Peer Relations and the Behaviorally Inhibited Child

Rubin, Kenneth H.; Barstead, Matthew G.; Smith, Kelly; Bowker, Julie C.

doi:10.1007/978-3-319-98077-5_8

Cited by 29 publications

(38 citation statements)

References 108 publications

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“…These findings provide a framework for understanding the deleterious consequences of extreme social anxiety and guiding the development of improved interventions. The present findings extend developmental and laboratory research highlighting the importance of social and interpersonal processes for emotion regulation and mental wellbeing (Maresh et al, 2013;Zaki and Williams, 2013;Coan and Sbarra, 2015;Reeck et al, 2016;Rubin et al, 2018). Our observations motivate the hypothesis that the pervasive NA characteristic of socially anxious young adults partially reflects difficulties forming or maintaining close relationships, consistent with work focused on children and adolescents at risk for developing social anxiety disorder (Ladd et al, 2011;Frenkel et al, 2015;Shackman et al, 2016;Markovic and Bowker, 2017;Rubin et al, 2018).…”

Section: Discussionsupporting

confidence: 85%

“…The present findings extend developmental and laboratory research highlighting the importance of social and interpersonal processes for emotion regulation and mental wellbeing (Maresh et al ., 2013; Zaki and Williams, 2013; Coan and Sbarra, 2015; Reeck et al ., 2016; Rubin et al ., 2018). Our observations motivate the hypothesis that the pervasive NA characteristic of socially anxious young adults partially reflects difficulties forming or maintaining close relationships, consistent with work focused on children and adolescents at risk for developing social anxiety disorder (Ladd et al ., 2011; Frenkel et al ., 2015; Shackman et al ., 2016; Markovic and Bowker, 2017; Rubin et al ., 2018). With fewer confidants, socially anxious individuals spend significantly less time with close companions and are less frequent beneficiaries of their mood-enhancing effects (Figs 3 and 4).…”

Section: Discussionmentioning

confidence: 99%

“…Naturally, our results do not license causal inferences. We cannot rule out the possibility that reduced access to confidants begets higher levels of social anxiety or, more likely, that these two constructs exert bi-directional effects (Rubin et al ., 2018). Likewise, it could be that socially anxious individuals actively seek out the company of close companions when they are experiencing lower levels of NA.…”

Section: Discussionmentioning

confidence: 99%

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Social context and the real-world consequences of social anxiety

et al. 2019

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BackgroundSocial anxiety lies on a continuum, and young adults with elevated symptoms are at risk for developing a range of psychiatric disorders. Yet relatively little is known about the factors that govern the hour-by-hour experience and expression of social anxiety in the real world.MethodsHere we used smartphone-based ecological momentary assessment (EMA) to intensively sample emotional experience across different social contexts in the daily lives of 228 young adults selectively recruited to represent a broad spectrum of social anxiety symptoms.ResultsLeveraging data from over 11 000 real-world assessments, our results highlight the central role of close friends, family members, and romantic partners. The presence of such close companions was associated with enhanced mood, yet socially anxious individuals had fewer confidants and spent less time with the close companions that they do have. Although higher levels of social anxiety were associated with a general worsening of mood, socially anxious individuals appear to derive larger benefits – lower levels of negative affect, anxiety, and depression – from their close companions. In contrast, variation in social anxiety was unrelated to the amount of time spent with strangers, co-workers, and acquaintances; and we uncovered no evidence of emotional hypersensitivity to these less-familiar individuals.ConclusionsThese findings provide a framework for understanding the deleterious consequences of social anxiety in emerging adulthood and set the stage for developing improved intervention strategies.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Social context and the real-world consequences of social anxiety

et al. 2019

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“…Within a devel-opmental and transactional framework, this biologically based wariness when exposed to unfamiliar people, situations, and activities (Fox, Henderson, Marshall, Nichols, & Ghera, 2005) can be understood as an antecedent of anxious withdrawal (AW), that is, self-imposed isolation in the company of peers (Rubin, Coplan, & Bowker, 2009). When displaying high and stable BI and AW across time, children have been found to be at greater risk of developing later anxiety disorders (Chronis-Tuscano et al, 2009), to be less socially competent than children of similar ages, and, thus, more vulnerable to peer exclusion, rejection, and victimization (Rubin, Barstead, Smith & Bowker, 2018). Nevertheless, Chronis-Tuscano and colleagues (2009) have shown that only one third of highly inhibited children during early childhood developed an anxiety disorder during adolescence.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Portuguese parents about the acceptability of a multicomponent intervention targeted at behavioral inhibition during early childhood

