Dissertations / Theses on the topic 'Social anxiety'
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Yngve, Adam. "Resilience against social anxiety : The role of social networks in social anxiety disorder." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131140.
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Resilience refers to the capacity to quickly return to normal levels of functioning in the face of adversity. This capacity has previously been linked to social support. The purpose of this study was to investigate the role of social networks in the association between resilience and social anxiety in a clinical group with social anxiety disorder (n = 41) and a control group of university students (n = 40). The results showed that controls were significantly more resilient than the clinical group. Controls had significantly larger, more diverse and active social networks than the clinical group. Resilience was negatively associated with social anxiety in both groups. In the clinical group, there was a significant partial mediation effect of resilience on social anxiety through the size of the social network, a x b = –0.33, 95% CI [–0.718, –0.111]. Potential clinical applications of these results were discussed.
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Andersson, Ellen, and Tora Sjökvist. "Closing in on social anxiety : Investigating social anxiety, personality, affectivity, and social distance." Thesis, Uppsala universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-397053.
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Auyeung, Karen Wei. "Social anxiety and empathy." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43008.
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Auyeung, Karen Wei. "Social anxiety and empathy for social pain." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62699.
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Tanner, Rachael Jane. "Dysfunctional beliefs in social anxiety." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288411.
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Kocovski, Nancy L. "Self-regulation and social anxiety." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/MQ33491.pdf.
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Stopa, Lusia Aldona. "Cognitive processes in social anxiety." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308811.
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Day, Maria. "Adult attachment and social anxiety." Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505821.
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Garner, Matthew James. "Cognitive biases in social anxiety." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416089.
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Vassilopoulos, Stephanos Ph. "Cognitive biases in social anxiety." Thesis, Royal Holloway, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412331.
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Brown, Michael Alexander. "Cognitive biases in social anxiety." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443063.
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Gillan, N. "Social anxiety in adult autism." Thesis, University of Exeter, 2019. http://hdl.handle.net/10871/35444.
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Background: Adults with autism experience high rates of social anxiety disorder (SAD). Cognitive models of suggest that anticipatory (AP) and post-event processing (PEP) develop and maintain SAD symptoms. These models underpin gold standard treatment. It is unclear if the cognitive model for SAD applies to an autism population. In addition, there is little understanding of how these symptoms are experienced by adults with autism. Aims: To examine whether the cognitive model of SAD is relevant for adults with autism, as indicated by correlations between SAD and cognitive maintenance factors. The second aim was to explore how adults with autism describe their experience of anxiety in social situations. Design: A mixed method approach was used. Participants (n = 30) completed questionnaires about characteristics of autism, SAD, AP and PEP. Bivariate correlations were used to investigate the relationship between cognitive processes and SAD. Partial correlations were used to explore relationships between SAD and cognitive processes while controlling for autism-specific language difficulties. Participants (n = 8) also completed a semi-structured interview about their social experience, associated anxiety and how any anxiety was managed. Thematic analysis was used to analyse responses. Results: Participants reported high levels of SAD, AP and PEP. There was no significant relationship between SAD and autism symptoms. While AP and autism were significantly positively correlated, exploratory analysis did not indicate a clear relationship between AP, PEP, SAD and autism. Results of thematic analysis indicate anxiety in social situations causes significant impairment, with distressing thoughts before and after social interaction. Conclusions: Results provide qualitative evidence that the Clark and Wells (1995) model of SAD is relevant for adults with autism. Further research is necessary to investigate the relationship between cognitive styles, such as intolerance of uncertainty, with SAD and autism. Adults with autism may benefit from CBT for SAD alongside strategies to structure interactions and the environment.
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Manning, R. P. "Underlying processes in social anxiety." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3003456/.
