A Psychoeducational School-Based Group Intervention for Socially Anxious Children

Vassilopoulos, Stephanos P.; Brouzos, Andreas; Damer, Diana E.; Mellou, Angeliki; Mitropoulou, Alexandra

doi:10.1080/01933922.2013.819953

Cited by 23 publications

(14 citation statements)

References 48 publications

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“…Moreover, there were modest correlations among the outcome variables, with the lowest correlation between negative interpretation ratings and depression scores (r = −.01), and the highest correlation between the negative interpretation ratings and social anxiety scores (r = .42). Regarding the group outcome, no significant differences were found between the three individual groups (see Vassilopoulos et al, 2013). In order to examine the association of group process variables (the Rogerian facilitative conditions) with outcome measures, group members were divided into three equalsized groups (tertiles).…”

Section: Resultsmentioning

confidence: 99%

“…The intervention was delivered in a school setting and was efficacious in reducing social anxiety symptoms and negative interpretations for ambiguous events in addition to increasing benign interpretations and self-reported likeability in elementary school children presenting medium to high levels of social anxiety (Vassilopoulos, Brouzos, Damer, Mellou, & Mitropoulou, 2013). The group model is briefly described below.…”

Section: Treatment Of Childhood Social Anxietymentioning

confidence: 99%

“…The group model is briefly described below. For a more in-depth description of the group model for social anxiety, please see Vassilopoulos et al (2013).…”

Section: Treatment Of Childhood Social Anxietymentioning

confidence: 99%

“…Furthermore, given that the therapeutic alliance is not static, but tends to increase over the course of psychotherapy and contribute to outcome (Chiu, McLeod, Har, & Wood, 2009), we also investigated whether any changes in the perception of core conditions from session 3 to the termination of the group would correspond to changes in outcome variables. The present study was part of a larger project in which the efficacy and mechanisms of change in a psychoeducational group for children were investigated (Vassilopoulos et al, 2013). The group program was based on principles from cognitive-behavioral therapy and included interventions such as cognitive restructuring, anxiety management techniques, and social skills training.…”

Section: The Current Studymentioning

confidence: 99%

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Members’ perceptions of person-centered facilitative conditions and their role in outcome in a psychoeducational group for childhood social anxiety

Brouzos

Vassilopoulos

Baourda

2014

Person-Centered & Experiential Psychotherapies

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Research in counseling and psychotherapy groups firmly supports the view that a positive member-leader relationship is necessary for client change. However, studies that investigate the ingredients of this relationship are scarce. Forty elementary school children selected for displaying medium to high levels of social anxiety completed several scales measuring emotional traits, cognitions, and social skills, both before and after the termination of the intervention. The Barrett-Lennard Relationship Inventory tapping into members' perception of facilitative attitudes of a leader (i.e. empathic understanding, congruence, and unconditional positive regard) was also administered twice (at session 3 and after the termination). It was found that a medium change in perception of group leader's facilitative attitudes from the third to the last session was associated with the greatest reductions in social anxiety and depression scores. Moreover, children who perceived high group leader empathy, congruence, or regard at session 3 reported a significant increase in self-reported likeability, compared to children who evidenced a low perception of the same attitudes. The current findings appear to support the association of leader person-centered attitudes with counseling outcome in a psychoeducational group for social anxiety.La perception qu'ont les participants des conditions facilitatrices et de leur impact sur les résultats d'un groupe de psychoéducation avec des enfants vivant une anxiété sociale La recherche sur les groupes de counselling et de psychothérapie montre avec force qu'une relation positive membre -leader est nécessaire au changement du client. Rares sont cependant les études qui ont investigué les ingrédients de cette relation. Quarante enfants issus de l'école primaire et sélectionnés sur base de niveaux moyens à élevés d'anxiété sociale ont complété, avant et après un programme d'intervention, plusieurs échelles mesurant des caractéristiques émotionnelles, cognitives et des aptitudes sociales. L'inventaire de relation de Barrett-Lennard (Barrett-Lennard, 1995) ciblant la perception qu'ont les participants des attitudes facilitatrices d'un leader (à savoir l'empathie, la compréhension, la congruence et le regard positif inconditionnel) a également été administré à deux reprises (au cours de la troisième séance et après la fin du programme). Il a été mis en évidence qu'un niveau moyen de changement dans la perception des attitudes facilitatrices du leader du groupe mesuré entre la troisième et la dernière séance était associé avec les plus hauts niveaux de réduction des scores d'anxiété sociale et de dépression. De plus, les enfants qui percevaient un haut niveau *Corresponding author. d'empathie, de congruence ou de considération du leader du groupe lors de la troisième séance rapportent un accroissement significatif de sympathie auto-estimée en comparaison avec les enfants qui relèvent une faible perception de ces mêmes attitudes. Les résultats présentés encouragent l'association des attitudes du leader c...

