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ERIC Number: ED490480
Record Type: Non-Journal
Publication Date: 2005-Sep
Pages: 12
Abstractor: Author
Reference Count: 52
ISBN: N/A
ISSN: N/A
A Cognitive Behavioral Therapy Model: Integrating Anxiety and Phobia Coping Strategies into Fundamentals of Public Speaking College Courses
Oumano, Elena
Online Submission
This study was designed to examine the effectiveness of the "Fear and Loathing of Speaking Out in Public" program. The program, a personal initiative, adapts primary features of the treatment offered by Cognitive Behavioral Therapy (CBT) for clients suffering from fears and phobias. CBT strategies include progressive desensitization, identifying and challenging negative thoughts, creating and rehearsing positive replacement thoughts, and structured visualizations) Unlike many programs developed to help students overcome Speech Anxiety in a college classroom, the "Fear and Loathing" program is not an isolated instructional module. It is integrated into a basic public speaking course throughout the semester so that it does not take away time from such content and skills-based instruction as how to create a preparation outline and how to deliver a presentation. In fact, the strategies used in the "Fear and Loathing" program to overcome "stage fright," (aka communication or public speaking anxiety) also reinforce content and skills acquisition. These strategies for overcoming "stage fright" are introduced progressively in the course, throughout the semester, progressing in the same way a typical course of Cognitive Behavioral Therapy for a single client leads to its goal usually an average time period of sixteen weeks, according to the official website for the National Association of Cognitive Behavioral Therapists (NACBT). This is also the approximate length of time for a college semester. In sum, the "Fear and Loathing" program adapts a typical cognitive behavioral therapeutic experience for a single client--in length of time, progressive use of strategies, and "homework" assignments--to a group, classroom setting.
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A