;Rosen, Glasgow, & Barrera, 1977), muscle tension techniques (Hellstrom, Fellenius, & Öst, 1996), or cognitive therapy (de Jongh, Muris, ter, Horst, & van Zuuren, 1995). These trials also had several methodological strengths.…”

mentioning

confidence: 99%

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Self‐help and minimal‐contact therapies for anxiety disorders: Is human contact necessary for therapeutic efficacy?

et al. 2003

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Self-help materials, brief therapies, and treatments involving minimal therapist contact have all been proposed as effective and low-cost interventions for anxiety disorders. However, research also suggests that the therapeutic alliance is a central predictor of therapy outcome. Interestingly, amounts of therapist contact within and across "self-help" interventions vary greatly. It is therefore unclear how much therapist contact is necessary for a positive anxiety disorder treatment outcome. The present article reviews the literature on anxiety disorder treatments using self-help, self-administered, and decreased therapist-contact interventions. Treatment studies are grouped together by anxiety diagnosis as well as amount of therapist contact. It is concluded that self-administered treatments are most effective for motivated clients seeking treatment for simple phobias. Predominantly self-help therapies are efficacious for panic disorder and mixed anxiety samples. On the other hand, minimal-contact therapies have demonstrated efficacy for the greatest variety of anxiety diagnoses.

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mentioning

confidence: 69%

Section: Sa Treatments For Specific Phobiasmentioning

confidence: 99%

mentioning

confidence: 95%

mentioning

confidence: 99%

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Self‐help and minimal‐contact therapies for anxiety disorders: Is human contact necessary for therapeutic efficacy?

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“…Selain dari diri remaja, keluarga juga memberikan peran dalam prestasi akademik anak. Kualitas gaya pengasuhan yang baik akan berdampak pada pengoptimalan strategi belajar, serta meningkatkan motivasi agar dapat mencapai prestasi akademik yang baik (Hastuti, 2006;Clark, 1983). Pengasuhan adalah perilaku orang tua terhadap anak agar dapat bertanggung jawab serta memberikan kontribusi sebagai anggota masyarakat, termasuk perilaku orang tua ketika menghadapi emosi anak, seperti menangis, agresif, berbohong atau menunjukkan kompetensi yang kurang dalam pendidikan (Brooks, 2001).…”

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Mengoptimalkan Faktor Diri dan Keluarga dalam Prestasi Akademik Remaja

Novianti

Latifah

Hernawati

2018

JIKK

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Prestasi akademik remaja dapat dipengaruhi berbagai faktor internal maupun eksternal. Faktor internal dalam penelitian ini adalah faktor yang berasal dari diri remaja yaitu motivasi dan strategi pengaturan diri dalam belajar. Sementara itu, faktor eksternal remaja yang dimaksud adalah faktor dari keluarga dalam bentuk gaya pengasuhan yang diterapkan orang tua. Penelitian ini bertujuan untuk menganalisis pengaruh gaya pengasuhan, motivasi, dan strategi pengaturan diri dalam belajar terhadap prestasi akademik remaja. Pengambilan data dilakukan dengan teknik pelaporan diri menggunakan alat bantu kuesioner yang melibatkan 149 siswa kelas VIII dari dua Sekolah Menengah Pertama Negeri di Bogor. Hasil penelitian menemukan bahwa sekitar sembilan dari sepuluh remaja memersepsikan ibunya menerapkan gaya pengasuhan otoritatif (89,3%). Hasil penelitin juga menemukan bahwa lebih dari separuh remaja memiliki motivasi kategori sedang (53,0%) dengan motivasi yang lebih banyak digunakan adalah dimensi effort/importance. Tujuh dari sepuluh remaja memiliki strategi pengaturan diri dalam belajar remaja pada kategori rendah (72,3%) dan dimensi yang sudah cukup baik dilakukan adalah effort regulation. Prestasi akademik remaja hampir seluruhnya (95,3%) terkategori baik. Model regresi linier berganda menunjukkan bahwa lama pendidikan ibu dan gaya pengasuhan otoriter berpengaruh negatif signifikan terhadap prestasi akademik. Sementara itu, gaya pengasuhan otoritatif ibu dan strategi pengaturan diri dalam belajar berpengaruh positif signifikan terhadap prestasi akademik. Kata kunci: motivasi, otoritatif, otoriter, prestasi akademik, strategi pengaturan diri Optimizing Self and Families Factors on Adolescent's Academic Achievement Abtract Academic achievement is influenced by many factors such as internal factor and external factor. Internal factors in this research is a factor that can be used to learn. Meanwhile, the external factor of the adolescent involved is the factor of the family in the form of parenting style that implements the parents. This study aims to analyze the nurturing style, motivation, and strategies in learning against adolescent achievement. The data were collected using a questionnaire technique involving 149 VIII students from two State Junior High Schools in Bogor. The results found that about nine of the adolescents perceived the authoritative parenting style (89,3%). The results of the study also found that more than half of adolescents had moderate motivation categories (53,0%) with broader motivation. Seven of the adolescents had a low learning strategy (72,3%) and a fairly well-done dimension was the regulatory effort. The academic achievement of adolescents is almost entirely (95,3%) is categorized well. Multiple linear regression models show that the duration of mother education and authoritarian parenting style have a significant negative effect on academic achievement. Meanwhile, the mother's authoritative parenting style and self-determination strategy in learning have a significant positive effect on ac...

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Anxiety Disorders

Harwood¹,

L’Abate²

2009

Self-Help in Mental Health

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Self-administered desensitization

Cited by 25 publications

References 8 publications

Self‐help and minimal‐contact therapies for anxiety disorders: Is human contact necessary for therapeutic efficacy?

Self‐help and minimal‐contact therapies for anxiety disorders: Is human contact necessary for therapeutic efficacy?

Mengoptimalkan Faktor Diri dan Keluarga dalam Prestasi Akademik Remaja

Anxiety Disorders

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