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The overall aim of the thesis is to explore some theorised processes underlying social anxiety. Social anxiety is the experience of anxiety in response to social or performance situations, and is a common (Henderson, Gilbert & Zimbardo, 2014) and impairing (Wittchen & Jacobi, 2005) experience, with high comorbidity with other anxiety and mood problems (Kessler, Avenivoli, et al., 2012; Kessler, Petukhova, et al., 2012) and some indication that it can lead to decreasing functioning and increasing distress over time (Beesdo et al., 2007). More than half the population report some degree of shyness or social worry (Henderson, Gilbert & Zimbardo, 2014), and understanding what underlying functions may perseverate to impair functioning may aid understanding, prevention and earlier intervention to reduce distress and increase functioning. The first chapter of this thesis is a systematic review. Several forms of attachment were included and combined with measures of social anxiety in both clinical and non-clinical populations to explore the nature of this relationship, both directly and through mediation/moderation by other variables. Thirty studies were identified and findings were synthesised narratively, meta-analysis being inappropriate due to variance between studies. Attachment was explored due to theoretical assertions that processes underlying social anxiety develop in attachment relationships (Vertue, 2003). Evolutionary psychological models of social anxiety also indicate a role for shame and social comparison as an overactive social rank system in social anxiety (Gilbert, 2000; 2001), and this was explored as a potential mediator of the relationship between attachment and social anxiety. The second chapter is an empirical study. Continuing the thesis from chapter one, the aims of the empirical study were to a) replicate findings that attachment would be associated with social anxiety, but when controlling for particular cognitive and evolutionary behavioural variables this association would lose significance and b) extend these findings through comparison of anxiety, shame and social comparison in the moment using experience-sampling methodology (ESM). As social anxiety is conceptualised as a continuum of severity and distress (Ruscio, 2010) this comparison was made within-subjects. It was hoped that observing variables in the moment would illuminate processes underlying social anxiety in different contextual settings and elucidate differences between social and non-social environments. Ultimately it was hoped that better understanding of variance in shame and social comparison in the moment could guide identification and prevention of pre-clinical experiences, as well as guide more targeted intervention based on understanding of underlying processes. Overall consideration of attachment as one potential root for these underlying processes could also be considered based on extant research. Appendices were limited by the accepted word count for this thesis, but include author guidance for the formatting of both chapters one and two, which are written to comply with the requirements of the Journal of Affective Disorders. The quality assessment tool used in chapter one is also included, as are methodological points used for chapter two. These include the person-level and ESM questionnaires, as well as the participant information sheet and advert. Following completion of this thesis, it is intended that findings from both studies will be disseminated to academic audiences through publication in peer-reviewed journals, as well as lay descriptive leaflets being emailed to participants who cited their interest in hearing results of the study.
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Stein, Jo-Elle Shira. "Cognitive Factors in Social Anxiety." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/17824.
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Social Anxiety Disorder (SAD) is characterised by a marked and persistent fear of social or performance situations. Cognitive models suggest that cognitive factors of SAD, including threat appraisals and dysfunctional thinking styles, play a crucial role in generating and maintaining social anxiety (Clark & Wells, 1995; Rapee & Heimberg, 1997; Hofmann, 2007). Self-report measures are commonly used to assess cognitive factors of SAD in research and clinical settings. However, the psychometric properties of such measures require evaluation in order to select the most methodologically appropriate measure for specific clinical and research purposes. The aim of Study 1 (Chapter 2) was to systematically review studies that report on the psychometric properties of trait cognitive self-report measures of social anxiety. The methodological quality of the measures was assessed using an appraisal of adequacy tool developed by Terwee et al. (2007). Fifty studies were included representing 21 measures. Several measures had some adequate psychometric properties, however, no measure had strong enough positive evidence as yet to allow for recommendations to be made regarding use in clinical and research settings. The best measure to date was the SISST, which received the greatest number of positive ratings, being six out of nine. The aim of Study 2 (Chapter 3) was to describe the development and preliminary psychometric evaluation of the Event Probability and Cost Questionnaire (EPCQ) for adults with social anxiety. In support of cognitive models, the final factor analysis revealed a two-factor solution explaining 52.5% of the variance. The first factor included beliefs relating to the cost or consequence of a negative social outcome occurring, as well as four probably items relating to the potential occurrence of negative evaluation of observable physical symptoms (e.g., blushing). The second factor included beliefs relating to the probability or likelihood that a social situation would occur. Both factors were elevated for SAD patients relative to non-clinical controls. The measure demonstrated good internal consistency, test-retest reliability, and convergent and divergent validity. In addition, the EPCQ demonstrated good sensitivity, specificity, positive and negative predictive values and it was able to effectively discriminate between individuals with SAD and non-clinical controls. The 5 final measure comprised 26 questions, 13 questions relating to probability and cost respectively. Results indicate that the EPCQ is a promising measure with several important applications in both research and clinical settings. Finally, the aim of Chapter 4 was to present a general discussion of the previous chapters, discuss strengths and limitations, and potential clinical implications of the findings from the thesis.
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Hinrichsen, Hendrik. "Anticipatory processing in social anxiety." Thesis, Open University, 1999. http://oro.open.ac.uk/54621/.
