Attention allocation and social worries predict interpretations of peer-related social cues in adolescents

Haller, Simone P.; Doherty, Brianna Ruth; Duta, Mihaela; Kadosh, Kathrin Cohen; Lau, Jennifer Y. F.; Scerif, Gaia

doi:10.1016/j.dcn.2017.03.004

Cited by 17 publications

(11 citation statements)

References 45 publications

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“…Social anxiety was significantly negatively correlated with positive interpretation ratings ( r = − 0.48) and significantly positively correlated with negative interpretation ratings ( r = 0.45). Extending this finding, Haller et al ( 2017 ) asked a community sample of adolescents to interpret ambiguous social situations presented with naturalistic photographs. Eye tracking data were gathered as a proxy measure of attentional allocation.…”

Section: A Review Of Studies Examining the Applicability Of The Cognimentioning

confidence: 98%

Understanding Social Anxiety Disorder in Adolescents and Improving Treatment Outcomes: Applying the Cognitive Model of Clark and Wells (1995)

Leigh

Clark

2018

Clin Child Fam Psychol Rev

151

121

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Social anxiety disorder is a condition characterised by a marked and persistent fear of being humiliated or scrutinised by others. Age-of-onset data point to adolescence as a developmentally sensitive period for the emergence of the condition, at a time when the peer group becomes increasingly important. Social anxiety in adolescence is associated with considerable impairment that persists through to adulthood. There are clear potential benefits to delivering effective interventions during adolescence. However, there is limited evidence on the specific efficacy of available therapies. This is in contrast to adults, for whom we have interventions with very specific treatment effects. One such treatment is individual cognitive therapy. Cognitive therapy is based on the cognitive model of social anxiety proposed by Clark and Wells (in: Heimberg, Leibowitz, Hope, Scheiber (eds) Social phobia: diagnosis, assessment and treatment, The Guilford Press, New York, 1995). The present review examines the potential application of this adult cognitive model to the understanding of adolescent social anxiety and considers additional adolescent-specific factors that need to be accommodated. It is suggested that a developmentally sensitive adoption of the cognitive model of social anxiety disorder (Clark and Wells 1995) for adolescents may lead to better treatment outcomes.

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Section: A Review Of Studies Examining the Applicability Of The Cognimentioning

confidence: 98%

Understanding Social Anxiety Disorder in Adolescents and Improving Treatment Outcomes: Applying the Cognitive Model of Clark and Wells (1995)

Leigh

Clark

2018

Clin Child Fam Psychol Rev

151

121

View full text Add to dashboard Cite

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“…Third, we tried to capture the most prevailing stereotypes of adolescent behavior with our priming statements. However, stereotypes about adolescents’ sensitivity toward social stimuli, such as their interpretation of peer-related social cues (Haller et al, 2017), were not explicitly formulated in our statements. Future studies could consider including statements in which adolescent stereotypes toward social stimuli, such as succumbing to peer pressure or excessive comparison with peers, are used more explicitly.…”

Section: Discussionmentioning

confidence: 99%

The Teenage Brain: Public Perceptions of Neurocognitive Development during Adolescence

Altikulaç

Lee

Veen

et al. 2019

Journal of Cognitive Neuroscience

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Over the past decade, important insights have been obtained into the neurocognitive development during adolescence. To better understand how these neuroscientific insights impact the real world, we investigated how neuroscience has shaped public perceptions of the "teenage brain" and if these perceptions influence adolescent behavior. When asking to generate free associations with the word "teenage brain," adolescents ( n = 363, M = 14.47 years) and parents ( n = 164, M = 47.16 years) more often mention undesirable behaviors (e.g., "irresponsible") than desirable behaviors (e.g., "creative"). Despite these dominantly negative associations, priming adolescents with positively versus negatively framed statements about adolescent brain development did not influence their subsequent risk-taking, impulsivity, and performance on response-to-failure tasks. However, we did find a more nuanced effect, related to how much adolescents agreed with the negative versus positive priming statements: Adolescents' negative beliefs about adolescent brain development reinforced negative behaviors by increased risk-taking behaviors, and adolescents' positive beliefs reinforced positive behaviors by using positive strategies to cope with academic setbacks. The current findings underline the impact of views that build up over time and that these are not easily influenced by a one-time instance of information but rather reinforce the impact of new information. To prevent negative perceptions of the teenage brain from becoming self-fulfilling prophecies, it is important that communication about adolescent neurocognitive development is framed in a more balanced way. Neuroscientists need to be more aware of how their research impacts the real world, before we are fully ready for "real-world neuroscience."

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“…2 ). All picture stimuli used was from Haller et al ( 2016 , 2017 ) in which a new, picture-based tool was developed to measure interpretational and attributional biases of visual social cues in adolescents. The social situations used were based upon several previous adolescent CBM-I studies (Lau et al 2013 ; Lothmann et al 2011 ).…”

Section: Methodsmentioning

confidence: 99%

“…In the second session of visual search, they were presented with a relevant social scene, in which they were required to repeatedly identify a specified non-threatening face, along with questions designed to reduce self-focused attention and perspective taking to this external cue. The stimuli for this new task was also taken from Haller et al ( 2016 , 2017 ). We consciously chose stimuli that was not overly positive (relatively ambiguous), to attempt to mirror real-world situations the participant may encounter.…”

Section: Methodsmentioning

confidence: 99%

Multisession Cognitive Bias Modification Targeting Multiple Biases in Adolescents with Elevated Social Anxiety

et al. 2018

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Research studies applying cognitive bias modification of attention (CBM-A) and interpretations (CBM-I) training to reduce adolescent anxiety by targeting associated cognitive biases have found mixed results. This study presents a new multi-session, combined bias CBM package, which uses a mix of training techniques and stimuli to enhance user-engagement. We present preliminary data on its viability, acceptability and effectiveness on reducing symptoms and biases using an A–B case series design. 19 adolescents with elevated social anxiety reported on their social anxiety, real-life social behaviours, general anxiety, depression, and cognitive biases at pre/post time-points during a 2-week baseline phase and a 2-week intervention phase. Retention rate was high. Adolescents also reported finding the CBM training helpful, particularly CBM-I. Greater reductions in social anxiety, negative social behaviour, and general anxiety and depression, characterised the intervention but not baseline phase. There was a significant correlation between interpretation bias change and social anxiety symptom change. Our enhanced multi-session CBM programme delivered in a school-setting appeared viable and acceptable. Training-associated improvements in social anxiety will require further verification in a study with an active control condition/group.

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Attention allocation and social worries predict interpretations of peer-related social cues in adolescents

Cited by 17 publications

References 45 publications

Understanding Social Anxiety Disorder in Adolescents and Improving Treatment Outcomes: Applying the Cognitive Model of Clark and Wells (1995)

Understanding Social Anxiety Disorder in Adolescents and Improving Treatment Outcomes: Applying the Cognitive Model of Clark and Wells (1995)

The Teenage Brain: Public Perceptions of Neurocognitive Development during Adolescence

Multisession Cognitive Bias Modification Targeting Multiple Biases in Adolescents with Elevated Social Anxiety

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