scholarly journals Exploring the Cognitive Model of Social Anxiety in Autistic Young People—The Central Role of Bodily Symptoms

2021 ◽  
Author(s):  
H. Wood ◽  
S. Rusbridge ◽  
J. Lei ◽  
C. Lomax ◽  
J. Elliston ◽  
...  
Keyword(s):  
Social Anxiety ◽  
Young People ◽  
Social Performance ◽  
Cognitive Model ◽  
Social Situations ◽  
Autistic People ◽  
Psychological Models ◽  
Observer Ratings ◽  
Bodily Sensations

AbstractWe explored the role of negative performance beliefs and self-focused attention considered central to psychological models of social anxiety but not studied in autism. Firstly, we compared self- and observer ratings of performance on a social task for 71 young autistic people, 41 high and 30 low in social anxiety, finding a significant main effect of social anxiety but not rater. Subsequently, 76 autistic young people, 46 high and 30 low social anxiety completed measures of interoceptive sensibility and focus of attention following a social task. Only heightened interoceptive sensibility fully mediated the relationship between self-ratings of social performance and social anxiety. These findings suggest awareness of bodily sensations are critical to anxiety in social situations with implications for treatment.

Relationships among Social Perception, Social Skill, and Social Anxiety of Psychiatric Patients

1983 ◽  
Vol 53 (3_suppl) ◽  
pp. 1175-1178 ◽  
Author(s):  
Allan L. Fingeret ◽  
Peter M. Monti ◽  
Maryann Paxson
Keyword(s):  
Social Behavior ◽  
Social Anxiety ◽  
Social Perception ◽  
Social Skill ◽  
Psychiatric Patients ◽  
Social Performance ◽  
Self Report ◽  
Social Situations ◽  
Response Alternatives

This study examined relationships among measures of social perception and social performance for 63 psychiatric patients. Simulated social situations with differing response alternatives were presented on videotape to patients who judged the most appropriate alternative of three. Patients also participated in role-plays, and their videotaped responses were later rated for social skill and social anxiety. Patients also responded to a self-report inventory of social behavior. Analysis indicated that social perception was correlated with social skill but not with social anxiety. Self-report measures were not correlated with either social perception or social performance. The possible role of social perception in social performance was discussed.

Can Clark and Wells' (1995) Cognitive Model of Social Phobia be Applied to Young People?

2008 ◽  
Vol 36 (4) ◽  
pp. 449-461 ◽  
Author(s):  
Kate J. Hodson ◽  
Freda V. McManus ◽  
David M. Clark ◽  
Helen Doll
Keyword(s):  
Social Anxiety ◽  
Young People ◽  
Social Phobia ◽  
Cognitive Model ◽  
Treatment Protocol ◽  
Social Cognitions ◽  
Focused Attention ◽  
Event Processing ◽  
Socially Anxious ◽  
Anxiety Depression

AbstractSocial phobia is a common and disabling condition for both children and adults. In recent years Clark and Wells' (1995) cognitive model of social phobia has given rise to an effective treatment protocol for the condition in adults (e.g. Clark et al., 2003, 2006). The current study investigates the applicability of this model to younger people. One hundred and seventy-one 11–14 year-old participants completed questionnaires measuring social anxiety, depression, and the variables hypothesized to maintain social phobia in Clark and Wells' (1995) cognitive model: negative social cognitions, safety behaviours, self-focused attention, and pre- and post-event processing. High socially anxious children scored significantly higher than low socially anxious children on all of the variables in Clark and Wells' model. Negative social cognitions, self-focused attention, safety behaviours, and pre- and post-event processing were all significant predictors of social anxiety, accounting for 48% of the variance in social anxiety. Furthermore, these variables showed specificity to social anxiety, predicting significantly more variance in social anxiety than in depression. Findings suggest that although Clark and Wells' (1995) model of social phobia was developed from research on adult populations, it may be equally applicable to younger people with social phobia.

Marijuana-related problems and social anxiety: The role of marijuana behaviors in social situations.