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Socially anxious individuals often report considerable anticipatory anxiety. A recent cognitive model of social phobia (Clark & Wells, 1995) has suggested that while anticipating a social situation, socially anxious people engage in four biased cognitive processes. First, they recall and dwell on past perceived failures. Second, they construct negative observer-perspective images of how they think they may appear toothers. Third, they focus their attention on their bodily sensations and negative thoughts. Finally, they use their observed bodily sensations, negative thoughts and self-constructed images to predict how poorly they will perform in the anticipated social situation. These hypothesised processes were investigated in two studies. In the first study (Experiment 1), 20 high and 20 low socially anxious individuals were given a semi-structured interview which focussed on their mental processes during periods of anticipatory anxiety. The results of the interview were broadly consistent with the four hypotheses and provided additional data about the nature of functional and dysfunctional anticipatory processing. In a second study (Experiment 2), the effects of dysfunctional anticipatory processing on levels of social anxiety and confidence were investigated. Twenty high and 20 low socially anxious individuals engaged in either the dysfunctional anticipatory processes identified in study one or a distraction task prior to giving a video-taped speech. The results showed that individuals who engaged in dysfunctional anticipatory processing prior to giving the speech, felt more anxious but not less confident before and during the speech than individuals who had engaged in the distraction task. The results of the two studies are discussed in relation to the cognitive model of social phobia (Clark & Wells, 1995) and limitations of the experimental designs are highlighted. It is argued that research from worry may provide an explanation for the maintenance of dysfunctional anticipatory processing in socially anxious individuals,and _a theoretical approach to the maintenance of dysfunctional anticipatory processing in social anxiety is outlined which integrates the findings from the present study with other research findings. Finally, the implications of the present findings for the treatment of anticipatory social anxiety are discussed, and recommendations for future research are made.
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Menatti, Andrew R. "Exploring Impulsivity, Hostility, and Poor Decision-Making in Social Anxiety: An Externalizing Social Anxiety Subtype?" Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1364477008.
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Mitchell, Melissa A. "Consequences of upward social comparisons in social anxiety." Tallahassee, Florida : Florida State University, 2010. http://etd.lib.fsu.edu/theses/available/etd-04202010-153430/.
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Thesis (M.S.)--Florida State University, 2010.Advisor: Norman B. Schmidt, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed on July 12, 2010). Document formatted into pages; contains iv, 37 pages. Includes bibliographical references.
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Mansell, Warren. "Cognitive processes in social anxiety and social phobia." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389302.
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Ononaiye, Margarita Sylvia Pearl. "Attentional biases in social anxiety and social phobia." Thesis, University of Sheffield, 2005. http://etheses.whiterose.ac.uk/3574/.
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Clark and Wells (1995) argued that individuals with social phobia attend solely towards internal threat, whereas Beck, Emery and Greenberg (1985) and Rapee and Heimberg (1997) proposed that social phobics attend towards internal and external threat cues, during a social encounter. With this in mind, the aim was to investigate attentional processing in social anxiety and social phobia using the dot-probe task. Findings depend in part on which aspects of social anxiety are measured and used to select groups, therefore an exploration of the psychometric properties of the Fear of Negative Evaluation (FNE: Watson & Friend, 1969) and the Social Avoidance and Distress (SAD: Watson & Friend, 1969) scales was undertaken. Experiment one investigated conscious processing in high (n = 40) and low (n = 40) socially anxious participants. The results showed that the high socially anxious attended towards negative evaluation words (non-evaluative condition) and somatic sensation words (social-evaluative condition), compared to the low socially anxious. Experiment two explored pre-attentive and conscious attentional processing. A pre-attentional bias towards physical threat words was evident in the high socially anxious (n = 41), compared to the low socially anxious participants (n = 41), under social-evaluative conditions. There were no more significant findings. Experiment three investigated conscious attentional processing in generalised social phobics (n = 16) and low anxious controls (n = 16). The results revealed that individuals with generalised social phobia attended towards the physical threat words, compared to the matched controls. Study four examined the psychometric characteristics of the FNE and SAD. The FNE comprised of a fear of negative evaluation factor and the SAD a social avoidance and distress and a fear of new situations and strangers factor. The findings overall showed that attentional biases in social anxiety and social phobia can be specific to certain aspects of threat and modified by changes in level and cause of state anxiety.
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Harscoet, Vanessa. "Psychologie développementale de deux processus : l'inhibition comportementale et l'intentionnalité émotionnelle et leurs relations avec l'émergence des troubles anxieux dans l'enfance." Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30049/document.
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Cette recherche porte sur la compréhension des processus cognitifs, émotionnels et comportementaux en jeu dans l’émergence du trouble d’anxiété sociale chez l’enfant, et sur l’interaction de ces processus dans son développement. Nous tenterons de décrire les mécanismes précoces de développement de ce trouble chez les enfants de 6 à 9 ans. Il est observé un déficit de compétences dans la reconnaissance des émotions du visage d’autrui chez les enfants anxieux. Ils reconnaitraient plus difficilement les émotions positives d’un visage, et seraient particulièrement sensibles aux émotions négatives. Certaines études ont ainsi parlé d’« un biais de perception négative » dans la reconnaissance des visages chez ces enfants. Nous essaierons de mesurer si dès six ans, il existe des différences dans leur capacité de jugement de l’intentionnalité émotionnelle de l’autre en fonction de leur niveau d’anxiété sociale, et d’analyser l’évolution de ce processus dans le temps. Des auteurs ont montré que les enfants chez qui l’on observe une attitude comportementale inhibée devant des stimuli sociaux nouveaux paraissent émotionnellement plus réactifs et plus susceptibles de développer un trouble anxieux. Ils ont indiqué qu’apparaissant dès le très jeune âge chez l’enfant, l’inhibition comportementale peut être un facteur de risque de développement d’un trouble d’anxiété sociale. Nous testerons l’hypothèse d’un processus d’inhibition comportementale accompagnant l’émergence et l’évolution du trouble d’anxiété sociale au cours de l’enfance, et nous essaierons de voir comment ce processus s’articule avec les phases de développement émotionnel de l’enfant. Lors de l’introduction du concept d’anxiété sociale, on s’est interrogé sur les spécificités culturelles de ce trouble qui est, par essence, lié aux normes sociales et relationnelles véhiculées par le groupe d’appartenance d’un individu. Nous proposons donc d’intégrer une dimension interculturelle à cette étude afin de tester l’universalité de ces processusPas de résumé disponible
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Collins, Angela B. "Investigation of social anxiety prevalence and anxiety sensitivity among college students." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3369580.
