Understanding the relationship between social anxiety and alcohol use in college students: A meta-analysis

Schry, Amie R.; White, Sue

doi:10.1016/j.addbeh.2013.06.014

Cited by 132 publications

(100 citation statements)

References 71 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…197,198 An anomalous finding in the longitudinal study review was the reduced risk of alcohol abuse in children with internalising behaviour reported by Maggs et al 195 This is in line with several other studies that indicate that particular anxiety disorders (e.g. separation anxiety and social anxiety) may be negatively associated with alcohol outcomes both cross-sectionally and over time, 199,200 although the picture is mixed, with other studies indicating a positive prospective association. 201 Given that the measure of internalising behaviour in the Maggs et al 195 study was a newly created and unvalidated four-item scale, this finding is uncertain, although this uncertainty is also reflected in the other associations with childhood internalising behaviour.…”

Section: Extrapolating Childhood Outcomes Into Adult Outcomes: Analyssupporting

confidence: 55%

IMPRoving Outcomes for children exposed to domestic ViolencE (IMPROVE): an evidence synthesis

et al. 2016

View full text Add to dashboard Cite

BackgroundExposure to domestic violence and abuse (DVA) during childhood and adolescence increases the risk of negative outcomes across the lifespan.ObjectivesTo synthesise evidence on the clinical effectiveness, cost-effectiveness and acceptability of interventions for children exposed to DVA, with the aim of making recommendations for further research.Design(1) A systematic review of controlled trials of interventions; (2) a systematic review of qualitative studies of participant and professional experience of interventions; (3) a network meta-analysis (NMA) of controlled trials and cost-effectiveness analysis; (4) an overview of current UK provision of interventions; and (5) consultations with young people, parents, service providers and commissioners.SettingsNorth America (11), the Netherlands (1) and Israel (1) for the systematic review of controlled trials of interventions; the USA (4) and the UK (1) for the systematic review of qualitative studies of participant and professional experience of interventions; and the UK for the overview of current UK provision of interventions and consultations with young people, parents, service providers and commissioners.ParticipantsA total of 1345 children for the systematic review of controlled trials of interventions; 100 children, 202 parents and 39 professionals for the systematic review of qualitative studies of participant and professional experience of interventions; and 16 young people, six parents and 20 service providers and commissioners for the consultation with young people, parents, service providers and commissioners.InterventionsPsychotherapeutic, advocacy, parenting skills and advocacy, psychoeducation, psychoeducation and advocacy, guided self-help.Main outcome measuresInternalising symptoms and externalising behaviour, mood, depression symptoms and diagnosis, post-traumatic stress disorder symptoms and self-esteem for the systematic review of controlled trials of interventions and NMA; views about and experience of interventions for the systematic review of qualitative studies of participant and professional experience of interventions and consultations.Data sourcesMEDLINE, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, EMBASE, Cochrane Central Register of Controlled Trials, Science Citation Index, Applied Social Sciences Index and Abstracts, International Bibliography of the Social Sciences, Social Services Abstracts, Social Care Online, Sociological Abstracts, Social Science Citation Index, World Health Organization trials portal and clinicaltrials.gov.Review methodsA narrative review; a NMA and incremental cost-effectiveness analysis; and a qualitative synthesis.ResultsThe evidence base on targeted interventions was small, with limited settings and types of interventions; children were mostly < 14 years of age, and there was an absence of comparative studies. The interventions evaluated in trials were mostly psychotherapeutic and psychoeducational interventions delivered to the non-abusive parent and child, usually based on the child’s exposure to DVA (not specific clinical or broader social needs). Qualitative studies largely focused on psychoeducational interventions, some of which included the abusive parent. The evidence for clinical effectiveness was as follows: 11 trials reported improvements in behavioural or mental health outcomes, with modest effect sizes but significant heterogeneity and high or unclear risk of bias. Psychoeducational group-based interventions delivered to the child were found to be more effective for improving mental health outcomes than other types of intervention. Interventions delivered to (non-abusive) parents and to children were most likely to be effective for improving behavioural outcomes. However, there is a large degree of uncertainty around comparisons, particularly with regard to mental health outcomes. In terms of evidence of cost-effectiveness, there were no economic studies of interventions. Cost-effectiveness was modelled on the basis of the NMA, estimating differences between types of interventions. The outcomes measured in trials were largely confined to children’s mental health and behavioural symptoms and disorders, although stakeholders’ concepts of success were broader, suggesting that a broader range of outcomes should be measured in trials. Group-based psychoeducational interventions delivered to children and non-abusive parents in parallel were largely acceptable to all stakeholders. There is limited evidence for the acceptability of other types of intervention. In terms of the UK evidence base and service delivery landscape, there were no UK-based trials, few qualitative studies and little widespread service evaluation. Most programmes are group-based psychoeducational interventions. However, the funding crisis in the DVA sector is significantly undermining programme delivery.ConclusionsThe evidence base regarding the acceptability, clinical effectiveness and cost-effectiveness of interventions to improve outcomes for children exposed to DVA is underdeveloped. There is an urgent need for more high-quality studies, particularly trials, that are designed to produce actionable, generalisable findings that can be implemented in real-world settings and that can inform decisions about which interventions to commission and scale. We suggest that there is a need to pause the development of new interventions and to focus on the systematic evaluation of existing programmes. With regard to the UK, we have identified three types of programme that could be justifiably prioritised for further study: psycho-education delivered to mothers and children, or children alone; parent skills training in combination with advocacy: and interventions involving the abusive parent/caregiver. We also suggest that there is need for key stakeholders to come together to explicitly identify and address the structural, practical and cultural barriers that may have hampered the development of the UK evidence base to date.Future work recommendationsThere is a need for well-designed, well-conducted and well-reported UK-based randomised controlled trials with cost-effectiveness analyses and nested qualitative studies. Development of consensus in the field about core outcome data sets is required. There is a need for further exploration of the acceptability and effectiveness of interventions for specific groups of children and young people (i.e. based on ethnicity, age, trauma exposure and clinical profile). There is also a need for an investigation of the context in which interventions are delivered, including organisational setting and the broader community context, and the evaluation of qualities, qualifications and disciplines of personnel delivering interventions. We recommend prioritisation of psychoeducational interventions and parent skills training delivered in combination with advocacy in the next phase of trials, and exploratory trials of interventions that engage both the abusive and the non-abusive parent.Study registrationThis study is registered as PROSPERO CRD42013004348 and PROSPERO CRD420130043489.FundingThe National Institute for Health Research Public Health Research programme.

