Basic Behavioral Mechanisms and Processes in Social Anxieties and Social Anxiety Disorders

McNeil, Daniel W.; Lejuez, Carl W.; Sorrell, John T.

doi:10.1016/b978-0-12-375096-9.00013-4

Cited by 7 publications

(8 citation statements)

References 79 publications

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“…Results of this experimental study support predictions (e.g., McNeil et al, 2010) as well as previous self-report (Mulkens & Bögels, 1999) and experimental research (e.g., de Rosnay et al, 2006), indicating that vicarious learning leads to increases in cognitions related to social performance anxiety. However, previous experimental studies demonstrated learning for specific stimuli: de Rosnay et al (2006) showed that infants were more fearful This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.…”

Section: Discussionsupporting

confidence: 88%

“…Results of this experimental study support predictions (e.g., McNeil et al, 2010) as well as previous self-report (Mulkens & Bögels, 1999) (2006) showed that infants were more fearful and avoidant of a particular stranger after seeing their mothers fearfully interacting with them; and Haddad et al (2011) showed increases in adolescents' scariness ratings for specific faces seen with negative face stimuli. In contrast, learning in the current study does not appear to be specific to a particular person, situation or stimulus: Results with 8-to 11-year olds' suggested that watching a cartoon character in a social performance situation can affect cognitive processing about performance situations in general.…”

Section: Discussionsupporting

confidence: 76%

“…For example, McNeil, Lejuez, and Sorrell (2010) adopted a behavioral perspective to explain the nature of social anxiety disorder. They argue that although traumatic conditioning events may explain why some individuals develop social anxiety, information transfer and vicarious learning are further possible mechanisms that could account for socially anxious behavior.…”

mentioning

confidence: 99%

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Vicarious learning of children’s social-anxiety-related fear beliefs and emotional Stroop bias.

Askew¹,

Hagel²,

Morgan³

2015

Emotion

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Models of social anxiety suggest that negative social experiences contribute to the development of social anxiety and this is supported by self-report research. However, there is relatively little experimental evidence for the effects of learning experiences on social cognitions.The current study examined the effect of observing a social performance situation with a negative outcome on children's (8-to 11-years-old) fear-related beliefs and cognitive processing. Two groups of children were each shown one of two animated films of a person trying to score in basketball while being observed by others; in one film the outcome was negative and in the other it was neutral. Children's fear-related beliefs about performing in front of others were measured before and after the film and children were asked to complete an emotional Stroop task. Results showed that social fear beliefs increased for children who saw the negative social performance film.In addition, these children showed an emotional Stroop bias for social anxiety-related words compared to children who saw the neutral film. The findings have implications for our understanding of social anxiety disorder and suggest that vicarious learning experiences in childhood may contribute to the development of social anxiety.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 76%

mentioning

confidence: 99%

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Vicarious learning of children’s social-anxiety-related fear beliefs and emotional Stroop bias.

Askew¹,

Hagel²,

Morgan³

2015

Emotion

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“…Also, adolescents with SAD perceive themselves to have poorer social skills; such poorer social performance is corroborated by observing others (Inderbitzen-Nolan et al, 2007;Rao et al, 2007), including their peers (Miers et al, 2010), in comparison with non-socially anxious adolescents. Avoidance and safety seeking behaviors may be partly the reason why adolescents with SAD experience poorer social outcomes (McNeil et al, 2010).…”

mentioning

confidence: 99%

“…Thus, avoidance and safety behaviors appear as relevant intervention targets to consider with those suffering from SAD (McManus et al, 2008;McNeil et al, 2010). Such a behavioral approach to SAD should include behavior exposure and training of skills that may enhance the positive reinforcement obtained from exposing oneself to feared social stimuli (McNeil et al, 2010). In fact, the inclusion of social skills training has been found to heighten benefits following cognitive-behavioral treatment for SAD (Scaini et al, 2016).…”

mentioning

confidence: 99%

Outcomes from a brief group behavior therapy approach for social anxiety disorder in adolescence: An exploratory clinical trial

Barata¹,

Ferreira²,

Vagos³

2022

PSICOLOGIA

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Social anxiety disorder (SAD) usually develops in adolescence and is maintained by avoidance and safety seeking behaviors, which are the focus of behavioral therapy (BT). This work explored the outcomes of a brief group BT for SAD in adolescence, combining exposure with skills training. Fourteen adolescents (aged 14-18 years old) diagnosed with SAD received the intervention. BT was compared to a waiting list condition (n = 10) from pre- to post-intervention; how change in avoidance and safety behaviors predicted post-intervention social anxiety was also tested. Significant improvement was limited to anxiety and avoidance when interacting in new social situations, which may be due to skills training having been focused on general interaction. Only change in avoidance predicted post-intervention social anxiety. Though exploratory, current findings suggest BT to be a relevant approach to SAD. As such, it may inform future more robust studies on interventions tailored to specific core social fears.

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Social Anxiety Disorder

Bruce¹,

Heimberg²

2013

The Wiley Handbook of Cognitive Behavioral Therapy

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Social anxiety disorder, also known as social phobia, is highly prevalent and is associated with significant impairment. This chapter reviews theoretical models of the disorder, as well as empirically supported cognitive behavioral strategies, in an effort to inform evidence‐based practice. Treatments reviewed include group and individual cognitive behavioral therapy, Internet‐delivered and brief cognitive behavioral therapy, mindfulness‐ and acceptance‐based therapies, attention bias modification programs, and combinations of cognitive behavioral therapy and medication treatments. In addition, this chapter highlights factors influencing treatment outcome.

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Basic Behavioral Mechanisms and Processes in Social Anxieties and Social Anxiety Disorders

Cited by 7 publications

References 79 publications

Vicarious learning of children’s social-anxiety-related fear beliefs and emotional Stroop bias.

Vicarious learning of children’s social-anxiety-related fear beliefs and emotional Stroop bias.

Outcomes from a brief group behavior therapy approach for social anxiety disorder in adolescence: An exploratory clinical trial

Social Anxiety Disorder

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