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Tinoco, González Daniella. "Fear conditioning to socially relevant stimuli in social anxiety." Doctoral thesis, Universitat Autònoma de Barcelona, 2013. http://hdl.handle.net/10803/120553.
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Los trastornos de ansiedad constituyen un reto para la psiquiatría y la psicología clínica. Cerca de un 30% de la población sufre, o ha sufrido, uno o más trastornos de ansiedad a lo largo de su vida, siendo dicho grupo de trastornos el más frecuente dentro del DSM-IV. Las aproximaciones teóricas basadas en los modelos de aprendizaje aversivo han ocupado un lugar muy importante entre los modelos etiológicos de dichos trastornos. A pesar de que el condicionamiento del miedo es un proceso adaptativo y de gran importancia para la supervivencia, puede acabar convirtiéndose en clínicamente relevante cuando la reactividad al Estímulo Condicionado (EC) persiste en ausencia de contingencia entre el EC y el Estímulo Incondicionado (EI). Mediante procesos de condicionamiento clásico aversivo pueda aparecer un trastorno de ansiedad durante o después de un acontecimiento traumático o en un período de estrés significativo. Sin embargo, no todas las personas expuestas a este tipo de sucesos acaban desarrollando un trastorno. Algunos estudios han demostrado un mayor condicionamiento y una mayor resistencia a la extinción en pacientes ansiosos comparados con controles sanos sugiriendo que pacientes con trastornos de ansiedad se caracterizan por una elevada condicionabilidad y que ésta es una de las razones por las que, en situaciones de exposición a incidentes aversivos, sólo algunos individuos desarrollan miedos patológicos, mientras que otros muestran una respuesta adaptativa de miedo. La mayoría de estudios han utilizado el reflejo de sobresalto como índice de procesamiento afectivo. Consiste en una respuesta defensiva súbita que presentan muchas especies animales ante un estímulo intenso e inesperado. En humanos, puede ser medido de forma bastante sencilla registrando la respuesta electromiográfica en el músculo orbicularis oculi. El incremento del reflejo de sobresalto cuando un individuo está experimentando un estado de miedo o ansiedad se denomina reflejo de sobresalto potenciado por miedo. Durante los últimos años, éste se ha convertido en una herramienta de gran utilidad para la investigación traslacional de los trastornos de ansiedad. La mayor parte de los trabajos han utilizado estímulos evolutivamente poco “preparados” y algunos no han demostrado mayor condicionabilidad en pacientes con trastornos de ansiedad. Esto nos alerta de la necesidad de emplear paradigmas que contemplen estímulos incondicionados más relevantes para el trastorno objeto de estudio. Por tanto, el objetivo general del presente proyecto fue investigar el papel del condicionamiento aversivo de estímulos socialmente relevantes como factor específico de vulnerabilidad a la fobia social, utilizando el reflejo de sobresalto en pacientes con fobia social respecto a pacientes con trastorno de pánico con agorafobia y controles sanos. Para llevarlo a cabo, se empleó un paradigma de condicionamiento diferencial desarrollado por Lissek et al. (2008) en el que imágenes de personas con una expresión facial neutra (EC) se aparearon con tres tipos de estímulos visuales/auditivos: insultos y expresiones faciales de crítica (EIneg); comentarios y expresiones faciales neutras (EIneu); y cumplidos y expresiones faciales positivas (EIpos). Los resultados del presente trabajo no demostraron una mayor condicionabilidad en pacientes con fobia social respecto a pacientes con trastorno de pánico con agorafobia y controles sanos. Es posible que otros procesos tanto asociativos (por ejemplo, extinción del miedo) como no asociativos (por ejemplo, procesos cognitivos y atencionales) tengan un papel más importante en la fobia social que un mayor condicionamiento.Anxiety disorders represent a challenge for psychiatry and clinical psychology. Near 30 % of the population suffers, or has suffered, one or more anxiety disorder along his life, being this disorder the most frequent group of them inside the DSM-IV. The theoretical approximations based on aversive learning models have occupied traditionally a very important place among the etiological models of these disorders. Despite the fact that fear conditioning is an adaptative process of great importance for survival, it can turn into clinical relevant when the reactivity to the Conditioned Stimulus (CS) persists in absence of contingency between the CS and the Unconditioned Stimulus (US). By means of classical fear conditioning processes, an anxiety disorder could appear during or after a traumatic event or in a period of significant stress. Nevertheless, not all the persons exposed to this type of events end up developing a disorder. Some studies have demonstrated that patients with anxiety disorders are characterized by a high conditionability and resistance to extinction in anxiety patients compared to healthy controls suggesting that patients are characterized by en enhanced conditioning and that this is one of the reasons for which, in situations of exhibition to aversive incidents, only some individuals go on to develop pathological fears, whereas others show an adaptative response of fear. Many of these studies have use the startle reflex as an index of emotional activation. It consists