Introduction
Anxiety and fear of public speaking are some of the common complaints of students during
their studies. The prevalence and consequences for psychological well-being make it possible
to discuss the fear of public speaking in the context of pathopsychological changes that
contribute to or are a variant of a social anxiety disorder. At the same time, constant
anxiety and emotional distress can contribute to the development of other comorbid
pathologies such as depressive disorder, other anxiety disorders, or substance abuse as a
way of coping anxiety. The development and implementation of effective
psychological/psychotherapeutic interventions for self-help and psychological support with
using a virtual environment has already proven itself in dealing with specific phobias and
other anxiety states and can be applied in preventative measures for social anxiety disorder
among students.
Aim
Investigate the impact of psychoeducation based on CBT protocol with a one-session
virtual exposure on the level of students' social anxiety before public speaking and the
features of social interaction during education.
Methods
Social anxiety assessment using the Social Phobia Inventory (SPIN), and Social Phobia
Rating Scale (SPRS), clinical semi-structured interview, observation, and assessment of
changes in virtual exposure.
Results
Compared with the control group, there was a statistically significant decrease in all
indicators on the SPIN (p<0.001) and SPRS (p<0.001) scales in the experimental group 1 month
after virtual exposure. Decreases in social anxiety on the SPIN scale before the
intervention and one month after were statistically different depending on belonging to the
experimental group (F = 5.06, p = 0.035) and time (F = 5.46, p = 0.029), and significantly
from a baseline level of social anxiety (F = 124.8, p = 0.000). The significance of changes
in the experimental group as a whole on the SPIN scale is achieved by reducing the indicator
in the subgroup with a high level of social anxiety, where statistical significance is
significant p<0.001. Differences in changes in the level of social anxiety on the SPRS scale
before the intervention and one month after, depending on belonging to the experimental
group (F = 9.39, p = 0.006), time (F = 12.33, p = 0.002) and baseline level of social
anxiety (F = 12.06, p = 0.000) are also significant. According to the SPRS method, a
statistically significant decrease in the rate of exhaustion and overall restriction
imposing social anxiety (p<0.001) was found in the experimental group and a statistically
significant decrease in the using of part of strategies avoidance behaviors and the
influence of typical unproductive beliefs (p<0.05, in accordance).
Conclusion
Using psychoeducation based on CBT protocol with a one-session virtual exposure has
proven to be an effective way of reducing the fear of public speaking. After 1 month
undergoing a psychoeducational session using virtual exposure, a significant decrease in the
intensity of anxious feelings, the impact of unproductive beliefs, and changes in behavior
that underpinned them were revealed. It was noted that the most significant effect was
achieved in the subgroup of participants with high input levels of social anxiety and
manifest traits corresponding to the criteria of social anxiety disorder. Such changes may
be explained by the need and timeliness of providing psychological support to this category
of participants. Given that our findings are incomplete, they require further research and
expansion of the experimental base.
Social Anxiety Disorder, Fear of Public Speaking, and the use of Assessment Instruments