The Effect of Pro-social Behavior Development in Young Adults using a Cognitive Behavior Integrated Modification Program: An Event-related potential Study
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Published:
Aug 1, 2019
Keywords:
pro-social behavior pro-social decision-making cognitive behavior modification EEG event-related potential (ERP)
Main Article Content
Abstract
Pro-social behavior is an action or physical expression because of the thought, the sense of caring, the generous, the altruistic help for the others or society, which are voluntary willingness and without return expectation, which is the high valued ethical behavior in every culture. The purposes of this research were to develop a cognitive behavior integrated modification program (CBIM) for development of pro-social behavior, and to compare the program effectiveness between CBIM group and group using cognitive behavioral modification program (CBM). The program consisted of a series of modules for the service providers or therapists and a series of modules for the service recipients or clients. The participants were sixty males and females aged 20-24 years who had the low Pro-social behavior scores. They were matched by using the pro-social behavior scores and gender matching. After that, they were randomly assigned to experimental group and control group through simple random sampling. A randomized pretest and posttest active control group design was applied in this study. The participants attended 10 sessions of behavior modification lasting 60 minute each. Pro-social behavior was measured by developed scales, and ERP while decision-making in pro-social behavior situation was recorded with Neuroscan system, using STIM2 program to create decision-making activities and ERP recording with Curry neuroimaging suit 7.0. Data were analyzed by t-test.
The results showed that the developed programs are effective from expert assessment and pilot studies, and the CBIM program can enhance pro-social behavior rather than the CBM group. (p < .05). In addition, the amplitude of event-related potential while the participants decided not to help was greater in the CBIM group than the CBM group. (p < .05). In conclusion, the principles of cognitive behavior theory, was use in the CBIM program can enhance pro-social behavior in young adult because the program uses inappropriate behavior modification, behavioral skills training, and the content analysis of pro-social music.
Article Details
Section
บทความวิจัย (Research Articles)
ผลงานที่ได้รับการตีพิมพ์ถือเป็นลิขสิทธิ์ของวารสารวิทยาการวิจัยและวิทยาการปัญญา
References
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สังคมของวัยรุ่น ในจังหวัดสระแก้ว. วิทยาการวิจัยและวิทยาการปัญญา, 14(1), 74-86.
Ahveninen, J., Huang, S., Ahlfors, S. P., Hamalainen, M., Rossi, S., Sams, M., &
Jaaskelainen, I. P. (2016). Interacting parallel pathways associate sounds with visual
identity in auditory cortices. NeuroImage, 124(3), 858-868.
Alluri, V., Toiviainen, P., Jaaskelainen, I., Glerean, E., Sams, M., & Brattico, E. (2012).
Large-scale brain networks emerge from dynamic processing of musical timbre, key
and rhythm. NeuroImage, 59(1), 3677–3689.
Anderson, C.A., & Bushman, B.J. (2002). Human aggression. Annual Review of
Psychology, 53, 27-51.
Bandura, A. (1986). Social cognitive theory of personality. Handbook of personality, 2, 154-
196.
Bergeron, J. L., Nolan, R. F., Dai, Y., & White, B. (2013). Interpersonal skills training
with at-risk high school students. In National Forum of Applied Educational Research
Journal. 26(3), 1-10.
Bohm, T., Ruth, N., & Schramm, H. (2016). “Count on me”. The influence of music with
prosocial lyrics on cognitive and affective aggression. Psychomusicology: Music, Mind,
and Brain, 26(3), 279-289.
Brazao, N., Da Motta, C., Rijo, D., do Ceu Salvador, M., Pinto-Gouveia, J., & Ramos, J.
(2015). Clinical change in anger, shame, and paranoia after a structured cognitive-
behavioral group program: Early findings from a randomized trial with male prison
inmates. Journal of Experimental Criminology, 11(2), 217-236.
Buckley, K. E., & Anderson, C. A. (2006). A theoretical model of the effects and
consequences of playing video games. Playing video games: Motives, responses, and
consequences, 15(1), 363-378.