of a defensive sudden response that many animal species present in presence of an intense and unexpected stimulus. In humans, it can be measured very simply by registering the electromyographic response in the orbicularis oculi muscle. The increase of the startle reflex when an individual is experiencing fear or anxiety is named fear potentiated startle. During the last years, it has been converted into a very useful tool for traslational investigation of anxiety disorders. Up to recent dates, most of the published studies with humans using classical conditioning paradigms have used evolutionarily “unprepared” stimuli to be conditioned, and many have not demonstrated an enhanced conditioning in anxiety patients. This alerts us of the importance to use paradigms that take into account unconditioned stimuli relevant to the disorder object of study. The overall goal of the present dissertation was to investigate fear conditioning processes in social anxiety using the fear potentiated startle in patients with social anxiety compared to patients with panic disorder with agoraphobia and healthy controls. To address this goal, we used a novel paradigm developed by Lissek et al. (2008) in which neutral facial expressions from three female actors served as the CS and were paired with one of three types audiovisual stimuli: insults and critical facial expressions (USneg); comments and neutral facial expressions (USneu); and compliments and positive facial expressions (USpos). Our results did not demonstrate an enhanced conditioning among patients with social anxiety compared to patients with panic disorder with agoraphobia and healthy controls. It is plausible that other associative (e.g. fear extinction) and non-associative processes (e.g cognitive and attentional processes) play a greater role in explaining social anxiety rather than enhanced fear conditioning.
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Howell, Ashley N. "Effects of Social Context on State Anxiety, Submissive Behavior, and Perceived Social Task Performance in Females with Social Anxiety." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365441706.
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Plasencia, Melissa Leili. "Safety behaviours and social anxiety disorder." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/24201.
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Two studies examine the validity of a modified version of the Social Behaviour Questionnaire (SBQ; Clark, et al. 1995), an unpublished measure of safety behaviours used by people with social anxiety. Study 1 investigated the underlying structure and psychometric properties of the SBQ in a sample of 269 undergraduate students. Results indicate the SBQ subdivides into two categories of safety behaviours: avoidance and self-monitoring. Study 2 replicated these results in a sample of 62 socially anxious individuals from the community.
Differential effects of these categories of behaviours on the interpersonal relationship were
examined in the community sample using a controlled laboratory social interaction task.
Standard multiple regression procedures indicate that avoidant behaviours are negatively
associated with likability of participants, whereas self-monitoring behaviours were not
significantly associated with likability.
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Durrant, Caroline. "Adult Attachment, Cognition and Social Anxiety." Thesis, University of Southampton, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525704.
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Hattingh, Coenraad Jacobus. "Neurobiological aspects of social anxiety disorder." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10865.
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This thesis investigates the functional neuroanatomy of SAD [Social Anxiety Disorder] using an activation likelihood-estimate meta-analysis (ALE meta-analysis), and explores the structural basis of SAD using a cortical thickness and subcortical gray matter volume analysis.
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Flynn, Jessica Jane. "Daily Fear in Social Anxiety Disorder." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1470046109.
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Egic, Milica. "Social anxiety disorder : SSRI vs. placebo." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20230.
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Social anxiety disorder (SAD) is characterized by fear and avoidance of social interactions and situations in which an individual is being the focus of attention. This current thesis aims to examine the efficacy of pharmacological treatment, particularly selective serotonin reuptake inhibitors (SSRIs) in individuals with a generalized social anxiety disorder (gSAD) in comparison with placebo (no active medication). In this systematic review, Scopus and Web of Science were searched for relevant research regarding the efficacy of the SSRI medication (paroxetine, sertraline, fluvoxamine and escitalopram) in comparison with placebo. Sixteen articles were included in this analysis. Results demonstrated that SSRI medication has greater efficacy in comparison with placebo both in short- and long-term time, prevent relapse in the long-term treatment of SAD and had a beneficial effect on different areas of individuals life's such as work, performance, romantic relationships etc.
