scholarly journals Cognitive processes of the Social Anxiety group after Social Performance Anxiety: degree of Post-event processing

2015 ◽  
Vol 20 (1) ◽  
pp. 329-346 ◽  
Author(s):  
김민정 ◽  
cho-hyun-ju
Keyword(s):  
Social Anxiety ◽  
Cognitive Processes ◽  
Social Performance ◽  
Performance Anxiety ◽  
Event Processing ◽  
Anxiety Group ◽  
The Social

scholarly journals Self-Focused Attention and Post-Event Processing: Relevance to Social Performance Anxiety and Social Interaction Anxiety

2014 ◽  
Vol 28 (1) ◽  
pp. 72-82 ◽  
Author(s):  
Jacob B. Holzman ◽  
David P. Valentiner ◽  
Kathleen S. McCraw
Keyword(s):  
College Students ◽  
Social Interaction ◽  
Social Anxiety ◽  
Social Performance ◽  
Performance Anxiety ◽  
Focused Attention ◽  
Event Processing ◽  
Social Interaction Anxiety ◽  
High Standards ◽  
Interaction Anxiety

This study examined the roles of self-focused attention and post-event processing in social performance anxiety and social interaction anxiety. College students (N = 101) completed measures of social performance anxiety, social interaction anxiety, self-focused attention, post-event processing, and beliefs related to social anxiety. Interoceptive self-focused attention and post-event processing predicted social performance anxiety after controlling for social interaction anxiety. The associations with social interaction anxiety were not significant after controlling for social performance anxiety. Associations of behavioral self-focused attention with social performance anxiety and social interaction anxiety were not significant after controlling for interoceptive self-focused attention. No evidence of an interaction between self-focused attention and post-event processing in the prediction of social anxiety was found. This study found no evidence that the associations of interoceptive self-focused attention and post-event processing with social performance anxiety were statistically mediated by high standards, conditional beliefs about self, and unconditional beliefs about self. These results and their theoretical implications are discussed.

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.

Examination of the Contribution of Ruminative Thinking and Maladaptive Self-Beliefs to Social Anxiety

2016 ◽  
Vol 30 (4) ◽  
pp. 253-262 ◽  
Author(s):  
Kellie Kissell ◽  
Hayley Rodriguez ◽  
Lloyd Lucas ◽  
Brian Fisak
Keyword(s):  
Social Anxiety ◽  
Cognitive Processes ◽  
Structural Equation ◽  
Anxiety Symptoms ◽  
Equation Modeling ◽  
Event Processing ◽  
Anticipatory Anxiety ◽  
Relative Contribution ◽  
Anticipatory Processing ◽  
Nonclinical Sample

The purpose of this study was to examine the relative contribution of 3 components of the Clark and Wells (1995) model to social anxiety symptoms. In particular, based on theory and previous research, it was hypothesized that the association between post-event processing and social anxiety and between anticipatory anxiety and social anxiety would be mediated by maladaptive self-beliefs. To test this hypothesis, a large, nonclinical sample of young adults completed a measure of anticipatory processing, post-event processing, maladaptive self-beliefs, and social anxiety. Based on a structural equation modeling approach, full mediation was found between post-event processing and social anxiety, and partial mediation was found between anticipatory processing and social anxiety. Overall, the results contribute to the literature by elucidating cognitive processes that may lead to the development and maintenance of social anxiety symptoms.

scholarly journals Learning from other people's fear: amygdala-based social reference learning in social anxiety disorder

2016 ◽  
Vol 46 (14) ◽  
pp. 2943-2953 ◽  
Author(s):  
K. S. Blair ◽  
M. Otero ◽  
C. Teng ◽  
M. Geraci ◽  
E. Lewis ◽  
...  
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Comparison Group ◽  
Social Referencing ◽  
Significant Group ◽  
Anxiety Group ◽  
Amygdala Activation ◽  
The Social ◽  
Social Reference

BackgroundSocial anxiety disorder involves fear of social objects or situations. Social referencing may play an important role in the acquisition of this fear and could be a key determinant in future biomarkers and treatment pathways. However, the neural underpinnings mediating such learning in social anxiety are unknown. Using event-related functional magnetic resonance imaging, we examined social reference learning in social anxiety disorder. Specifically, would patients with the disorder show increased amygdala activity during social reference learning, and further, following social reference learning, show particularly increased response to objects associated with other people's negative reactions?MethodA total of 32 unmedicated patients with social anxiety disorder and 22 age-, intelligence quotient- and gender-matched healthy individuals responded to objects that had become associated with others’ fearful, angry, happy or neutral reactions.ResultsDuring the social reference learning phase, a significant group × social context interaction revealed that, relative to the comparison group, the social anxiety group showed a significantly greater response in the amygdala, as well as rostral, dorsomedial and lateral frontal and parietal cortices during the social, relative to non-social, referencing trials. In addition, during the object test phase, relative to the comparison group, the social anxiety group showed increased bilateral amygdala activation to objects associated with others’ fearful reactions, and a trend towards decreased amygdala activation to objects associated with others’ happy and neutral reactions.ConclusionsThese results suggest perturbed observational learning in social anxiety disorder. In addition, they further implicate the amygdala and dorsomedial prefrontal cortex in the disorder, and underscore their importance in future biomarker developments.