Bunford, N., Kujawa, A., Fitzgerald, K. D., Swain, J. E., Hanna, G. L., Koschmann, E., &
Phan, K. L. (2017). Neural reactivity to angry faces predicts treatment response in
pediatric anxiety. Journal of Abnormal Child Psychology, 45(2), 385-395.
Caprara, G. V., Steca, P., Zelli, A., & Capanna, C. (2005). A New Scale for Measuring
Adults’ Prosocialness, European Journal of Psychological Assessment, 21(2), 77–89.
Caprara, G. V., Kanacri, B. P. L., Gerbino, M., Zuffiano, A., Alessandri, G., Vecchio, G., &
Bridglall, B. (2014). Positive effects of promoting prosocial behavior in early
adolescence: Evidence from a school-based intervention. International Journal of
Behavioral Development, 38(4), 386-396.
Carnagey, N. L., & Anderson, C. A. (2003). Theory in the study of media violence: The
general aggression model. Media Violence and Children, 15(1), 87-106.
Chung, U. S., Han, D. H., Shin, Y. J., & Renshaw, P. F. (2016). A prosocial online game for
social cognition training in adolescents with high-functioning autism: an fMRI study.
Neuropsychiatric Disease and Treatment, 12(1), 651-660.
Clark, D. A., & Beck, A. T. (2010). Cognitive theory and therapy of anxiety and depression:
convergence with neurobiological findings. Trends in Cognitive Sciences, 14(9), 418-
424.
Coyne, S. M., & Padilla-Walker, L. M. (2015). Sex, violence, & rock n'roll: Longitudinal
effects of music on aggression, sex, and prosocial behavior during adolescence.
Journal of Adolescence, 43(1), 96-104.
Coyne, S. M., Padilla-Walker, L. M., Holmgren, H. G., Davis, E. J., Collier, K. M., Memmott-
Elison, M. K., & Hawkins, A. J. (2018). A meta-analysis of prosocial media on prosocial
behavior, aggression, and empathic concern: A multidimensional approach.
Developmental Psychology, 54(2), 331-342.
Dovidio, J. F., Piliavin, J. A., Schroeder, D. A., & Penner, L. A. (2017). The social
psychology of prosocial behavior. New York: Psychology Press.
Dumont, E., Syurina, E. V., Feron, F. J., & van Hooren, S. (2017). Music Interventions and
Child Development: A Critical Review and Further Directions. Frontiers in Psychology,
8(1), 1-20.
Edmonds, W. A., & Kennedy, T. (2017). An applied guide to research designs. Thousand
Oaks, CA: SAGE Publications.
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In: Lamb
ME, ed. Handbook of child psychology and developmental science. (7th ed.).
Hoboken, NJ: Wiley.
Fazio-Griffith, L. J., & Ballard, M. B. (2014). Cognitive Behavioral Play Therapy Techniques
in School-Based Group Counseling: Assisting Students in the Development of Social
Skills, Vistas Online, 18(2), 1-14.
Gerbino, M., Zuffiano, A., Eisenberg, N., Castellani, V., Luengo Kanacri, B. P., Pastorelli,
C., & Caprara, G. V. (2018). Adolescents' prosocial behavior predicts good grades
beyond intelligence and personality traits. Journal of Personality, 86(2), 247-260.
Goldstein, A. P. (1999). The prepare curriculum: Teaching prosocial competencies.
Research Press.
Greitemeyer, T., (2011). Exposure to music with prosocial lyrics reduces aggression: First
evidence and test of the underlying mechanism. Journal of Experimental Social
Psychology, 47(1), 28-36.
Hakvoort, L., & Bogaerts, S. (2013). Theoretical foundations and workable assumptions
for cognitive behavioral music therapy in forensic psychiatry. The Arts in
Psychotherapy, 40(1), 192–200.
Helmond, P., Overbeek, G., & Brugman, D. (2012). Program integrity and effectiveness of
a cognitive behavioral intervention for incarcerated youth on cognitive distortions, social
skills, and moral development. Children and Youth Services Review, 34(9), 1720-1728.