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Bethel, N. J. "Self-applied interventions for social anxiety." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/1133/.
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Lockett, S. Helen. "Is social anxiety co-morbid with psychosis the same as social anxiety as a primary diagnosis? : an exploratory comparison of schemas, thoughts and social anxiety-related imagery." Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/34266/.
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Dannahy, Laura. "Post-event processing in social phobia and social anxiety." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412692.
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Dennis, Gregory Brent. "Social phobia and social anxiety continuous or discontinuous constructs? /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9136876.
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Gamble, Caroline. "Information processing biases in social anxiety and social phobia." Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494531.
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Scharfstein, Lindsay. "Social Skills and Social Acceptance in Childhood Anxiety Disorders." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5860.
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The present study examined the social skills and social acceptance of children with SAD (n=20), children with GAD (n=18), and typically developing (TD) children (n=20). A multimodal assessment paradigm was employed to address three study objectives: (a) to determine whether social skills deficits are unique to children with SAD or extend to children with GAD, (b) to assess whether skills vary as a function of social context (in vivo peer interaction Wii Task versus hypothetical Social Vignette Task) and (c) to examine the relationship between anxiety diagnosis and social acceptance. Parent questionnaire data indicated that both youth with SAD and GAD experienced difficulties with assertiveness, whereas children with SAD experienced a broader range of social skills difficulties. Blinded observers' ratings during the behavioral assessment social tasks indicated that compared to children with GAD and TD children, children with SAD have deficits in social behaviors and social knowledge across settings, including speech latency, a paucity of speech, few spontaneous comments, questions and exclamations, and ineffective social responses. In addition, vocal analysis revealed that children with SAD were characterized by anxious speech patterns. By comparison, children with GAD exhibited non-anxious speech patterns and did not differ significantly from TD youth on social behaviors, with the exception of fewer spontaneous comments and questions. Lastly, children with SAD were perceived as less likeable and less socially desirable by their peers than both children with GAD and TD children. Clinical implications of these findings are discussed.Ph.D.
Doctorate
Psychology
Sciences
Psychology; Clinical Psychology
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Bruce, Laura Coleman. "Social Anxiety in Context: The Effects of Social Structure." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/351868.
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PsychologyPh.D.
Person-environment interactions are the rule, not only for development but also for moment-to-moment experience. Knowledge about environmental influences on the manifestation of psychological symptoms is an important area of research, particularly with regard to social anxiety where symptoms vary dramatically depending on the social context. Like other forms of anxiety, social anxiety is thought to have evolved to help us pay attention to, assess, and respond to potential (in this case, intra-species) threats. The current study was based on (1) the theoretical proposition that social anxiety represents an adaptation to hierarchical, or agonic, modes of social organization; (2) the observation that in the non-hierarchical hedonic systems seen in some of our closest primate relatives, submissiveness is not required for group functioning, and (3) more recent empirical data showing that social anxiety symptoms are dependent on contextual factors. The current study integrated these three ideas and examined whether participating in a hedonic system, as compared to an agonic system, diminishes social anxiety, and whether social context moderates the relationship between trait social anxiety and activation of state anxiety. Participants of all different levels of trait social anxiety were randomly assigned to play a group game, the context and rules of which were consistent with either agonic or hedonic social structures. Self-reported anxiety and behaviors associated with social anxiety were then measured. Results from the experiment were mixed, sometimes seemingly conflicting, and therefore difficult to interpret. The more hierarchical, agonic social system was associated with higher anxious affect. However, the type of social system did not appear to affect self-reported submissive behavior, social comparison, or social behavior. Additionally, experimental condition did not moderate the effect of trait social anxiety on these variables. Although our findings were mixed, they hint at the role of social structure in the activation of anxious affect.
Temple University--Theses
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McClure, Christopher. "Social anxiety and progesterone maladaptive responses to social rejection /." Tallahassee, Fla. : Florida State University, 2008. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/210373.
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Cowart, Maria Jane Whitmore. "Generalized Anxiety Disorder and Social Anxiety Disorder in Youth: Are They Distinguishable?" Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37645.
