Psychopathology of Childhood Social Phobia

Beidel, Déborah C.; Turner, Samuel M.; Morris, Tracy L.

doi:10.1097/00004583-199906000-00010

Cited by 443 publications

(347 citation statements)

References 19 publications

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“…It is possible that those adolescents reporting low perceived acceptance are processing information accurately in that they properly perceive their lack of efficacy in social situations, which in turn leads to social anxiety. Given the evidence for diminished social skills among persons with social anxiety (Beidel et al, 1999), and the evidence for exaggerations of these deficits by individuals with social anxiety (Stopa & Clark, 1993), it seems likely that both processes are active (i.e., judgments are correct in that these individuals are less liked than others, and they overestimate the extent of their rejection).…”

Section: Peer Interaction Predictors Of Social Anxiety and Fnementioning

confidence: 99%

Development of Social Anxiety: Social Interaction Predictors of Implicit and Explicit Fear of Negative Evaluation

Teachman

Allen

2006

J Abnorm Child Psychol

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Little is known about how to predict which individuals with known temperament vulnerabilities will go on to develop social anxiety problems. Adolescents (N = 185) were followed from age 13 to 18 to evaluate psychosocial, prospective predictors of social anxiety symptoms and fears of negative evaluation (FNE), after accounting for pre-existing social withdrawal symptoms. Results from structural equation modeling suggest that lack of perceived social acceptance predicts subsequent explicit social anxiety and FNE, whereas the emotional intensity of close peer interactions predicts subsequent implicit FNE. Results are discussed in terms of the importance of peer interaction in the development of social anxiety, and the value of measuring both implicit and explicit FNE. KeywordsSocial anxiety; Fear of negative evaluation; Implicit; Peer interaction Social anxiety and fear of negative evaluation (FNE) are risk factors for numerous maladaptive outcomes, including depression (Stein, Tancer, Gelernter, Vittone, & Uhde, 1990), restricted development of interpersonal relationships (Schneier, Johnson, Hornig, Leibowitz, & Weissman, 1992), poor academic functioning (Turner, Beidel, Dancu, & Keys, 1986), and heightened risk for substance abuse (Page & Andrews, 1996). Given the serious consequences that can follow from social anxiety symptoms, it is essential to determine which individuals are most vulnerable. Although broad vulnerability factors have been known for some time, such as a withdrawn, behaviorally inhibited temperament (e.g., Biederman et al., 1993), little is known about how to predict which particular individuals will go on to develop social anxiety later in life, suggesting the importance of intervening life experiences in the manifestation of anxiety (Turner, Beidel, & Wolff, 1996). Specifically, " prospective studies of children characterized as shy or behaviorally inhibited suggest that a proportion of them will develop anxiety during adolescence. However, to date, it is unclear how to determine which children are likely to develop more severe disorders." (Beidel, Morris, & Turner, 2004, p. 147).In part, this difficulty has arisen because of the paucity of longitudinal, prospective data to shed light on the intervening psychosocial factors and life experiences that exacerbate a given predisposition to become socially anxious (though see exciting work byMorris, 2001;Warren, Huston, Egeland, & Sroufe, 1997, among others NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript sectional and retrospective studies have suggested the importance of the familial environment, peer relationships, information processing styles and conditioning experiences as critical to the etiology of social anxiety (see excellent reviews by Beidel & Turner, 1998;Hudson & Rapee, 2000;Vasey & Dadds, 2001), it has been difficult to account for the potential influence of biases in recall or the temporal ambiguity inherent in retrospective and cross-sectional studies. Thus, the current study followed a prospect...

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Section: Peer Interaction Predictors Of Social Anxiety and Fnementioning

confidence: 99%

Development of Social Anxiety: Social Interaction Predictors of Implicit and Explicit Fear of Negative Evaluation

Teachman

Allen

2006

J Abnorm Child Psychol

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“…Shyness can be conceptualized as a feature of the larger category of social withdrawal, which encompasses many forms of behavioural solitude [4]. Shy children are often described as hesitant to participate in social interactions [5] and although research has suggested that they want to play with other children, social fear and anxiety prevent them from doing so [6].…”

Section: Introductionmentioning

confidence: 99%

Social Behaviors in Nuclear and Extended families Children Age 6 to 11 – A Longitudinal Study with Turkish Sample