Kim, J. I., Kang, Y. H., Lee, J. M., Cha, J., Park, Y. H., Kweon, K. J., & Kim, B. N. (2018).
Resting-state functional magnetic resonance imaging investigation of the neural
correlates of cognitive-behavioral therapy for externalizing behavior problems in
adolescent bullies. Progress in Neuro-Psychopharmacology and Biological Psychiatry,
86(1). 193-202.
Kniffin, K. M., Yan, J., Wansink, B., & Schulze, W. D. (2017). The sound of cooperation:
Musical influences on cooperative behavior. Journal of Organizational Behavior, 38(3),
372-390.
Kravitz, D. J., Saleem, K. S., Baker, C. I., Ungerleider, L. G., & Mishkin, M. (2013). The
ventral visual pathway: an expanded neural framework for the processing of object
quality. Trends in Cognitive Sciences, 17(1), 26-49.
Leddy, M. A., Anderson, B. L., & Schulkin, J. (2013). Cognitive-behavioral therapy and
decision science. New Ideas in Psychology, 31(1), 173–183.
Loke, I. C., Evans, A. D., & Lee, K. (2011). The neural correlates of reasoning about
prosocial-helping decisions: An event-related brain potentials study. Brain Research,
136(9), 140-148.
Luck, S. J., & Kappenman, E. S. (Eds.). (2011). The Oxford handbook of event-related
potential components. New York: Oxford university press.
McMillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry.
Boston: Pearson Higher Ed.
Pincham, H. L., Bryce, D., Kokorikou, D., Fonagy, P., & Fearon, R. P. (2016). Psychosocial
intervention is associated with altered emotion processing: an event-related potential
study in at-risk adolescents. PloS One, 11(1), 1-16.
Polich, J. (2007). Updating P300: an integrative theory of P3a and P3b. Clinical
Neurophysiology, 118(10), 2128-2148.
Schellenberg, E. G., Corrigall, K. A., Dys, S. P., & Malti, T. (2015). Group Music Training
and Children's Prosocial Skills. PloS one, 10(10), 1-14.
Sheldon, B. (2011). Cognitive-Behavioural Therapy, Research and practice in health and
social care. (2 ed.). New York: Routledge.
Simos, G. (2012). Cognitive-Behavioural Therapy, A Guide for the Practicing Clinician. (3
ed.). New York: Routledge.
Spain, D., Blainey, S. H., & Vaillancourt, K. (2017). Group cognitive behaviour therapy
(CBT) for social interaction anxiety in adults with autism spectrum disorders (ASD).
Research in Autism Spectrum Disorders, 41(1), 20-30.
Stange, J. P., MacNamara, A., Kennedy, A. E., Hajcak, G., Phan, K. L., & Klumpp, H.
(2017). Brain behavioral adaptability predicts response to cognitive behavioral therapy
for emotional disorders: A person-centered event related potential study.
Neuropsychologia, 23(1). 1-8.
Steiner, G. Z., Barry, R. J., & Gonsalvez, C. J. (2014). Stimulus-to-matching-stimulus
interval influences N1, P2, and P3b in an equiprobable Go/NoGo task. International
Journal of Psychophysiology, 94(1), 59-68.
Suveg, C., Jones, A., Davis, M., Jacob, M. L., Morelen, D., Thomassin, K., & Whitehead,
M. (2017). Emotion-Focused Cognitive-Behavioral Therapy for Youth with Anxiety
Disorders: A Randomized Trial. Journal of Abnormal Child Psychology, 32(1), 1-12.
Twomey, D. M., Murphy, P. R., Kelly, S. P., & O'connell, R. G. (2015). The classic P300
encodes a build-to-threshold decision variable. European Journal of Neuroscience,
42(1), 1636-1643.
Valk, S. L., Bernhardt, B. C., Trautwein, F. M., Bockler, A., Kanske, P., Guizard, N., &
Singer, T. (2017). Structural plasticity of the social brain: Differential change after socio-
affective and cognitive mental training. Science Advances, 3(10), 17-34.