2012 ◽  
Vol 26 (1) ◽  
pp. 151-156 ◽  
Author(s):  
Julia D. Buckner ◽  
Richard G. Heimberg ◽  
Russell A. Matthews ◽  
Jose Silgado
Keyword(s):  
Social Anxiety ◽  
Social Situations

scholarly journals Self-Focused Cognition in Social Anxiety: A Review of the Theoretical and Empirical Literature

2016 ◽  
Vol 33 (1) ◽  
pp. 44-64 ◽  
Author(s):  
Alice R. Norton ◽  
Maree J. Abbott
Keyword(s):  
Social Anxiety ◽  
Cognitive Processes ◽  
Empirical Literature ◽  
Similar Process ◽  
Negative Effects ◽  
Social Situations ◽  
Socially Anxious ◽  
Substantial Body ◽  
Growing Body

Social anxiety disorder (SAD) is characterised by a marked and persistent fear of social or performance situations. Cognitive models suggest that self-focused cognitive processes play a crucial role in generating and maintaining social anxiety, and that self-focused cognition occurs prior to, during, and following social situations (Clark & Wells, 1995; Rapee & Heimberg, 1997). There is a substantial body of empirical evidence demonstrating that socially anxious individuals engage in self-focused cognition during and following a social or performance situation. A smaller but growing body literature suggests that a similar process occurs prior to such situations, and that these three processes are interdependent. Furthermore, the vast majority of research to date indicates that self-focused cognitive processes are detrimental, and that they generate and maintain social anxiety in a variety of ways. However, there remains considerable scope for research to further explicate the role of these processes in the maintenance of SAD, and to enhance interventions designed to ameliorate their negative effects.

scholarly journals Metacognition and Perspective Taking Predict Negative Self-Evaluation of Social Performance in Patients with Social Anxiety Disorder

2016 ◽  
Vol 7 (4) ◽  
pp. 601-607 ◽  
Author(s):  
Hans M Nordahl ◽  
Henrik Nordahl ◽  
Adrian Wells
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Perspective Taking ◽  
Social Performance ◽  
Primary Diagnosis ◽  
Self Evaluation ◽  
Observer Perspective ◽  
Metacognitive Beliefs ◽  
Psychological Models

This study set out to test metacognitive beliefs and perspective taking in self-imagery as predictors of negative self-evaluation of performance in social anxiety disorder. Forty-seven patients with a primary diagnosis of DSM-IV social anxiety disorder were asked to engage in a speech task. Metacognitive beliefs were assessed before the task, and perspective taking in self-imagery and negative self-evaluations of performance were measured after the task. Positive metacognitive beliefs about worrying and observer perspective imagery were positively correlated with negative self-evaluation. A hierarchical linear regression showed that age, and both positive metacognitive beliefs and the observer perspective, were unique predictors of negative self-evaluation. The results suggest that psychological models, especially those formulating the self-concept, should incorporate metacognitive beliefs.

scholarly journals Cannabis-Related Impairment and Social Anxiety: The Role of Use to Manage Negative and Positive Affect in Social Situations

2019 ◽  
Vol 55 (2) ◽  
pp. 271-280 ◽  
Author(s):  
Katherine Walukevich-Dienst ◽  
Elizabeth M. Lewis ◽  
Julia D. Buckner
Keyword(s):  
Social Anxiety ◽  
Positive Affect ◽  
Social Situations

Social anxiety and anger regulation

2004 ◽  
Vol 18 (7) ◽  
pp. 573-590 ◽  
Author(s):  
Hannelore Weber ◽  
Monika Wiedig ◽  
Jennis Freyer ◽  
Joerg Gralher
Keyword(s):  
Social Anxiety ◽  
Significant Influence ◽  
Social Performance ◽  
The Self ◽  
Independent Effect ◽  
Socially Anxious ◽  
Independent Observer ◽  
Anger Regulation ◽  
Observer Ratings ◽  
The Relationship

