Skills for Social and Academic Success: A School-Based Intervention for Social Anxiety Disorder in Adolescents

2004 ◽  
Vol 7 (4) ◽  
pp. 241-249 ◽  
Author(s):  
Paige H. Fisher ◽  
Carrie Masia-Warner ◽  
Rachel G. Klein
Keyword(s):  
Academic Success ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
School Based Intervention ◽  
School Based ◽  
Social And Academic Success

School-Based Intervention for Adolescents with Social Anxiety Disorder: Results of a Controlled Study

2005 ◽  
Vol 33 (6) ◽  
pp. 707-722 ◽  
Author(s):  
Carrie Masia-Warner ◽  
Rachel G. Klein ◽  
Heather C. Dent ◽  
Paige H. Fisher ◽  
Jose Alvir ◽  
...  
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Controlled Study ◽  
School Based Intervention ◽  
School Based

Do Social Threat Cognitions Decrease With School-Based CBT and Predict Treatment Outcome in Adolescents With Social Anxiety Disorder?

2019 ◽  
Vol 33 (4) ◽  
pp. 331-342
Author(s):  
Julie L. Ryan ◽  
Jeremy K. Fox ◽  
Sarah R. Lowe ◽  
Carrie Masia Warner
Keyword(s):  
High School Students ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Behavioral Treatment ◽  
Negative Evaluation ◽  
Social Threat ◽  
Counseling Intervention ◽  
School Based

Evidence suggests that Social Anxiety Disorder (SAD) is less responsive to cognitive behavioral treatment (CBT) compared to other anxiety disorders. Therefore, exploring what might facilitate clinical benefit is essential. Social threat cognitions, characterized by exaggerated perceptions of negative evaluation by others, may be one important avenue to examine. The current study investigated whether youths' social threat cognitions decreased with Skills for Academic and Social Success (SASS), a group, school-based CBT designed for SAD, and whether decreases predicted SAD severity and treatment response. Participants included 138 high school students with SAD randomly assigned to SASS, or a nonspecific school counseling intervention. SASS participants showed significantly decreased social threat cognitions at 5-month follow-up. Treatment responders had significantly greater reductions in social threat cognitions compared to nonresponders at post-intervention and follow-up. These findings suggest that social threat cognitions may be important to assess and monitor when treating youth with SAD.

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