Cognitive-Behavioral Therapy−Based Massed Brief Psychoeducational Group via Videoconference for Social Anxiety: Randomized Controlled Trial
Bibliographic record
Abstract
Background: Group cognitive-behavioral therapy (CBT), delivered through weekly videoconference sessions, has been shown to effectively reduce social anxiety. However, no studies have evaluated CBT delivered via videoconference in a 2-day massed brief psychoeducational group format. Objective: This randomized controlled trial aimed to evaluate the efficacy of a videoconferencing CBT-based massed brief psychoeducational group among Chinese university students with social anxiety. Methods: University students with social anxiety were recruited online and randomly assigned to an intervention group or a waitlist control group. Participants in the intervention group attended a 2-day workshop via videoconference. Assessments were conducted at baseline (T1), posttest (T2), 1-month follow-up (T3), and 3-month follow-up (T4), using the Social Phobia Inventory, Brief Fear of Negative Evaluation Scale, Depression Anxiety Stress Scales-Short Form, Social Anxiety Knowledge Test, Social Anxiety Stigma Inventory, and Attitudes Toward Seeking Professional Psychological Help Scale-Short Form. Results: The intervention group showed significant reductions in Social Phobia Inventory scores (β=-4.00, 95% bootstrap CI -6.55 to -1.22; dT2-4=-0.97 to -0.81) and Brief Fear of Negative Evaluation Scale scores (β=-1.37, 95% bootstrap CI -2.64 to -0.08; dT3=-0.56), as well as significant increases in Social Anxiety Knowledge Test scores (β=.62, 95% bootstrap CI 0.05-1.17; dT2-4=0.86-1.53). No significant changes were observed in Depression Anxiety Stress Scales-Short Form, Social Anxiety Stigma Inventory, or Attitudes Toward Seeking Professional Psychological Help Scale-Short Form scores. Conclusions: The findings indicate that videoconferencing CBT-based massed brief psychoeducational group was effective in reducing social anxiety among university students. Future research with larger and more diverse samples is recommended to validate the efficacy and assess the scalability of this intervention format.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.005 | 0.002 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.013 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".