School-based cognitive-behavioural therapy for children and adolescents with social anxiety disorder and social anxiety symptoms: A systematic review

Tse, Zoie Wai Man; Emad, Shaista; Hasan, Md. Kamrul; Papathanasiou, Ioanna V.; Rehman, Ibad Ur; Lee, Ka Yiu

doi:10.1371/journal.pone.0283329

Cited by 4 publications

(1 citation statement)

References 64 publications

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“…Tse et al [29] study intends to assess cognitive behavioural therapy (CBT) and its effectiveness in the setting of a school for children and adolescents who exhibit symptoms of social anxiety disorder (SAD) or SAD. An evaluation of the quality of each individual study was carried out.…”

Section: Second: Previous Studiesmentioning

confidence: 99%

Reducing social anxiety and boosting self-esteem among adolescent girls: the impact of a behavioral-cognitive counselling programme

Hamdan

2023

P Sci Edu

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Introduction. Physical, mental, and emotional development all speed up significantly during adolescence. Girls' social anxiety and low self-esteem in particular have been identified as major causes for concern among the many difficulties that teenagers confront nowadays. Increases in peer pressure, cultural expectations, and puberty can all contribute to an already common sense of inadequacy and social anxiety among adolescents. The study explores the feasibility of a tailored intervention to solve these problems. By analysing the effectiveness of a behavioral-cognitive counselling method, this study intends to offer light on strategies that help build emotional resilience and improve self-worth in adolescent girls. The purpose of this research was to determine if a group cognitive-behavioral counselling programme for adolescents was successful in reducing social anxiety and boosting self-esteem. Materials and methods. 84 high school students with high scores on a social anxiety scale participated in the study. Throughout the course of the study, a number of instruments were used, including a social anxiety scale, a self-esteem measure, and a counselling programme, all with the goal of achieving the study's stated aims. A total of (40) students were assigned to the experimental group and received the joint cognitive-behavioral counselling programme, whereas (44) students were assigned to the control group and received no intervention whatsoever. Mathematical means and standard deviations of pre and post-measurements were calculated based on students' responses to social anxiety and self-esteem scales in connection to group classification to answer the research objectives. In addition, the joint single-covariance analysis (ANCOVA) was used to evaluate the differences in total score between the experimental and control groups. The results. The experimental group (40 students) who participated in the counselling programme showed significant improvement in their social anxiety symptoms, with an average post-test score of 16.90 compared to a pre-test average of 10.66, while the control group (44 students) showed no significant change in their scores. According to the analysis of variance, which showed a statistically significant difference at the 0.000 level, the counselling programme was responsible for 80.1% of the decrease in social anxiety shown in the experimental group. The post-test average for the experimental group was 16.14 on the measure of self-esteem, while the average for the control group was 10.71. The related variance indicated that the counselling programme was responsible for 76.5% of the observed improvement in self-esteem in the experimental group. This progress was made possible by the program's incorporation of techniques including cognitive reconstruction, role playing, and problem solving. The results of this study are consistent with those of other studies, demonstrating the importance of cognitive-behavioral therapy in improving students' psychological and social health. Conclusions. Adolescent girls can benefit from a behavioral-cognitive counselling approach, as shown in this study, which shows promise in reducing social anxiety and boosting self-esteem. Results from the experimental and control groups showed that the girls who participated in the counselling course benefited greatly from the individualised intervention. Proof of the programme's efficacy in helping high school students is found in the reduction of social anxiety symptoms and the rise in self-esteem seen in the experimental group. Based on these encouraging findings, cognitive-behavioral therapy (CBT) should be seriously regarded as an integral part of school-based mental health efforts aimed at addressing the pervasive problems of social anxiety and low self-esteem among adolescent girls.