Guedes¹,

Matos²,

Almeida³

et al. 2020

Infant Mental Health Journal

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High and stable behavioral inhibition during early childhood is a risk factor for later anxiety disorders. The few available interventions targeted at behavioral inhibition have not yet been implemented in European countries. Evaluating intervention acceptability is essential when introducing interventions in new cultures. This study aimed to explore the perceptions of parents about the acceptability of the multicomponent Turtle Program in Portugal. Participants were 12 parents (from seven families) of children with a positive screening on the Behavioral Inhibition Questionnaire and no diagnoses of developmental disorders/selective mutism. Children's mean age was 55.86 months and most children were female and first-born. Parents and children participated in the eight-sessions Turtle Program. After each session, parents completed weekly satisfaction checklists. Following completion of the full intervention, parents were invited to participate in individual qualitative in-depth interviews. The thematic analysis revealed that both parents perceived the intervention objectives and contents as relevant. Both parents suggested the introduction of follow-up sessions, the discussion of practical experiences, the need to be sensitive to cultural differences in positive language, and the provision of more feedback about children's activities. These findings support prior research on the acceptability and cultural tailoring needed for parenting and child socioemotional learning interventions.

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“…Wariness may be expressed as the engagement in fearful, unoccupied, or passive behavior in social contexts (Degnan, Henderson, Fox, & Rubin, 2008). This behavior likely reflects conflicting drives to interact with others and to withdraw from social situations (for review see Rubin, Barstead, Smith, & Bower, 2018). Wariness often emerges in novel or uncertain social situations (Coplan et al, 1994; Rubin et al, 2009).…”

mentioning

confidence: 99%

Connecting Childhood Wariness to Adolescent Social Anxiety through the Brain and Peer Experiences

Jarcho

Grossman

Guyer

et al. 2019

J Abnorm Child Psychol

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Wariness in early childhood manifests as shy, inhibited behavior in novel social situations and is associated with increased risk for developing social anxiety. In youth with childhood wariness, exposure to a potent social stressor, such as peer victimization, may potentiate brain-based sensitivity to unpredictable social contexts, thereby increasing risk for developing social anxiety. To test brain-based associations between early childhood wariness, self-reported peer victimization, and current social anxiety symptoms, we quantified neural responses to different social contexts in low- and high-victimized pre-adolescents with varying levels of early childhood wariness. Measures of early childhood wariness were obtained annually from ages 2-to-7-years. At age 11, participants were characterized as having low (N=20) or high (N=27) peer victimization. To index their neural responses to peer evaluation, participants completed an fMRI-based Virtual School paradigm (Jarcho et al., 2013). In highly victimized, relative to low-victimized participants, wariness was differentially related to right amygdala responsivity based on the valence and predictability of peer evaluation. More specifically, in highly victimized participants, wariness was associated with greater right amygdala responsivity to unpredictably positive peer evaluation. Effects of wariness were not observed in participants who reported low levels of victimization. Moreover, in victimized participants, high wariness and right amygdala response to unpredictably positive peer evaluation was associated with more severe social anxiety symptoms. Results can be interpreted using a diathesis-stress model, which suggests that neural response to unexpectedly positive social feedback is a mechanism by which exposure to peer victimization potentiates the risk for developing social anxiety in individuals exhibiting high levels of early childhood wariness.

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Peer Relations and the Behaviorally Inhibited Child

Cited by 29 publications

References 108 publications

Social context and the real-world consequences of social anxiety

Social context and the real-world consequences of social anxiety

Perceptions of Portuguese parents about the acceptability of a multicomponent intervention targeted at behavioral inhibition during early childhood

Connecting Childhood Wariness to Adolescent Social Anxiety through the Brain and Peer Experiences

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