Van der Graaff, J., Carlo, G., Crocetti, E., Koot, H. M., & Branje, S. (2017). Prosocial
behavior in adolescence: gender differences in development and links with empathy.
Journal of Youth and Adolescence, 15(1), 1-14.
Vaske, J., Galyean, K., & Cullen, F, T. (2011). Toward a biosocial theory of offender
rehabilitation: Why does cognitive-behavioral therapy work. Journal of Criminal Justice,
39(1), 90–102.
Verleger, R. (2008). P3b: towards some decision about memory. Clinical Neurophysiology,
119(4), 968-970.
Vesperini, S., Askenazy, F., Renaudo, N., Staccini, P., Hun, S., Legall, E., & Serret, S.
(2015). Prosocial intervention in children and adolescents with autism spectrum
disorder without intellectual disability: benefits of videotaping therapy sessions.
L'Encephale, 41(1), 47-55.
Yamasue, H. (2013). Function and structure in social brain regions can link oxytocin-
receptor genes with autistic social behavior. Brain and Development, 35(2), 111-118.
สังคมของวัยรุ่น ในจังหวัดสระแก้ว. วิทยาการวิจัยและวิทยาการปัญญา, 14(1), 74-86.
Ahveninen, J., Huang, S., Ahlfors, S. P., Hamalainen, M., Rossi, S., Sams, M., &
Jaaskelainen, I. P. (2016). Interacting parallel pathways associate sounds with visual
identity in auditory cortices. NeuroImage, 124(3), 858-868.
Alluri, V., Toiviainen, P., Jaaskelainen, I., Glerean, E., Sams, M., & Brattico, E. (2012).
Large-scale brain networks emerge from dynamic processing of musical timbre, key
and rhythm. NeuroImage, 59(1), 3677–3689.
Anderson, C.A., & Bushman, B.J. (2002). Human aggression. Annual Review of
Psychology, 53, 27-51.
Bandura, A. (1986). Social cognitive theory of personality. Handbook of personality, 2, 154-
196.
Bergeron, J. L., Nolan, R. F., Dai, Y., & White, B. (2013). Interpersonal skills training
with at-risk high school students. In National Forum of Applied Educational Research
Journal. 26(3), 1-10.
Bohm, T., Ruth, N., & Schramm, H. (2016). “Count on me”. The influence of music with
prosocial lyrics on cognitive and affective aggression. Psychomusicology: Music, Mind,
and Brain, 26(3), 279-289.
Brazao, N., Da Motta, C., Rijo, D., do Ceu Salvador, M., Pinto-Gouveia, J., & Ramos, J.
(2015). Clinical change in anger, shame, and paranoia after a structured cognitive-
behavioral group program: Early findings from a randomized trial with male prison
inmates. Journal of Experimental Criminology, 11(2), 217-236.
Buckley, K. E., & Anderson, C. A. (2006). A theoretical model of the effects and
consequences of playing video games. Playing video games: Motives, responses, and
consequences, 15(1), 363-378.
Bunford, N., Kujawa, A., Fitzgerald, K. D., Swain, J. E., Hanna, G. L., Koschmann, E., &
Phan, K. L. (2017). Neural reactivity to angry faces predicts treatment response in
pediatric anxiety. Journal of Abnormal Child Psychology, 45(2), 385-395.
Caprara, G. V., Steca, P., Zelli, A., & Capanna, C. (2005). A New Scale for Measuring
Adults’ Prosocialness, European Journal of Psychological Assessment, 21(2), 77–89.
Caprara, G. V., Kanacri, B. P. L., Gerbino, M., Zuffiano, A., Alessandri, G., Vecchio, G., &
Bridglall, B. (2014). Positive effects of promoting prosocial behavior in early
adolescence: Evidence from a school-based intervention. International Journal of
Behavioral Development, 38(4), 386-396.
Carnagey, N. L., & Anderson, C. A. (2003). Theory in the study of media violence: The
general aggression model. Media Violence and Children, 15(1), 87-106.