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Section: Resultsmentioning

confidence: 99%

Section: Treatment Of Childhood Social Anxietymentioning

confidence: 99%

“…The group model is briefly described below. For a more in-depth description of the group model for social anxiety, please see Vassilopoulos et al (2013).…”

Section: Treatment Of Childhood Social Anxietymentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

See 2 more Smart Citations

Members’ perceptions of person-centered facilitative conditions and their role in outcome in a psychoeducational group for childhood social anxiety

Brouzos

Vassilopoulos

Baourda

2014

Person-Centered & Experiential Psychotherapies

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“…Kiriazis & Zaharias, 2015) and self-reports, such as the Greek version (Vassilopoulos et al, 2013) of the Children's Self-report Social Skills Scale (CS4) (Danielson & Phelps, 2003, in Mitropoulou, 2012and Karabatsou, 2014, the Greek version (Goudas Magotsiou & Hatzigeorgiadis, 2009) …”

Section: Assessment Of Personal and Social Skillsmentioning

confidence: 99%

Validity and Reliability of an Adaptation of Personal and Social Skills Scale for K-Students for Use in 2.691 Greek Elementary Students

Kourmousi¹,

Markogiannakis²,

Lazaridis³

et al. 2017

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A coping‐oriented group intervention for students waiting to undergo secondary school transition: Effects on coping strategies, self‐esteem, and social anxiety symptoms

Brouzos

Vassilopoulos

Vlachioti

et al. 2019

Psychology in the Schools

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To facilitate students’ transition into secondary school, a coping‐oriented group program was designed. Pre‐ and posttest data from three intervention groups conducted over the course of 5 weeks were combined for a total of 56 sixth‐grade students waiting to undergo school transition. There was also a test–retest control group (n = 26). Results indicate that completion of the intervention led to a significant decrease on scales measuring self‐reported social anxiety symptoms. There was also a significant increase in intervention participants’ self‐reported self‐esteem, likeability, adherence to social rules, and frequency of active coping strategies, compared with the control group. Furthermore, a regression analysis showed that change in the self‐reported use of active coping strategies predicted change in social anxiety symptoms for the intervention group. However, no significant change in self‐reported use of passive‐avoidant coping was observed. We conclude that facilitating effective coping with stress may provide a highly beneficial perspective toward designing transition groups, that may also lead to a significant reduction in social anxiety symptoms in adolescents waiting to undergo secondary school transition.

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A Psychoeducational School-Based Group Intervention for Socially Anxious Children

Cited by 23 publications

References 48 publications

Members’ perceptions of person-centered facilitative conditions and their role in outcome in a psychoeducational group for childhood social anxiety

Members’ perceptions of person-centered facilitative conditions and their role in outcome in a psychoeducational group for childhood social anxiety

Validity and Reliability of an Adaptation of Personal and Social Skills Scale for K-Students for Use in 2.691 Greek Elementary Students

A coping‐oriented group intervention for students waiting to undergo secondary school transition: Effects on coping strategies, self‐esteem, and social anxiety symptoms

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