Examining Facets of Depression and Social Anxiety: The Relation among Lack of Positive Affect, Negative Cognitions, and Emotion Dysregulation

2017 ◽  
Vol 20 ◽  
Author(s):  
Ivan Blanco ◽  
Jutta Joormann
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Positive Affect ◽  
Social Anxiety Disorder ◽  
Emotion Dysregulation ◽  
Negative Cognitions ◽  
Future Directions ◽  
Socially Anxious ◽  
Anxiety Group ◽  
The Social

AbstractDepression and Social Anxiety Disorder are commonly conceptualized by the presence of negative affect. However, these disorders are also characterized by lack of positive affect, presence of negative cognitions, and emotion dysregulation which may play an important role in the onset and maintenance of these disorders. The present study explored differences among these variables in 189 clinical patients diagnosed with Major Depression, Social Anxiety Disorder, or both. Results showed differences in lack of positivity F(2, 185) = 18.92, p = .0001, η2 = .17, presence of negative cognitions F(2, 185) = 13.97, p = .0001, η2 = .13, and the use of rumination F(2, 185) = 14.63, p = .0001, η2 = .14 and punishment F(2, 181) = 7.64, p = .001, η2 = .08 among groups. Overall, lack of positivity, negative cognitions, and emotion dysregulation were elevated in the comorbid group, whereas lack of positivity and negative cognitions were specifically found for patients diagnosed with depression compared to socially anxious patients. In addition, the study examined the relation of both, lack of positivity and negative cognitions, to emotion regulation processes among groups. Overall, lack of positivity was associated with fear and avoidance in the social anxiety group (all r > .417, p < .01), whereas lack of positivity and negative cognitions were associated with rumination across the three groups (all r > .370, p < .01). Limitations of the present study and future directions are discussed.

Clinical Case Study: Clinical Use of the Looming Vulnerability Construct for Performance Anxiety in a Dance Recital

2004 ◽  
Vol 18 (4) ◽  
pp. 361-366 ◽  
Author(s):  
John H. Riskind ◽  
Daniel Long ◽  
Rebecca Duckworth ◽  
Ted Gessner
Keyword(s):  
Social Performance ◽  
Performance Anxiety ◽  
External Observer ◽  
Socially Anxious ◽  
Clinical Case Study ◽  
Starting Point ◽  
The Social ◽  
Static Images ◽  
Present Case Study

Several recent social phobia models (e.g., Clark & Wells, 1995; Rapee & Heimberg, 1997) share the assumption that sensitivity to the social evaluative context is produced by the socially anxious person’s generation of distorted mental images. These distorted images occur in the form of an external “observer” perspective in terms of how the person imagines being perceived by others. The starting point for the model of looming vulnerability (Riskind, 1997; Riskind, Williams, Gessner, Chrosniak, & Cortina, 2000) is that anxiety is generated not just by static images of such a dreadful moment caught in stop motion (e.g., of being negatively viewed by others), but by the perception that the threat is rapidly advancing and unfolding such that it is increasing in danger. The present case study illustrates the potential utility of this “looming vulnerability” conceptualization for treating a case of severe social performance anxiety in a young woman facing an upcoming dance recital.

Attentional Bias Among Adolescents Who Stutter: Evidence for a Vigilance–Avoidance Effect

2020 ◽  
Vol 63 (10) ◽  
pp. 3349-3363
Author(s):  
Naomi H. Rodgers ◽  
Jennifer Y. F. Lau ◽  
Patricia M. Zebrowski
Keyword(s):  
Social Anxiety ◽  
Attentional Bias ◽  
Preliminary Evidence ◽  
Cutoff Score ◽  
Attentional Disengagement ◽  
Social Stimuli ◽  
Facial Stimuli ◽  
The Social ◽  
Attentional Engagement ◽  
High Social Anxiety

Purpose The purpose of this study was to examine group and individual differences in attentional bias toward and away from socially threatening facial stimuli among adolescents who stutter and age- and sex-matched typically fluent controls. Method Participants included 86 adolescents (43 stuttering, 43 controls) ranging in age from 13 to 19 years. They completed a computerized dot-probe task, which was modified to allow for separate measurement of attentional engagement with and attentional disengagement from facial stimuli (angry, fearful, neutral expressions). Their response time on this task was the dependent variable. Participants also completed the Social Anxiety Scale for Adolescents (SAS-A) and provided a speech sample for analysis of stuttering-like behaviors. Results The adolescents who stutter were more likely to engage quickly with threatening faces than to maintain attention on neutral faces, and they were also more likely to disengage quickly from threatening faces than to maintain attention on those faces. The typically fluent controls did not show any attentional preference for the threatening faces over the neutral faces in either the engagement or disengagement conditions. The two groups demonstrated equivalent levels of social anxiety that were both, on average, very close to the clinical cutoff score for high social anxiety, although degree of social anxiety did not influence performance in either condition. Stuttering severity did not influence performance among the adolescents who stutter. Conclusion This study provides preliminary evidence for a vigilance–avoidance pattern of attentional allocation to threatening social stimuli among adolescents who stutter.

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