Chung, U. S., Han, D. H., Shin, Y. J., & Renshaw, P. F. (2016). A prosocial online game for
social cognition training in adolescents with high-functioning autism: an fMRI study.
Neuropsychiatric Disease and Treatment, 12(1), 651-660.
Clark, D. A., & Beck, A. T. (2010). Cognitive theory and therapy of anxiety and depression:
convergence with neurobiological findings. Trends in Cognitive Sciences, 14(9), 418-
424.
Coyne, S. M., & Padilla-Walker, L. M. (2015). Sex, violence, & rock n'roll: Longitudinal
effects of music on aggression, sex, and prosocial behavior during adolescence.
Journal of Adolescence, 43(1), 96-104.
Coyne, S. M., Padilla-Walker, L. M., Holmgren, H. G., Davis, E. J., Collier, K. M., Memmott-
Elison, M. K., & Hawkins, A. J. (2018). A meta-analysis of prosocial media on prosocial
behavior, aggression, and empathic concern: A multidimensional approach.
Developmental Psychology, 54(2), 331-342.
Dovidio, J. F., Piliavin, J. A., Schroeder, D. A., & Penner, L. A. (2017). The social
psychology of prosocial behavior. New York: Psychology Press.
Dumont, E., Syurina, E. V., Feron, F. J., & van Hooren, S. (2017). Music Interventions and
Child Development: A Critical Review and Further Directions. Frontiers in Psychology,
8(1), 1-20.
Edmonds, W. A., & Kennedy, T. (2017). An applied guide to research designs. Thousand
Oaks, CA: SAGE Publications.
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In: Lamb
ME, ed. Handbook of child psychology and developmental science. (7th ed.).
Hoboken, NJ: Wiley.
Fazio-Griffith, L. J., & Ballard, M. B. (2014). Cognitive Behavioral Play Therapy Techniques
in School-Based Group Counseling: Assisting Students in the Development of Social
Skills, Vistas Online, 18(2), 1-14.
Gerbino, M., Zuffiano, A., Eisenberg, N., Castellani, V., Luengo Kanacri, B. P., Pastorelli,
C., & Caprara, G. V. (2018). Adolescents' prosocial behavior predicts good grades
beyond intelligence and personality traits. Journal of Personality, 86(2), 247-260.
Goldstein, A. P. (1999). The prepare curriculum: Teaching prosocial competencies.
Research Press.
Greitemeyer, T., (2011). Exposure to music with prosocial lyrics reduces aggression: First
evidence and test of the underlying mechanism. Journal of Experimental Social
Psychology, 47(1), 28-36.
Hakvoort, L., & Bogaerts, S. (2013). Theoretical foundations and workable assumptions
for cognitive behavioral music therapy in forensic psychiatry. The Arts in
Psychotherapy, 40(1), 192–200.
Helmond, P., Overbeek, G., & Brugman, D. (2012). Program integrity and effectiveness of
a cognitive behavioral intervention for incarcerated youth on cognitive distortions, social
skills, and moral development. Children and Youth Services Review, 34(9), 1720-1728.
Kim, J. I., Kang, Y. H., Lee, J. M., Cha, J., Park, Y. H., Kweon, K. J., & Kim, B. N. (2018).
Resting-state functional magnetic resonance imaging investigation of the neural
correlates of cognitive-behavioral therapy for externalizing behavior problems in
adolescent bullies. Progress in Neuro-Psychopharmacology and Biological Psychiatry,
86(1). 193-202.
Kniffin, K. M., Yan, J., Wansink, B., & Schulze, W. D. (2017). The sound of cooperation:
Musical influences on cooperative behavior. Journal of Organizational Behavior, 38(3),
372-390.
Kravitz, D. J., Saleem, K. S., Baker, C. I., Ungerleider, L. G., & Mishkin, M. (2013). The
ventral visual pathway: an expanded neural framework for the processing of object
quality. Trends in Cognitive Sciences, 17(1), 26-49.
Leddy, M. A., Anderson, B. L., & Schulkin, J. (2013). Cognitive-behavioral therapy and
decision science. New Ideas in Psychology, 31(1), 173–183.
