Treating Childhood Shyness and Related Behavior: Empirically Evaluated Approaches to Promote Positive Social Interactions

Behavioral and cognitive–behavioral strategies, including exposure, social skills training, and peer-mediated approaches, used to treat childhood shyness and related impairments are described. In addition, relevant outcome studies published within the past 20 years are evaluated, and limitations regarding the generalization, maintenance, and social validity of the reported treatment gains are addressed. Although the interventions reviewed have demonstrated short-term merit in ameliorating social and emotional impairments, such as problematic peer relations and internalizing difficulties, there currently is a lack of evidence to support the social validity and long-term generalization and maintenance of such behavioral gains. Thus, recommendations for future research are made, including the need to (a) assess the social validity of treatment outcomes, (b) utilize important socialization agents (e.g., parents, teachers, peers), and (c) conduct prevention research and longitudinal outcome studies.     

HOW TO BEAT A SCEPTIC WITHOUT BEGGING THE QUESTION

In this paper I offer a solution to scepticism about the world which neither embraces idealism, nor ends in a stalemate, nor begs the question against the sceptic. In the first part of the paper I explicate the sceptical argument and try to show why it has real force. In the next part of the paper I propose a version of the relevant possibilities approach to scepticism. The central claim of the proposed solution is that a sceptical possibility undermines knowledge only if the possibility is true in some close possible world. But since there is no reason to believe that I am deceived by an evil demon or that I am a brain in a vat in some close possible world, there is no reason to accept an essential premise of the sceptical argument, i.e. that the sceptical scenarios are relevant possibilities. Finally, I argue that the solution proposed does not embrace idealism, end in a stalemate, or beg the question.     

Self supporting evidence

Philosophical Studies - Jessica Brown argues against infallibilist views of knowledge as follows. (1) Infallibilism is committed to the sufficiency of knowledge for...     

Four-year results of a youth smoking prevention program using assertiveness training

Assertiveness training and its relationship to smoking behavior and how young adolescent boys and girls differ with respect to assertion was investigated. A total of 161 seventh-grade students from six health education classes participated. Two classes received an innovative smoking education program, two classes received assertiveness training plus an innovative smoking education program, and two classes received only the smoking education program usually offered by the school. Locus of control and levels of assertion and smoking behavior were assessed at pre- and posttest. The results indicate that boys are significantly more assertive than girls at age 12 (p = .0018), and this assertiveness increases equally over the next four years (p less than .0001). There were no significant differences in smoking behavior among the three groups; however, trends in smoking behavior in the desired direction were observed. There is no significant difference in smoking behavior between boys and girls. In this respect the sexes have reached equality, that is, girls are initiating cigarette smoking as frequently as are boys. Finally, there were no significant changes in assertion among the groups. It is concluded that the utility of assertiveness training for young adolescents is questionable.     

Further examination of the reliability of the Modified Rathus Assertiveness Schedule

The reliability of the 30-item Modified Rathus Assertiveness Schedule (MRAS) was examined using the test-retest method over a three-week period. The MRAS, which was administered to 103 white middle-class seventh graders, yielded correlations of .74 using the Pearson product and Spearman Brown correlation coefficient. The correlations for males yielded .77 and .72 using the Pearson Product and Spearman Brown techniques, respectively. For females the correlations for both tests were .72. Paired t tests by sex indicated no significant change in MRAS scores between test administrations. These findings add to the existing information on the reliability of the MRAS.     

Paternal Child-Rearing Style and Child Social Anxiety: Investigation of Child Perceptions and Actual Father Behavior

This study examined associations among perceived and actual father behavior and child social anxiety. Forty-eight children (22 high socially anxious, 26 low socially anxious) completed self-report measures of social anxiety, general anxiety, and depression. Children also completed a measure of perceived parental style and subsequently collaborated with their fathers on a challenging task (origami). After controlling for general anxiety and depression, fathers of high socially anxious children exhibited more controlling behavior during the origami task; high and low socially anxious children, however, did not differ behaviorally from one another. Perceptions of father child-rearing style did not differ as a function of child social anxiety, nor were significant relations found between perceived parenting and specific father behaviors. Findings underscore the importance of assessing various types of internalizing symptoms (i.e., controlling for shared construct variance), obtaining children's perceptions of parental style in conjunction with conducting behavioral observations, and including fathers in psychopathology research.