Chapter 2 Personal Application Psychology Assignment
LIBRARY/WEB RESEARCH PROJECT
DUE APRIL 6th
As the Chapter 2 Personal Application in your textbook explains, there are many sources that you can use to pursue information on research in psychology. This project is designed to help you become more skilled in the pursuit of research-based information in psychology. For the most part, this is not a writing assignment—it is more like a scavenger hunt for information.
You can complete this assignment at the computer terminals in the Lied Library or you can complete it at home by connecting to the library website. If you work on this assignment at home, you will need either your ACE login, or the barcode from the back of your rebel card to access some of the resources needed to complete the project; go to the library front desk to get your rebel card activated for library use.
1. SELECT A TOPIC
Select any psychological topic covered in the chapters in your textbook, such as addiction, aggression, amnesia, antidepressants, anxiety, attitudes, attraction, and so forth. If you were working on a term paper, you would want to specify a pretty narrow topic that you could cover in a reasonably comprehensive way. But in this case you do not have to summarize the literature in the area, so relatively broad topics are acceptable (and easier to complete). Try to come up with a topic that actually interests you, as this will make the project much more enjoyable.
2. USE THE LIBRARY CATALOG TO FIND 3 BOOKS ON YOUR TOPIC
Click the Library Catalog link on the right side of the page under “Research”. Once the page loads, make sure the Advanced tab is selected. You will see that you can search the catalog by Keywords. Type in your topic in the top search line, select Subject from the “Keyword” drop down window next to it; limit your search to UNLV Lied Library (under the Limit to drop down window), and books (select Books (print, microform, electronic, etc.) for Format), and click on Search. You need to find 3 books that are clearly relevant to your topic (please do not just pick the first three that show up – I will be checking this). When you find a suitable book, check the box under the book icon to the right of your selection. Move to the top of the page, and select Save Marked Records.
Instructor:
Course:
Date:
Books
B-1
CALL # RC552.S62 M33 2017.
AUTHOR Maass, Vera Sonja, author.
TITLE Understanding social anxiety : a recovery guide for sufferers,
family, and friends / Vera Sonja Maass.
PUBL INFO Santa Barbara, California : Praeger, an imprint of ABC-CLIO, LLC,
[2017]
B-2
CALL # BF575.A6 S827 2014eb.
AUTHOR Stravynski, Ariel, 1949- author. Author.
TITLE Social phobia : an interpersonal approach / Ariel Stravynski.
PUBL INFO Cambridge ; New York : Cambridge University Press, 2014.
B-3
CALL # BF575.B3 L36 2007eb.
AUTHOR Lane, Christopher, 1966-
TITLE Shyness [electronic resource] : how normal behavior became a sickness / Christopher Lane.
PUBL INFO New Haven : Yale University Press, c2007
Journals
P-1
Changes in the self during cognitive behavioural therapy for social anxiety disorder: A systematic review.
Gregory, Bree
Peters, Lorna
Abstract:
A consistent feature across cognitive-behavioural models of social anxiety disorder (SAD) is the central role of the self in the emergence and maintenance of the disorder. The strong emphasis placed on the self in these models and related empirical research has also been reflected in evidence-based treatments for the disorder. This systematic review provides an over view of the empirical literature investigating the role of self-related constructs (e.g., self-beliefs, self-images, self-focused attention) proposed in cognitive models of SAD, before examining how these constructs are modified during and following CBT for SAD. Forty-one studies met the inclusion criteria. Guided by Stopa's (2009a, b) model of self, most studies examined change in self-related content, followed by change in self-related processing. No study examined change in self-structure. Pre- to post-treatment reductions were observed in self-related thoughts and beliefs, self-esteem, self-schema, self-focused attention, and self-evaluation. Change in self-related constructs predicted and/or mediated social anxiety reduction, however relatively few studies examined this. Papers were limited by small sample sizes, failure to control for depression symptoms, lack of wait list, and some measurement concerns. Future research directions are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
P-2
Explicit and implicit self-evaluations in social anxiety disorder.
Gilboa-Schechtman
Keshet, Hadar
Livne, Tamar
Berger, Uri
Zabag, Reut
Hermesh, Haggai
Marom, Sofi
Abstract (English):
Cognitive models of social anxiety disorder (SAD) emphasize the role of explicit and implicit self-evaluations (SEs) in the etiology and maintenance of this condition. Whereas individuals with SAD consistently report lower explicit SEs as compared with nonanxious individuals, findings concerning implicit SEs are mixed. To gain a more nuanced understanding of the nature of SEs in SAD, we examined explicit and implicit SEs in two significant interpersonal domains: social rank and affiliation. Consistent with cognitive theorizing, we predicted that, compared to nonclinical controls (NCCs), individuals with SAD would exhibit lower explicit and implicit SEs in both domains. Guided by evolutionary theories we also predicted that the differences in SEs between the groups would be greater in the social rank, as compared to the affiliation, domain. Individuals diagnosed with SAD (n = 38) and NCCs) n = 40) performed two variants of the Self Implicit Association Test: one concerning social rank, and the other concerning affiliation. They also rated themselves on social-rank and affiliation traits. We found that, as compared to NCCs, individuals with SAD exhibited lower social-rank and affiliation SEs. Moreover, differences between the groups in social-rank SEs were greater than in affiliation SEs. Importantly, this pattern was evident in implicit SEs, as much as in explicit SEs. Our findings dovetail with evolutionary accounts highlighting the centrality of the social-rank system in SAD, and refine central tenets of cognitive theories of SAD. A multidomain, multimethod approach to the understanding of the self may broaden our conceptualization of SAD and related disorders. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
P-3
The structure of vulnerabilities for social anxiety disorder.
Rodebaugh, Thomas L.
Levinson, Cheri A.
Langer, Julia K.
Weeks, Justin W.
Heimberg, Richard G
Brown, Patrick J.
Menatti, Andrew R.
Schneier, Franklin R
Blanco, Carlos.
Liebowitz, Michael R.
Abstract:
Social anxiety disorder symptoms are generally proposed to be related to broad temperamental vulnerabilities (e.g., a low level of approach and high level of avoidance temperament), specific psychological vulnerabilities (e.g., fears of negative and positive evaluation), and additional disorders (e.g., major depressive disorder). However, existing tests of such a model have either not considered depressive symptoms or relied on samples of undergraduates. We examined these and related questions via a latent variable model in a large dataset (N = 2253) that combined participants across a variety of studies. The model had adequate fit in the whole sample, and good fit in a subsample in which more participants completed the depression measure. The model indicated that low level of approach and high level of avoidance ...