It hurts but I still need it: a qualitative investigation of post-event processing in social anxiety disorder

2019 ◽  
Vol 48 (3) ◽  
pp. 364-369
Author(s):  
Naoki Yoshinaga ◽  
Kota Takaoka ◽  
Osamu Kobori
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Social Performance ◽  
Event Processing ◽  
Structured Interviews ◽  
Intermittent Reinforcement ◽  
Metacognitive Beliefs ◽  
Research Questions ◽  
Do So

AbstractBackground:It has been proposed that both positive and negative metacognitive beliefs sustain engagement in post-event processing (PEP). However, it is unknown: (1) whether individuals with social anxiety disorder (SAD) actually derive the benefits from PEP that they expect; (2) if this is not the case, how their positive beliefs are maintained; and (3) if they are aware of the counterproductive effects of PEP, why they still perform PEP.Aims:To explore the phenomenology of the processes involved in PEP from the perspective of SADs, in order to address the research questions above.Method:Twenty-one participants suffering from SAD received individual semi-structured interviews. Transcripts were analysed using thematic analysis.Results:Analysis revealed three main themes: (1) ‘Only, safe and useful way to improve myself’: SADs feel the need to improve their social performance, and they believe that PEP is the only, safe, and private way to do so, which is an underlying motive for them to do PEP; (2) ‘It hurts more than helps me’: however, through PEP, they do not seem to obtain the benefit that they expect, or only find a variety of counterproductive outcomes; (3) ‘Better safe than sorry’: they sometimes find makeshift solutions to improve their social performance during PEP, which may maintain their PEP as a form of intermittent reinforcement. They weigh up such costs and benefits, and choose to perform PEP while feeling conflicted about PEP.Conclusions:The results suggest that: (1) SADs rarely obtain the benefits from PEP that they expect; (2) their positive metacognitive beliefs are maintained by solutions they sometimes find during PEP; and (3) SADs choose to perform PEP while feeling conflicted; while PEP ironically maintains and exacerbates negative self-beliefs/images, it is the only safe and useful way to improve their social performance. These findings support and expand on the theories of PEP.

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.

Changes in picturing of ‘self’ in social anxiety disorder: a case report

2015 ◽  
Vol 8 ◽  
Author(s):  
Yasuko Tanaka ◽  
Osamu Kobori ◽  
Michko Nakazato
Keyword(s):  
Case Report ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Social Performance ◽  
Behavioural Therapy ◽  
Assessment Method ◽  
Case Formulation ◽  
Projective Drawing ◽  
Scale Scores

AbstractSocial anxiety disorder (SAD) is characterized by significant distress regarding social performance situations. Patients experience strong embarrassment about how they are perceived by others due to increased self-focused attention. This case report presents two cases of SAD and the effects of cognitive behavioural therapy (CBT) on ‘picturing of self’ (e.g. self-picturing and self-projection). The goal was to demonstrate the changes in ‘picturing of self’ using brief video feedback (VF) as a treatment and projective drawing as an assessment method of CBT, especially with SAD. The CBT consisted of psychoeducation and case formulation, cognitive restructuring, and behavioural experiments. In one case VF was used to provide additional means by showing the patient's own actual moving figure, the self-picture. For the other case, the patient was instructed to ‘draw a person’ and the changes in drawing style were assessed. Through the course of CBT, Liebowitz Social Anxiety Scale scores reduced significantly in both cases. ‘Picturing of self’ changed as a result of the use of CBT. Brief VF and projective drawing would be useful for individuals to see the change in themselves.

What determines observer-rated social performance in individuals with social anxiety disorder?