Based on the assumption that social anxiety is associated with less assertive behaviour and that effective anger regulation is influenced by social anxiety, two studies were conducted to examine the relationship between social anxiety and anger regulation. In Study 1, questionnaires measuring social anxiety, assertiveness, and six habitual anger‐related responses were administered to 115 adults. Social anxiety had an independent effect on rumination and submission, whereas assertiveness was independently related to the use of humour and feedback. In Study 2 (N = 136 adults) self‐ and observer ratings of anger‐related behaviour were obtained after anger was experimentally induced. Social anxiety was related to self‐ratings of submission and rumination. However, independent observer ratings based on videotapes revealed no significant influence of social anxiety on anger‐related behaviour. Taken together, the results provide evidence that social anxiety is associated with the self‐perception of less assertive behaviour and the tendency to evaluate one's behaviour more negatively. These results are consistent with prior studies showing that socially anxious persons tend to underestimate their social performance relative to the ratings of independent observers. Copyright © 2004 John Wiley & Sons, Ltd.

Poczucie bezradności i lęku w relacjach między ludźmi. Implikacje pedagogiczne

2017 ◽  
pp. 73-89
Author(s):  
Agnieszka Rumianowska
Keyword(s):  
Social Anxiety ◽  
Young People ◽  
Cultural Perspective ◽  
Contemporary Culture ◽  
Human Relationships ◽  
Theoretical Considerations

The article is devoted to the problem of human relationships with special attention paid to the experience of helplessness, powerlessness and social anxiety in contacts with other people. The problem is described from the existential-psychological and social-cultural perspective. At first the author presents the essence and reasons for feeling helpless and anxious in the psychological context. Then various aspects of human alienation in contemporary culture are enumerated. In the second part of the article the author discusses the category of usefulness and utility in thinking about oneself and other people, the alienation of language and loss of the so-called “individual initiative”. Theoretical considerations have been supplemented with the results of the author’s own research. At the end of the article the author indicates the role of education in preventing the development of helplessness among young people.

scholarly journals The Role of Performance Quality in Adolescents’ Self-Evaluation and Rumination after a Speech: Is it Contingent on Social Anxiety Level?

2018 ◽  
Vol 47 (2) ◽  
pp. 148-163 ◽  
Author(s):  
Anke W. Blöte ◽  
Anne C. Miers ◽  
Esther Van den Bos ◽  
P. Michiel Westenberg
Keyword(s):  
Social Anxiety ◽  
Social Performance ◽  
Community Sample ◽  
Cognitive Intervention ◽  
Mediation Effect ◽  
Socially Anxious ◽  
Self Evaluation ◽  
Performance Quality

Background: Cognitive behavioural therapy (CBT) has relatively poor outcomes for youth with social anxiety, possibly because broad-based CBT is not tailored to their specific needs. Treatment of social anxiety in youth may need to pay more attention to negative social cognitions that are considered a key factor in social anxiety development and maintenance. Aims: The aim of the present study was to learn more about the role of performance quality in adolescents’ cognitions about their social performance and, in particular, the moderating role social anxiety plays in the relationship between performance quality and self-cognitions. Method: A community sample of 229 participants, aged 11 to 18 years, gave a speech and filled in questionnaires addressing social anxiety, depression, expected and self-evaluated performance, and post-event rumination. Independent observers rated the quality of the speech. The data were analysed using moderated mediation analysis. Results: Performance quality mediated the link between expected and self-evaluated performance in adolescents with low and medium levels of social anxiety. For adolescents with high levels of social anxiety, only a direct link between expected and self-evaluated performance was found. Their self-evaluation was not related to the quality of their performance. Performance quality also mediated the link between expected performance and rumination, but social anxiety did not moderate this mediation effect. Conclusions: Results suggest that a good performance does not help socially anxious adolescents to replace their negative self-evaluations with more realistic ones. Specific cognitive intervention strategies should be tailored to the needs of socially anxious adolescents who perform well.

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