show abstract

Section: Extrapolating Childhood Outcomes Into Adult Outcomes: Analyssupporting

confidence: 55%

IMPRoving Outcomes for children exposed to domestic ViolencE (IMPROVE): an evidence synthesis

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Some studies have reported a positive relationship (21)(22)(23)(24)(25), but others have found CONTACT that socially anxious individuals do not drink more (11)(12)(13)(15)(16)(17)20,26,27), suggesting that these individuals may avoid social situations due to fear of negative evaluation and anticipatory anxiety, and are therefore simply not present to consume alcohol (14,28,29). Other studies failed to find any relationship between social anxiety and alcohol use (18,30,31).…”

Section: Social Anxiety and Alcohol Use In University Populationsmentioning

confidence: 87%

“…The present study found internal consistency to be excellent (α = .96) and the scale has been widely used in university-based studies on social anxiety and alcohol use (20).…”

Section: Methodsmentioning

confidence: 96%

“…A relationship of social anxiety with alcohol-related problems has generally been established (12,16,(18)(19)(20), but surprisingly, social anxiety and alcohol use research has yielded mixed results. Some studies have reported a positive relationship (21)(22)(23)(24)(25), but others have found CONTACT that socially anxious individuals do not drink more (11)(12)(13)(15)(16)(17)20,26,27), suggesting that these individuals may avoid social situations due to fear of negative evaluation and anticipatory anxiety, and are therefore simply not present to consume alcohol (14,28,29).…”

Section: Social Anxiety and Alcohol Use In University Populationsmentioning

confidence: 97%

See 1 more Smart Citation

Social anxiety and drinking game participation among university students: the moderating role of drinking to cope

Mulligan

George

Brown

2016

The American Journal of Drug and Alcohol Abuse

View full text Add to dashboard Cite

show abstract

“…Mental health issues in college students have consistently increased over time (Eisenberg, Gollust, Golberstein, & Hefner, 2007;Gallagher 2014) and these challenges and stressors pose a major problem for many college students with both their health (Allison et al, 2009;Cranford, Eisenberg & Serras, 2009;Schry & White, 2013;VanKim & Nelson, 2013) and academic experience affected negatively (Eisenberg et al, 2007;Hysenbegasi, Hass, & Rowland, 2005) including discontinuous college enrollment (Arria et al, 2013). Tinto's theory of student departure (1975) posits that college student retention is a complex interaction between social and academic integration.…”

Section: Introductionmentioning

confidence: 99%

Mental Health and Academic Success of First-Year College Students

Wyatt

Oswalt

Ochoa

2017

IJHE

View full text Add to dashboard Cite

The prevalence and severity of mental health issues are increasing among college students, and such issues pose a threat to health and academic performance. Purpose:The primary purpose of the study is to examine differences in mental health diagnoses and their related academic impact with a special focus on classification year in college. Subjects and Methods:This study is a secondary data analysis. Responses from 66,159 U.S. undergraduate students about mental health and academics from the American College Health Association-National College Health Assessment II were examined using regression analyses.Results: Differences in mental health diagnoses were found by classification with first-year students reporting higher rates of self-injury and seriously considering suicide. Upperclassmen reported higher rates of academic impact from mental health factors. Conclusions and Recommendations:Findings indicate one's first-year of college as the prime time to promote awareness of and strategies to prevent mental health issues or negative academic effects; implications for first-year experience programs are discussed.

show abstract

Understanding the relationship between social anxiety and alcohol use in college students: A meta-analysis

Cited by 132 publications

References 71 publications

IMPRoving Outcomes for children exposed to domestic ViolencE (IMPROVE): an evidence synthesis

IMPRoving Outcomes for children exposed to domestic ViolencE (IMPROVE): an evidence synthesis

Social anxiety and drinking game participation among university students: the moderating role of drinking to cope

Mental Health and Academic Success of First-Year College Students

Contact Info

Product

Resources

About