2010 ◽  
Vol 24 (8) ◽  
pp. 830-836 ◽  
Author(s):  
Stephan Stevens ◽  
Mareike Hofmann ◽  
Sonja Kiko ◽  
Anna Katharina Mall ◽  
Regina Steil ◽  
...  
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Social Performance

scholarly journals The Role of Environmental Factors in the Aetiology of Social Anxiety Disorder: A Review of the Theoretical and Empirical Literature

2017 ◽  
Vol 34 (2) ◽  
pp. 76-97 ◽  
Author(s):  
Alice R. Norton ◽  
Maree J. Abbott
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Environmental Factors ◽  
Attachment Style ◽  
Social Anxiety Disorder ◽  
Childhood Maltreatment ◽  
Social Performance ◽  
Empirical Literature ◽  
Peer Experiences ◽  
Current Article

Social anxiety disorder (SAD) is characterised by a marked and persistent fear of social/performance situations, and a number of key environmental factors have been implicated in the aetiology of the disorder. Hence, the current article reviews theoretical and empirical evidence linking the development of SAD with parenting factors, traumatic life events, and aversive social experiences. Specifically, research suggests that the risk of developing SAD is increased by over-controlling, critical and cold parenting, an insecure attachment style, aversive social/peer experiences, emotional maltreatment, and to a lesser extent other forms of childhood maltreatment and adversity. Moreover, these factors may lead to posttraumatic reactions, distorted negative self-imagery, and internalised shame-based schemas that subsequently maintain SAD symptomatology. However, further research is necessary to clarify the nature, interactions, and relative contributions of these factors. It is likely that SAD develops via a complex interplay of biological and environmental factors, and that multiple aetiological pathways underlie the development of the disorder.

Can I Really Do This? An Examination of Anticipatory Event Processing in Social Anxiety Disorder

2016 ◽  
Vol 30 (2) ◽  
pp. 94-104 ◽  
Author(s):  
Judith M. Laposa ◽  
Neil A. Rector
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
State Anxiety ◽  
Behavioral Therapy ◽  
Social Situation ◽  
Anxiety State ◽  
Event Processing ◽  
Social Events ◽  
Anticipatory Processing

Clark and Wells (1995) posit that anticipatory processing before a social situation serves to maintain social anxiety. More specifically, ruminative processes similar to post-event processing (PEP) may occur in anticipation of anxiety provoking social events, and in this article, we have labelled this type of anticipatory rumination anticipatory event processing (AnEP). Participants (n = 75) with social anxiety disorder (SAD) completed measures of anticipatory event processing, trait anxious rumination, social anxiety, state anxiety, and PEP, in the context of completing videotaped exposures twice as part of manual-based group cognitive behavioral therapy. AnEP was significantly positively associated with trait anxious rumination and social anxiety and was associated with state anxiety during the first videotaping. AnEP at the two time points was significantly correlated and decreased across the two taped exposures. Greater AnEP at the first taping was associated with greater PEP the following week. PEP after the first videotaped exposure then significantly related to AnEP for the second videotaped exposure several weeks later. Discussion focuses on the similarities between PEP and AnEP as well as implications for cognitive models and treatment of SAD.

The Effectiveness of Drama Therapy on Decreasing of the Symptoms of Social Anxiety Disorder in Children

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1 ◽  
Author(s):  
A. Anari ◽  
P. Ddadsetan ◽  
B. Saleh Sedghpour
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Children And Adolescents ◽  
Social Anxiety Disorder ◽  
Social Performance ◽  
Drama Therapy ◽  
Anxiety Scale ◽  
Control Group ◽  
Liebowitz Social Anxiety Scale ◽  
Experimental Group

The effectiveness of Drama therapy on decreasing of the symptoms of Social Anxiety Disorder (Performance Anxiety, Performance Avoidance, Social Anxiety & Social Performance Subtests) in 10-11 years old children was investigated in this study. 2 schools were randomly selected from elementary schools of Tehran city. First, Validation the Liebowitz Social Anxiety Scale for Children and Adolescents (Liebowitz, Klein & Masia-Warner, 2003) is done in one of that school; Then, in two schools, from 300 children ages 10-11, 32 children whose had received the highest scores on the Liebowitz Social Anxiety Scale for Children and Adolescents (LSAS-CA) were selected. Subjects were divided into control and experimental groups. Experimental group received Drama therapy intervention for 6 weeks, twice a week sessions lasting two hours. The results were analyzed using covariance and indicated the children in experimental group reported a significant decrease in symptoms of Social Anxiety Disorder (Performance Anxiety, Performance Avoidance, Social Anxiety & Social Performance Subtests) as compared to the control group. In addition, in 3 month follow up, results had stabilized in experimental group as compared to the control group. The emerged findings can have clinical application in prevention and treatment of social anxiety disorder in children.

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