Although adults with acne vulgaris suffer from various psychological difficulties, limited therapeutic research has been conducted on this topic. This study examined the effect of self-compassion writing on self-discrepancy, social anxiety, and skin-related quality of life in these adults.

A total of 46 adults were assigned to one of three groups: self-compassion writing group (n=16), distraction writing group (n=15), and control group (n=15). Treatment included 20 minutes of writing in 6 sessions conducted over two weeks. A follow-up test was conducted two weeks after the post-test.

The results indicated that the self-compassion writing group showed a significant decrease in self-discrepancy and social anxiety and a borderline significant increase in skin-related quality of life as compared to the control group.

Based on the results of this study, self-compassion writing could be an effective self-instructional intervention for adults with acne vulgaris. The limitations and suggestions for further studies have been discussed in this study.

The purpose of this study was to investigate the relationships between perfectionistic self-presentation and social anxiety, how coping style moderated those factors.

This study targeted 389 college students in chungcheongbuk-do province as research tools. Participants completed the Korean version of the Perfectionistic Self Presentation scale, Social Interaction Anxiety Scale, and Coping style Scale. That were analyzed by descriptive statistics, correlation, and hierarchical regression analysis using the SPSS 18.0 program.

The results showed that perfectionistic self-presentation, social anxiety, passive coping were positive association. And hierarchical regression analysis showed that, when passive coping was high, the high perfectionistic self-presentational group reported significantly higher social anxiety than the low perfectionistic self-presentational group.

These results suggested the importance of perfectionistic self presentation and coping style in psychological approach to college students who have difficulty in social anxiety problems. And directions for future research were also discussed.

The purpose of this study was to examine the influence of pathological narcissism on social anxiety, and the dual mediating effects of difference of self-presentation motivation and self-presentation expectancies and anger rumination.

A total of 307 college students participated in this study by completing the questionnaires and to solve the research questions, AMOS and bootstrapping analysis was employed.

First, pathological narcissism had a significant interrelation to self-presentation motivation, self-presentation expectancies, anger rumination, and social anxiety. Second, it was confirmed that pathological narcissism affected social anxiety by mediating both difference of self-presentation motivation and self-presentation expectancies and anger rumination. Third, the dual mediating effects of difference of self-presentation motivation and self-presentation expectancies and anger rumination on the relationship between pathological narcissism and social anxiety was found.

Implication for empirical research and clinical practice regarding treatment of clients with pathological narcissism and social anxiety are discussed. Limitation of current research and suggestions for future study are discussed.

This study aimed to examine the effect of anxious attachment on social anxiety in college students and to identify the mediation effects of self-esteem, shame and narcissistic vulnerability in using structural equation modeling.

College students participated in this study.

First, all variables in this study had statistically significant correlation. Second, the relationship of anxious attachment and social anxiety was significantly mediated by self –esteem and shame, respectively. Finally, the two serial multiple mediation effects were also significant from anxious attachment to self-esteem, shame and narcissistic vulnerability or social anxiety successively.

These results suggest that students’ unstable attachment can affect social anxiety or narcissistic vulnerability by mediating negative affect such as low self-esteem and shame. An intervention for students’ social anxiety is important in controlling their mental health.

This study aims to analyze the effects of traumatic experience and post-event rumination which are known as occurrence and maintenance factors of social anxiety and verify the mediating effect of self-compassion to the relationship between traumatic experience and post-event rumination.

This study targeted 421 university students as research tools. Social Interaction Anxiety Scale (SIAS), Speech Anxiety Scale (SAS), Traumatic Experience Scale, Post-event Rumination Questionnaire (PRQ) and Korean-version of the Self-Compassion Scale (K-SCS) were used. The study results are as follows.

The results showed that social anxiety was high and self-compassion was low when traumatic experience was more frequent and post-event rumination was more frequent. Self- Compassion showed mediating effect in traumatic experience, post-event rumination and social anxiety. It can be interpreted that self-compassion indirectly reduces social anxiety.

While existing social anxiety-related studies have been mostly focused on negative cognition, this study explored self-compassion as a positive variable to reduce social anxiety. In conclusion, this study shows the importance of self-compassion promotion, traumatic experience and post-event rumination in therapeutic intervention for people who experience social anxiety. Including this, the study has discussed its limitations and made suggestions.

This study examined the effect of feedback manipulation on anticipatory anxiety, perceived others’ expectations, and social ability insocially anxious individuals.

One hundred individuals with high social anxiety and one hundred individuals with low social anxiety screened by Social Phobia Scale (SPS) were randomly assigned to four feedback conditions (i.e., the positive feedback condition, the non-negative feedback condition, the negative feedback condition, and the non-positive feedback condition).

In the two positive feedback conditions (i.e., the positive feedback condition and the non-negative feedback condition), following feedback manipulation, participants experienced increased perceived others’ expectations, increased perceived social ability, and reduced anticipatory anxiety regardless of participants groups. In the two negative feedback conditions (i.e., the negative feedback condition and the non-positive feedback condition), following feedback manipulation, participants experienced reduced perceived others’ expectations, unvarying anticipatory anxiety, and unvarying social ability. Individuals with high social anxiety rated feedback acception in the two negative feedback conditions higher than in the two positive feedback conditions.

The clinical implications and limitations of the present study were discussed.