I Have a Fear of Negative Evaluation, Get Me Out of Here! Examining Latent Constructs of Social Anxiety and Autistic Traits in Neurotypical and Autistic Young People

Lei, Jiedi; Russell, Ailsa

doi:10.1007/s10803-020-04657-3

Cited by 15 publications

(10 citation statements)

References 78 publications

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“…For autistic youth whose avoidance of school following bullying may stem from a limited repertoire of responses to bullying, early intervention that includes social skills training may be indicated. However, Lei and Russell (2020) remind us that a failure to address negative social performance beliefs may confirm autistic youths' beliefs 'that they are deficient in respect of social interaction skills, further exacerbating anxiety reactions and related behaviours' (p. x). The review by Spain et al (2018) also pointed to diminished social motivation among individuals with ASD and social phobia.…”

Section: Discussionmentioning

confidence: 98%

Risk for school refusal among autistic boys bullied at school:Investigating associations with social phobia and separation anxiety

Bitsika

Sharpley

Heyne

2021

International Journal of Disability, Development and Education

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Autistic youth bullied at school are at risk for school refusal (SR), which may grow from emerging SR (ESR). SR and ESR have been associated with social phobia and separation anxiety among neurotypical youth but these associations have not been studied among autistic youth. The associations between both types of anxiety and in a sample of 71 autistic boys aged 6 to 18 years (M = 10.23, SD = 1.43). Eighty-two percent of boys reported being bullied at school, and 55% of these boys asked to stay home from school. Boys who asked to stay home had a significantly higher level of separation anxiety than boys who did not ask to stay home. There was no difference between these two groups with respect to levels of social phobia. At the item level, two of the four social phobia symptoms were significantly correlated with the request to stay home from school as were seven of the eight symptoms of separation anxiety. Results suggest that autistic boys bullied at school do not seek to avoid school because they are shy in social situations, but because they want to spend time with their parents. Implications for intervention are discussed.

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Section: Discussionmentioning

confidence: 98%

Risk for school refusal among autistic boys bullied at school:Investigating associations with social phobia and separation anxiety

Bitsika

Sharpley

Heyne

2021

International Journal of Disability, Development and Education

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“…It is not only people with mental illnesses who experience diagnostic overshadowing. Evidence of the negative impact of diagnostic overshadowing has been identified, for example, in patients with schizophrenia [46], people with intellectual disabilities [47], people with learning disabilities [48], with physical disabilities [49], children and young people including children with Down's Syndrome [50,51] and with autism [52].…”

Section: The Social Epidemiology Of Patient Safetymentioning

confidence: 99%

Social Work Leadership for Patient Safety

Travaglia¹

2023

Social Work - Perspectives on Leadership and Organisation

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Social workers are rarely considered as key personnel in the field of patient safety. The clinical nature of many, if not most, errors means that it is much more likely that doctors, nurses and pharmacists are involved both in the errors themselves and in attempts to improve the quality and safety of care. Yet, despite best efforts around the world for the last two decades the overall rate of errors has not decreased. In this chapter I argue that there is great potential for social work leadership to improve the quality and safety of care for patients and clients, and in particular for vulnerable individuals and groups. One way of understanding this potential is through the lens of a social epidemiology of patient safety, which can then be linked to the competencies required by social workers in leading this new approach to patient/client safety and quality improvement. Drawing on evidence both from research and from patient safety inquiries around the world, I look at how the social context and status of patients contributes to errors, particularly of vulnerable individuals and groups, and the unique leadership role that social workers can take in preventing and responding to errors and adverse events.

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“…Common aetiological factors underlying SAD (e.g. fear of negative evaluation by others (Lei & Russell, 2020), intolerance of uncertainty, alexithymia and interoceptive sensibility (Pickard, Hirsch, Simonoff, & Happé, 2020)) in both autistic and non‐autistic adolescents suggest that it may be possible to extend cognitive therapy for SAD in non‐autistic adolescents to autistic adolescents (Hollocks, Pickles, Howlin, & Simonoff, 2016; Pickard et al., 2020; Sukhodolsky, Bloch, Panza, & Reichow, 2013).…”

Section: Introductionmentioning

confidence: 99%

Understanding the relationship between social camouflaging in autism and safety behaviours in social anxiety in autistic and non‐autistic adolescents

Lei,

Leigh,

Charman

et al. 2023

Child Psychology Psychiatry

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BackgroundSocial camouflaging (hereafter camouflaging) in autism includes factors such as masking and compensating for one's neurodevelopmental differences, and to assimilate or ‘fit in’ with non‐autistic peers. Efforts to hide one's authentic self and autism traits (masking) resemble impression management (IM) in safety behaviours identified in Clark and Wells' (1995) cognitive model of social anxiety (SA). This study explores the relationship between camouflaging in autism and safety behaviours in SA among autistic and non‐autistic adolescents.MethodsOne hundred fifteen adolescents (14–19 years) with (n = 61; 36 female) and without (n = 54; 37 female) a clinical diagnosis of autism matched on age and SA symptom severity were recruited from clinics, schools and online. Adolescents completed online measures including autism traits, SA symptoms, camouflaging behaviours, SA‐related safety behaviours and SA‐related negative cognitions. Partial and bivariate Pearson's correlations and structural equation modelling were used to understand the relationship between camouflaging, safety behaviours, autism traits and SA in both groups. Exploratory factor analysis assessed item‐level factor cross‐loadings between camouflaging and safety behaviours.ResultsAcross both groups, masking and IM were significantly associated with SA symptom severity, not autism traits, via SA‐related social cognitions. Exploratory factor analysis indicated construct overlap across masking, assimilation, IM and avoidance behaviours and identified factors analogous to self‐focused attention, social avoidance and mental rehearsal identified in the Clark and Wells' (1995) model of SA.ConclusionsThis is the first study using group‐matched design to identify that masking (factor in social camouflaging) and IM both relate to SA in autistic and non‐autistic adolescents. Assessment and formulation of construct overlap between masking and IM may inform psychoeducation and adaptation of SA treatment for autistic adolescents.

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I Have a Fear of Negative Evaluation, Get Me Out of Here! Examining Latent Constructs of Social Anxiety and Autistic Traits in Neurotypical and Autistic Young People

Cited by 15 publications

References 78 publications

Risk for school refusal among autistic boys bullied at school:Investigating associations with social phobia and separation anxiety

Risk for school refusal among autistic boys bullied at school:Investigating associations with social phobia and separation anxiety

Social Work Leadership for Patient Safety

Understanding the relationship between social camouflaging in autism and safety behaviours in social anxiety in autistic and non‐autistic adolescents

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