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Section: Second: Previous Studiesmentioning

confidence: 99%

Reducing social anxiety and boosting self-esteem among adolescent girls: the impact of a behavioral-cognitive counselling programme

Hamdan

2023

P Sci Edu

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The Association Between Proneness to Smartphone Addiction and Social Anxiety Among School Students and the Mediating Role of Social Support: A Call to Advance Jordanian Adolescents’ Mental Health

Abu Khait,

Menger,

Al-Atiyyat

et al. 2024

J Am Psychiatr Nurses Assoc

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Background: Social anxiety is an emerging public health issue associated with significant impairment of social functioning during adolescence. Among many determinants of social anxiety, proneness to smartphone addiction may significantly contribute to the development of social anxiety. To cope with the consequential development of social anxiety, adolescent school students may rely on various forms of social support. Particularly in the Middle East, including Jordan, the relationship between proneness to smartphone addiction and adolescent social anxiety is understudied. Aim: To examine the mediating role of social support in the relationship between proneness to smartphone addiction and social anxiety in a sample of adolescent school students. Methods: In this cross-sectional study, 432 adolescents were recruited via a random cluster sample from public schools across three provinces in Jordan. The data were collected face-to-face using the Social Anxiety Scale for Adolescents, the Smartphone Addiction Proneness Scale, and the Multidimensional Scale of Perceived Social Support. Results: Significantly higher levels of social anxiety were associated with females of lower economic status who reported more gaming hours and higher levels of proneness to smartphone addiction. Familial social support significantly mediated the relationship between proneness to smartphone addiction and social anxiety, controlling for the other covariates in the social anxiety model. Conclusions: Familial social support reduced the impact of proneness to smartphone addiction on social anxiety. Nurses may supplement treatment for reducing social anxiety in adolescents suffering from proneness to smartphone addiction by fostering sources of familial social support.

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Time-Varying Invariance and Factor Structure of the MASC: Analyzing Cognitive Vulnerability to Emotional Disorders in Adolescents and Comparisons with Normal Populations

Cheng,

Cao,

et al. 2024

Preprint

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Background: The factor structure and invariance of the Multidimensional Anxiety Scale for Children (MASC) yield mixed results in extant research, underscoring the need for robust anxiety assessment tools. This need is critical for understanding the rising prevalence of anxiety among adolescents. Moreover, longitudinal studies examining factor invariance and research focusing on adolescents are scarce. Our study aims to assess the factor structure of MASC and its temporal and population invariance over a three-month period among adolescents. Methods: A cohort of 924 adolescents (mean age = 16.27 years, including 428 boys) participated in this study. They completed the MASC and the Cognitive Style Questionnaire (CSQ) at the outset (Wave 1). The same participants completed these surveys again after three months (Wave 2). We employed Confirmatory Factor Analysis (CFA) to determine MASC's factor structure. Both cross-sectional (comparing mood disorder-affected, cognitively vulnerable individuals with the general adolescent population) and longitudinal CFAs (Wave 1 vs. Wave 2) were conducted to assess the scale's factor invariance. Results: CFA identified a four-factor model within MASC, encompassing 'somatic complaints', 'depressive effects', and 'positive effects'. The study's findings affirm the factor invariance of this four-factor model across cognitively vulnerable individuals and the general adolescent population. Limitations: The study's limitations include an underrepresentation of adolescents from diverse regions of Mainland China, particularly rural areas, and a relatively short follow-up duration of three months. Conclusion: This pioneering study reveals that MASC exhibits four consistent dimensions among adolescents. These dimensions remain stable across individuals with cognitive vulnerability to emotional disorders and the general population, as well as over time.

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School-based cognitive-behavioural therapy for children and adolescents with social anxiety disorder and social anxiety symptoms: A systematic review

Cited by 4 publications

References 64 publications

Reducing social anxiety and boosting self-esteem among adolescent girls: the impact of a behavioral-cognitive counselling programme

Reducing social anxiety and boosting self-esteem among adolescent girls: the impact of a behavioral-cognitive counselling programme

The Association Between Proneness to Smartphone Addiction and Social Anxiety Among School Students and the Mediating Role of Social Support: A Call to Advance Jordanian Adolescents’ Mental Health

Time-Varying Invariance and Factor Structure of the MASC: Analyzing Cognitive Vulnerability to Emotional Disorders in Adolescents and Comparisons with Normal Populations

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