Loke, I. C., Evans, A. D., & Lee, K. (2011). The neural correlates of reasoning about
prosocial-helping decisions: An event-related brain potentials study. Brain Research,
136(9), 140-148.
Luck, S. J., & Kappenman, E. S. (Eds.). (2011). The Oxford handbook of event-related
potential components. New York: Oxford university press.
McMillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry.
Boston: Pearson Higher Ed.
Pincham, H. L., Bryce, D., Kokorikou, D., Fonagy, P., & Fearon, R. P. (2016). Psychosocial
intervention is associated with altered emotion processing: an event-related potential
study in at-risk adolescents. PloS One, 11(1), 1-16.
Polich, J. (2007). Updating P300: an integrative theory of P3a and P3b. Clinical
Neurophysiology, 118(10), 2128-2148.
Schellenberg, E. G., Corrigall, K. A., Dys, S. P., & Malti, T. (2015). Group Music Training
and Children's Prosocial Skills. PloS one, 10(10), 1-14.
Sheldon, B. (2011). Cognitive-Behavioural Therapy, Research and practice in health and
social care. (2 ed.). New York: Routledge.
Simos, G. (2012). Cognitive-Behavioural Therapy, A Guide for the Practicing Clinician. (3
ed.). New York: Routledge.
Spain, D., Blainey, S. H., & Vaillancourt, K. (2017). Group cognitive behaviour therapy
(CBT) for social interaction anxiety in adults with autism spectrum disorders (ASD).
Research in Autism Spectrum Disorders, 41(1), 20-30.
Stange, J. P., MacNamara, A., Kennedy, A. E., Hajcak, G., Phan, K. L., & Klumpp, H.
(2017). Brain behavioral adaptability predicts response to cognitive behavioral therapy
for emotional disorders: A person-centered event related potential study.
Neuropsychologia, 23(1). 1-8.
Steiner, G. Z., Barry, R. J., & Gonsalvez, C. J. (2014). Stimulus-to-matching-stimulus
interval influences N1, P2, and P3b in an equiprobable Go/NoGo task. International
Journal of Psychophysiology, 94(1), 59-68.
Suveg, C., Jones, A., Davis, M., Jacob, M. L., Morelen, D., Thomassin, K., & Whitehead,
M. (2017). Emotion-Focused Cognitive-Behavioral Therapy for Youth with Anxiety
Disorders: A Randomized Trial. Journal of Abnormal Child Psychology, 32(1), 1-12.
Twomey, D. M., Murphy, P. R., Kelly, S. P., & O'connell, R. G. (2015). The classic P300
encodes a build-to-threshold decision variable. European Journal of Neuroscience,
42(1), 1636-1643.
Valk, S. L., Bernhardt, B. C., Trautwein, F. M., Bockler, A., Kanske, P., Guizard, N., &
Singer, T. (2017). Structural plasticity of the social brain: Differential change after socio-
affective and cognitive mental training. Science Advances, 3(10), 17-34.
Van der Graaff, J., Carlo, G., Crocetti, E., Koot, H. M., & Branje, S. (2017). Prosocial
behavior in adolescence: gender differences in development and links with empathy.
Journal of Youth and Adolescence, 15(1), 1-14.
Vaske, J., Galyean, K., & Cullen, F, T. (2011). Toward a biosocial theory of offender
rehabilitation: Why does cognitive-behavioral therapy work. Journal of Criminal Justice,
39(1), 90–102.
Verleger, R. (2008). P3b: towards some decision about memory. Clinical Neurophysiology,
119(4), 968-970.
Vesperini, S., Askenazy, F., Renaudo, N., Staccini, P., Hun, S., Legall, E., & Serret, S.
(2015). Prosocial intervention in children and adolescents with autism spectrum
disorder without intellectual disability: benefits of videotaping therapy sessions.
L'Encephale, 41(1), 47-55.
Yamasue, H. (2013). Function and structure in social brain regions can link oxytocin-
receptor genes with autistic social behavior. Brain and Development, 35(2), 111-118.