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Social anxiety disorder (SAD) is defined by persistent, irrational anxiety in social situations while generalized anxiety disorder (GAD) is characterized by excessive worry unrelated to any specific situation. These two disorders share some features and are frequently comorbid in children and adults. The current study sought to examine this comorbidity and compare the disorders on a number of dimensions in a clinical sample of children and adolescents. It was hypothesized that SAD would be accompanied by higher levels of social anxiety and behavioral inhibition and lower levels of family expressiveness and social functioning than GAD. GAD was hypothesized to be accompanied by higher levels of worry, physiological symptoms, and anxiety sensitivity and lower levels of school functioning as compared to SAD. Youth with both disorders were hypothesized to function more poorly on all dimensions as compared to either disorder alone. Participants were drawn from a sample of 397 (137 female) youth who underwent psychoeducational assessment. A series of analyses of variance, discriminant function analyses, and factor analyses were performed using the entire sample, and repeated by gender and age group. Results indicated youth with GAD had higher levels of harm avoidance as compared to youth with social anxiety disorder. However, the diagnostic groups did not differ on other features. Moreover, results of factor and discriminant function analyses did not distinguish between the two groups. The pattern of results was similar when examined for gender and age, although some differences emerged. Overall, results suggest SAD and GAD overlap significantly in children, with less overlap in adolescents. This raises questions regarding the validity of current child anxiety taxonomies. Future research should further examine this phenomenon, including longitudinal samples and a wider range of diagnoses.Ph. D.
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Saulnier, Kevin G. "Perfectionism and Anxiety Sensitivity: The Relation between Etiological Factors of Social Anxiety." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1544448461375123.
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Thake, Jennifer. "Does Increased Self-Compassion Improve Social Anxiety Symptomology? Results from a Mindfulness-Based Intervention for Social Anxiety Disorder." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32593.
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Purpose: This study assessed whether a mindfulness-based intervention (MBI) adapted for social anxiety disorder (SAD) led to increases in self-compassion and trait mindfulness, and whether these increases mediated change in SAD symptom severity. Methods: Participants were randomly assigned to a 12-week MBI adapted for SAD (MBI-SAD, n = 21) or a wait-list control (WLC, n = 18). The MBI-SAD included aspects of the mindfulness-based stress reduction program, as well as explicit training in self-compassion and “mindful exposure”. Participants were assessed at baseline and weeks 6 and 12. Results: The MBI-SAD resulted in higher self-compassion and trait mindfulness and lower levels of social anxiety, compared to the WLC. Mediation analyses revealed that self-compassion and aspects of trait mindfulness mediated clinical response. Implications: Results suggest that self-compassion and aspects of trait mindfulness are possible mechanisms of change for the MBI-SAD. Results and their implications are discussed.
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Bennett, Susan Elizabeth. "Anxiety sensitivity as a confounding variable in the Social Phobia and Anxiety Inventory." Click here for download, 2006. http://wwwlib.umi.com/cr/villanova/fullcit?p1432654.
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Konstantinidi, Eva. "Implicit and relational self in social phobia and social anxiety." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437854.
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Neczypor, Bethany N. "Examining the Relationship Between Social Anxiety and Positive Social Attention." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1438277499.
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Kocovski, Nancy. "Attentional biases and coping with social anxiety." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66352.pdf.
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Wald, Shannon M. "Framing social information and public speaking anxiety /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1083543041&sid=36&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Wittchen, Hans-Ulrich. "The many faces of social anxiety disorder." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-88859.
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Social anxiety disorder, also known as social phobia, is one of the most prevalent anxiety disorders, affecting 7-13% of subjects in the community at some time in their lives. Despite being eminently treatable, it remains largely under-recognised and, therefore, undertreated. The disorder is characterized by a fear of scrutiny by others, with sufferers experiencing excessive anxiety in social and performance situations. This excessive anxiety usually leads to avoidance behaviour that can severely affect normal daily living. With onset commonly occurring during childhood or adolescence, social anxiety disorder may disrupt normal patterns of development of social and personal relationships, often having a long-term impact on emotional stability in social or working life. If left untreated, the course of social anxiety disorder is frequently complicated with comorbid conditions, particularly major depression or substance abuse. This review assesses the size of the clinical problem by evaluating current and lifetime prevalence estimates, age of onset, risk factors and evolution of the clinical course; thereby providing the rationale for early recognition and prompt treatment.
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Fry, Gary. "Understanding social anxiety : an existential phenomenological investigation." Thesis, University of Huddersfield, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418621.
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This project draws upon existential phenomenology as a new way of understanding the experience of social anxiety. It is claimed that by aiming for an explanation, existing psychological approaches (trait theory, biological research, behaviourism, cognitive and socially oriented perspectives, personal construct psychology) neglect the situated meaning of events as they are `lived' by individuals. It is argued that a phenomenological approach is needed in order to produce an understanding of the phenomenon - that is, a non-reductive, non-mechanistic model (Merleau-Ponty, 1962). The process of data collection assumed two strands. Firstly, eight participant interviews were conducted with a view to seeking `lived' accounts of social anxiety. Secondly, a series of literary extracts were selected in order to derive rich insights into the experience. All of these sources were analysed using the Sheffield School of phenomenological enquiry (see Ashworth, 2003), and the resultant descriptions interpreted by drawing upon existential phenomenological thought and modem developments of this approach. The empirical procedure revealed that social anxiety primarily involves the way an individual strives to present a desired sense of selfhood to other people. This sense of self is derived from previous experience and oriented to an imagined future. The person must engage in a pre-existing social world, adopting some of the cultural prescriptions of each new situation in the form of appropriate discourse (use of language) and a suitable deployment of the body (correctly fulfilling behavioural expectations). If this cannot be managed, then social anxiety will invariably result; the individual struggles to gain control of the problematic circumstances, feels exposed, and loses `grip' of the physical space around her/him. Nevertheless, the person who experiences habitual social anxiety is not condemned to perpetual failure: by transforming the meaning of the situation through perceptual and/or behavioural intervention, s/he is able to engage effectively. Finally, some reflections are offered with regard to how the present understanding supplements mainstream psychological models, while proposals for future research are also outlined.
