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Articles 1 - 8 of 8
Full-Text Articles in Psychology
Avoidant Personality Disorder And The Generalized Subtype Of Social Phobia, Craig S. Holt, Richard G. Heimberg, Debra A. Hope
Avoidant Personality Disorder And The Generalized Subtype Of Social Phobia, Craig S. Holt, Richard G. Heimberg, Debra A. Hope
Department of Psychology: Faculty Publications
Social phobia and avoidant personality disorder (APD) may be given as comorbid diagnoses. However, it is not known if the labels provide independent, useful diagnostic information. We classified social phobics by social phobia subtype and presence of APD. Generalized social phobics with and without APD (ns = 10 and 10) and nongeneralized social phobics without APD (n = 10) were distinguished on measures of phobic severity. The generalized groups also showed earlier age at onset and higher scores on measures of depression, fear of negative evaluation, and social anxiety and avoidance than did the nongeneralized group. APD …
Behavioral Parent-Teacher Consultation: Conceptual And Research Considerations, Susan M. Sheridan, Thomas R. Kratochwill
Behavioral Parent-Teacher Consultation: Conceptual And Research Considerations, Susan M. Sheridan, Thomas R. Kratochwill
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
The importance of involving parents in their children’s education has been documented consistently. Likewise, school psychology as a profession traditionally has recognized the importance of working actively and collaboratively with parents. Little conceptual or empirical work has been reported, however, that links home and school individuals systematically in collaborative problem-solving consultation. Behavioral consultation provides a useful framework for working within and between family and school systems to involve parents and teachers together in cooperative problem-solving, with a focus on the interacting systems in a child’s life. The potential advantages of having both parents and teachers serve as consultees are that …
An Introduction To The Five-Factor Model And Its Applications, Robert R. Mccrae, Oliver P. John
An Introduction To The Five-Factor Model And Its Applications, Robert R. Mccrae, Oliver P. John
Public Health Resources
The five-factor model of personality is a hierarchical organization of personality traits in terms of five basic dimensions: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience. Research using both natural language adjectives and theoretically based personality questionnaires supports the comprehensiveness of the model and its applicability across observers and cultures. This article summarizes the history of the model and its supporting evidence; discusses conceptions of the nature of the factors; and outlines an agenda for theorizing about the origins and operation of the factors. We argue that the model should prove useful both for individual assessment and for the elucidation …
Situational Domains Of Social Phobia, Craig S. Holt, Richard G. Heimberg, Debra A. Hope, Michael R. Liebowitz
Situational Domains Of Social Phobia, Craig S. Holt, Richard G. Heimberg, Debra A. Hope, Michael R. Liebowitz
Department of Psychology: Faculty Publications
Although social phobia is defined as severe anxiety in social situations, little is known about the range or prevalence of social situations that elicit anxiety in social phobic individuals. The present study developed the concept of situational domains, groups of similar situations that may provoke anxiety in subsets of social anxious persons. Four conceptually derived situational domains were examined: formal speaking/interaction, informal speaking/interaction, observation by others, and assertion. Ninety-one social phobic patients were classified as anxiety-positive or anxiety-negative within each situational domain, varying inclusion criteria of anxiety experienced in each situation and the number of anxiety-producing situations within a domain. …
Validity Of The Distinction Between Generalized Social Phobia And Avoidant Personality Disorder, James D. Herbert, Debra A. Hope, Alan S. Bellack
Validity Of The Distinction Between Generalized Social Phobia And Avoidant Personality Disorder, James D. Herbert, Debra A. Hope, Alan S. Bellack
Department of Psychology: Faculty Publications
Disorders of pervasive social anxiety and inhibition are divided into 2 categories, generalized social phobia (GSP) and avoidant personality disorder (APD). We explored the discriminative validity of this categorization by examining the comorbidity of GSP and APD and by comparing these groups on anxiety level, social skills, dysfunctional cognitions, impairment in functioning, and presence of concurrent disorders. Results from 23 subjects showed high comorbidity of the 2 diagnoses: All subjects who met criteria for APD also met criteria for GSP. APD was associated with greater social anxiety, impairment in functioning, and comorbidity with other psychopathology, but no differences in social …
Assessment Of Anxiety In Social Interaction And Being Observed By Others: The Social Interaction Anxiety Scale And The Social Phobia Scale, Richard G. Heimberg, Gregory P. Mueller, Craig S. Holt, Debra A. Hope, Michael R. Liebowitz
Assessment Of Anxiety In Social Interaction And Being Observed By Others: The Social Interaction Anxiety Scale And The Social Phobia Scale, Richard G. Heimberg, Gregory P. Mueller, Craig S. Holt, Debra A. Hope, Michael R. Liebowitz
Department of Psychology: Faculty Publications
Social phobia has become a focus of increased research since its inclusion in DSM-III. However, assessment of social phobia has remained an underdeveloped area, especially self-report assessment. Clinical researchers have relied on measures that were developed on college populations, and these measures may not provide sufficient coverage of the range of situations feared by social phobic individuals. There is a need for additional instruments that consider differences in the types of situations (social interaction vs. situations involving observation by others) that may be feared by social phobics and between subgroups of social phobic patients. This study provides validational data on …
In Stories We Trust: Studies Of The Validity Of Autobiographies, George S. Howard, Arthur C. Maerlender, Paul R. Myers, Tom D. Curtin
In Stories We Trust: Studies Of The Validity Of Autobiographies, George S. Howard, Arthur C. Maerlender, Paul R. Myers, Tom D. Curtin
Department of Psychology: Faculty Publications
There is a dearth of research addressing the validity of life stories, or autobiographies. In part, this is because it is unclear how such data sources might be validated. This article recommends two differ-ent perspectives for obtaining evidence relevant to the validity of autobiographical data. A study is conducted from each of these perspectives, and multiple validity estimates are obtained in each in-vestigation. The construct validity of standard psychological constructs (e.g., assertiveness, trustwor-thiness) obtained in Study 1 from autobiographies was equal to that of standard instruments designed to assess these constructs. Evidence for the validity of life themes, extracted from …
Confirmatory Factor Analysis Of Early Childhood Ability Measures Within A Model Of Personal Competence, Richard F. Ittenbach, Amy N. Spiegel, Kevin S. Mcgrew, Robert H. Bruininks
Confirmatory Factor Analysis Of Early Childhood Ability Measures Within A Model Of Personal Competence, Richard F. Ittenbach, Amy N. Spiegel, Kevin S. Mcgrew, Robert H. Bruininks
Department of Educational Psychology: Faculty Publications
The present study tested Greenspan’s model of personal competence with data obtained from the Early Screening Profiles, a nationally standardized preschool screening battery designed to measure the general functioning level of children 2–7 years of age. Of the five models tested (three a priori and two a posteriori), three models produced results indicative of a good fit. These findings support the use of Greenspan’s model of personal competence as a framework for understanding the nature of developing abilities in young children as well as for the improvement of classification and diag-nosis of children with special needs.