The Effectiveness of Cognitive Behavioral Therapy Including Updating the Early Life Experiences and Images with the Empty Chair Technique on Social Anxiety

Abstract

Specific memories of early negative life experiences (ENLE) and images play an important role in the cause and persistence of social anxiety. In this study, we aimed to investigate the effectiveness of individual Cognitive Behavior Therapy (iCBT), which includes updating a specific memory of ENLE and related images using the empty chair technique, on the social anxiety of university students. In addition to this, how iCBT applied affects the students' general selfefficacy and psychological well-being is also examined. The current study was carried out with a total of eight university students, six female and two male. Participants attended iCBT sessions for 12 weeks. Changes in participants were evaluated with Liebowitz Social Anxiety Scale (LSAS), General Self-Efficacy Scale (GSES), and Flourishing Scale (FS) before iCBT, and one week, three months and six months after iCBT ended. The findings show that participants' social anxiety decreased both statistically and clinically in post-tests and follow-up measures. There were statistically and clinically significant increases in general self-efficacy and psychological well-being. In addition, the changes in the participants' social anxiety, general self-efficacy and psychological well-being post-test and follow-up measures have a large effect size. This study shows that iCBT, which includes updating of specific memories of ENLE and images, is effective in reducing social anxiety and increasing general self-efficacy and psychological well-being. These findings show that iCBT, which includes updating a specific memory of ENLE and related images, using the empty chair technique is an effective method reducing for university students' social anxiety.

Psychological Well-Being of Pre-Service Training Teachers

“…Although the psychological well-being of pre-service training teachers has been observed to be at a high and exceedingly high level, the aspect of improving self-quality over time has a relatively low ability to depict their psychological well-being. This finding is caused by the teacher's lack of locus of control, especially internal control, to help maintain high psychological well-being (Aslan & Tolan, 2022;Avsar & Sevim, 2022;Baluku, Bantu, Namale, & Otto, 2022;Fang et al, 2022;Gündüz, 2022;Luo, 2022). The absence of an internal locus of control among student teachers can impede their personal development and make them susceptible to feelings of uncertainty in various life situations.…”

“…Psychological well-being is defined as an individual's capacity to effectively control emotions while conquering a variety of life problems (Avsar & Sevim, 2022;Gündüz, 2022;Luo, 2022). With satisfactory psychological well-being, individuals are able to avoid unwanted emotions, accept their own condition, and have a good outlook on life.…”