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Dohl, Adriane Hannah. "Managing anxiety through childhood social-emotional development." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45406.
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School professionals are implementing a universal social-emotional learning program for children in Kindergarten and Grade 1 (aged 4-6 years) in many schools across the province with training and funding provided by the government. The Fun FRIENDS (Barrett, 2007) program focuses on increasing social-emotional learning and promotes coping techniques and resiliency in order to prevent the onset of behavioural and emotional disorders (Pahl & Barrett, 2007). Preliminary results (Pahl & Barrett, 2007, 2010) have highlighted the effectiveness of the Fun FRIENDS program in reducing anxiety in children. The present study utilized a quasi-experimental design to evaluate the effectiveness of the Fun FRIENDS program in reducing anxiety and promoting social-emotional competence among a sample of Kindergarten and Grade 1 students (N = 33) in a British Columbia school district. Results revealed a significant decrease in program participants’ anxiety symptoms as rated by teachers when compared with those in the control group. Teachers also reported that children who participated in the program had significant increases in social-emotional skills, while those in the control group’s skills remained the same. However, overall, children in the control group had significantly higher social-emotional skills, as rated by teachers. No significant results were found for parent rated levels of anxiety or social-emotional skills of children enrolled in either condition. Despite limitations of the study, the overall results demonstrate promising outcomes for students who participate in the Fun FRIENDS program.
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Standage, Helen. "Modification on interpretation bias and social anxiety." Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499806.
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Alves, Thiago. "Exploring Underrepresented Narratives : Social Anxiety in Games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-15563.
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This research focuses on pushing forward the understanding of mental disorders portrayals in games, more specifically social anxiety, which still lies as a marginalized topic in this medium. In order to understand honest manifestations of social anxiety in games, the first step is to conduct a close reading of games made by people who suffer from this mental disorder. A collection of five indie games, all of autobiographical nature and featuring social anxiety as an important part of their text, was put together for this analysis. This was done embracing the need to address the representational complexity, in order to tap into such a nuanced and elusive topic as social anxiety, not to identify rights or wrongs, but to engage in a discussion of how experiences are represented in games by people directly affected by this mental disorder. Individual experiences also contribute to expand interpretations and to identify additional keys of social anxiety representation. This is done by reaching informants, people living with a comorbid mental illnesses or disorders, that face or had faced social anxiety, and assess their perspectives through an experiential workshop. This work intends to further explore the practice of game design as mediator of experiences, contributing to both deepen the knowledge of game design and explore nuances of individual experiences present in autobiographical games and how this relates to perspectives of other people living with social anxiety. By combining the games and informants perspectives it is possible to structure a debate about game design patterns based on the findings of the game analysis and further elaborated with the nuanced perceptions gathered from informants. The knowledge acquired through this work is a step towards understanding of how games can represent, in an honest and non-stereotypical way, mental disorders, starting with social anxiety and, hopefully, contribute to spark other studies to broaden the spectrum of how the complexity of adverse mental conditions can be more respectfully addressed in games.
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Wittchen, Hans-Ulrich. "The many faces of social anxiety disorder." Lippincott Williams & Wilkins, 2000. https://tud.qucosa.de/id/qucosa%3A26036.
Full textAbstract:
Social anxiety disorder, also known as social phobia, is one of the most prevalent anxiety disorders, affecting 7-13% of subjects in the community at some time in their lives. Despite being eminently treatable, it remains largely under-recognised and, therefore, undertreated. The disorder is characterized by a fear of scrutiny by others, with sufferers experiencing excessive anxiety in social and performance situations. This excessive anxiety usually leads to avoidance behaviour that can severely affect normal daily living. With onset commonly occurring during childhood or adolescence, social anxiety disorder may disrupt normal patterns of development of social and personal relationships, often having a long-term impact on emotional stability in social or working life. If left untreated, the course of social anxiety disorder is frequently complicated with comorbid conditions, particularly major depression or substance abuse. This review assesses the size of the clinical problem by evaluating current and lifetime prevalence estimates, age of onset, risk factors and evolution of the clinical course; thereby providing the rationale for early recognition and prompt treatment.