Seven¹,

İnci²

2016

IJSSH

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Abstract-The main aim of this study is to identify whether or not the social behaviors such Prosociality, Shyness and Aggression of children, living in a stable life period families, are stable from age 6 to age 11 in a sample of Turkish children. In total, 47 children participated in the study, of whom 24 male and 23 female lived in families in Muş Province, Turkey. Teacher Assessment of Social Behaviors Scale were applied to the same group four times (at ages 6, 7, 9, 11) in five years. The children in this sample were assessed initially at the end of their final preschool year (age 6) and were reassessed at the end of the first (age 7), third (age 9) and fifth grade (age 11) of elementary school. All assessments were conducted in May. In conclusion, social behavior was found to be stable for 55% prosocial behaviors, 31% Shynese behavior and 79% for aggressive behavior as results of regression analysis. These findings support the argument that aggression and prosocial behaviors follows a stable course from age 6-11 age onwards. Repeated measures ANOVA with a Greenhouse-Geisser correction determined that mean not differed statistically significantly between aggression's (F(2.19, 98.56) = .235 , P > 0.05), shyness' (F(2.92, 131.58) = .982 , P > 0.05) and prosocial behaviours' (F(2.63, 118.67) = .383 , P > 0.05) time points and family types.

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“…Emotional disorders in children can cause impairment in their health, social life and academic functioning [8,9]. Children often use somatic complaints as a way to verbalise or express distress [10] and children with emotional disorders such as depression and anxiety more frequently report somatic complaints than children without, and somatic complaints are therefore regarded as a psychiatric symptom [1,8], Headache, abdominal pain, fatigue, back pain and musculoskeletal pains are the most commonly reported somatic complaints in childhood [11]. In some epidemiological studies ADHD is significantly associated with somatic complaints [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

“…Children often use somatic complaints as a way to verbalise or express distress [25] and children with emotional disorders such as depression and anxiety more frequently report somatic complaints than children without, and somatic complaints are therefore regarded as a psychiatric symptom [1,8]. Headache, abdominal pain, fatigue, back pain and musculoskeletal pains are the most commonly reported somatic complaints in childhood [11].…”

Section: Introductionmentioning

confidence: 99%

ADHD with Co-Occurring Depression/Anxiety in Children: The Relationship with Somatic Complaints and Parental Socio-Economic Position

Leirbakk¹,

Clench‐Aas²,

Raanaas³

2015

J Psychol Abnorm Child

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Attention-Deficit/Hyperactivity Disorder (ADHD) and depression/anxiety are often comorbid in children, and consequences of ADHD are more detrimental in lower socioeconomic levels. The aim of this study was to compare co-occurrence of ADHD and depression/anxiety with ADHD alone and depression/anxiety alone when the outcome measure is somatic complaints. Additionally, we examined whether low parental Socio-Economic Position (SEP) were related to occurrence of ADHD alone, depression/anxiety alone, and co-occurrence. The sample consisted of 12,900 parents who participated in a cross-sectional health survey that included Strengths and Difficulties Questionnaire (SDQ) and impact supplement. Socio-economic factors were dichotomized into low versus average/high parental socio-economic position (SEP), abdominal pain, neck pain and headache were categorized as somatic complaints. Parents described 58 % of the children with ADHD as comorbid with depression/anxiety. Children with ADHD only report somatic complaints when thedisorder is co-occurring with depression/anxiety. The prevalence of ADHD, depression/ anxiety, or a combination of the two disorders in children, is higher when parents have a low socio-economic position. Increased awareness of the heterotypic nature of ADHD is needed, especially when interpreting somatic complaints. There is a pattern of an inverse relationship between mental health and socio-economic position in children when measured by ADHD and depression/anxiety.

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Psychopathology of Childhood Social Phobia

Cited by 443 publications

References 19 publications

Development of Social Anxiety: Social Interaction Predictors of Implicit and Explicit Fear of Negative Evaluation

Development of Social Anxiety: Social Interaction Predictors of Implicit and Explicit Fear of Negative Evaluation

Social Behaviors in Nuclear and Extended families Children Age 6 to 11 – A Longitudinal Study with Turkish Sample

ADHD with Co-Occurring Depression/Anxiety in Children: The Relationship with Somatic Complaints and Parental Socio-Economic Position

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