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Volume 21, Issue 2 (Summer 2019)
Advances in Cognitive Sciences 2019, 21(2): 108-120 |
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Shafiei H, Zare H. Effectiveness of attention bias modification by computerized attention training on reducing social anxiety of adolescents. Advances in Cognitive Sciences 2019; 21 (2) :108-120
URL: http://icssjournal.ir/article-1-888-en.html
URL: http://icssjournal.ir/article-1-888-en.html
1- Assistant Professor of Psychology Department, Payame Noor University, Tehran, Iran
2- Professor of Psychology Department, Payame Noor University, Tehran, Iran
2- Professor of Psychology Department, Payame Noor University, Tehran, Iran
Abstract: (3852 Views)
Introduction: Social anxiety is one of the most common mental disorder among adolescents. Recent developments in the treatment of anxiety disorders have been attention bias modification (ABM). The aim of this study was to determine effectiveness of ABM using computerized attention training in reducing social anxiety and attentional bias in adolescents.
Methods: In this study, we used an experimental pretest and posttest design with control group. Thirty-two high social anxious adolescent girls and boys aged 12–17 years, who met all inclusion criteria to be enrolled in the study were selected by using the multistage cluster random sampling method and then randomly divided into two 16-participat groups: attention training group (ATG, N=16) and control group (CG, N=16). In ATG, the participants performed computerized attention training using modified dot-probe task designed to facilitate attentional disengagement from disgusted faces or a control dot-probe task group. In control group, the participants conducted the unmodified dot-probe task.
Results: After eight, twice-weekly computer sessions of training, the participants in the attention-training group compared to the control group, showed a significant decrease in attentional bias for disgusted faces and self-reported of social anxiety from pre- to post-assessment.
Conclusions: The results support cognitive models of social anxiety and causal role of attentional bias in development and maintenance of social anxiety. The finding of the current research clearly indicate that use of computerized attention training procedures can be a promising alternative or complementary intervention in treatment of social anxiety
Methods: In this study, we used an experimental pretest and posttest design with control group. Thirty-two high social anxious adolescent girls and boys aged 12–17 years, who met all inclusion criteria to be enrolled in the study were selected by using the multistage cluster random sampling method and then randomly divided into two 16-participat groups: attention training group (ATG, N=16) and control group (CG, N=16). In ATG, the participants performed computerized attention training using modified dot-probe task designed to facilitate attentional disengagement from disgusted faces or a control dot-probe task group. In control group, the participants conducted the unmodified dot-probe task.
Results: After eight, twice-weekly computer sessions of training, the participants in the attention-training group compared to the control group, showed a significant decrease in attentional bias for disgusted faces and self-reported of social anxiety from pre- to post-assessment.
Conclusions: The results support cognitive models of social anxiety and causal role of attentional bias in development and maintenance of social anxiety. The finding of the current research clearly indicate that use of computerized attention training procedures can be a promising alternative or complementary intervention in treatment of social anxiety
Keywords: Adolescents, Social anxiety, Attentional bias, Attention bias modification (ABM), Computerized attention training.
Type of Study: Research |
Subject:
Special
Received: 2018/05/8 | Accepted: 2018/08/28 | Published: 2019/09/21
Received: 2018/05/8 | Accepted: 2018/08/28 | Published: 2019/09/21
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