Social anxiety disorder has social and economic burden

Nardi, Antônio Egídio

doi:10.1136/bmj.327.7426.1287-a

Cited by 7 publications

(3 citation statements)

References 3 publications

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“…Research estimates that approximately 13% of the student population experiences social anxiety disorder, with many more experiencing nonclinical symptomology (Jefferson, 2001). Characterized by an intense fear of negative evaluation by others, social anxiety is a social impairment (Nardi, 2003) and is maintained by several, interrelated social cognitive processes (Hofmann, 2007).…”

mentioning

confidence: 99%

Think, pair, freeze: The association between social anxiety and student discomfort in the active learning environment.

Cohen

Buzinski

Armstrong‐Carter

et al. 2019

Scholarship of Teaching and Learning in Psychology

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Active learning instructional techniques, often characterized by paired or small group work (e.g., problem solving, discussion), are typically associated with improved student performance.Socially anxious students may, however, experience unique interpersonal and learning challenges due to the social nature of these techniques. Despite its prevalence among college students, little research has examined how social anxiety relates to students experience of active learning, and whether socially anxious students derive the same benefits from it. Across three studies conducted in college classrooms (combined N = 569), we found that many college students met clinical thresholds for social anxiety (30.1%, 58.9%, and 61.3%), social anxiety was positively associated with discomfort in the active learning environment (r = .52, β = .61, and β = .65), early course performance did not moderate the social anxiety and active learning discomfort relationship (β = -.01 and β = .11), and even after controlling for GPA, social anxiety and active learning discomfort interacted to predict final course grades (β = -.22). These studies add nuance to the active learning literature, and suggest the need for further research on how to best utilize these techniques for socially anxious students.

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mentioning

confidence: 99%

Think, pair, freeze: The association between social anxiety and student discomfort in the active learning environment.

Cohen

Buzinski

Armstrong‐Carter

et al. 2019

Scholarship of Teaching and Learning in Psychology

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“…Further, SAD is highly comorbid with a number of psychological disorders, including, but not limited to other anxiety disorders (e.g., generalized anxiety disorder, panic disorder), depressive disorders (e.g., major depressive disorder; MDD), substance use disorders (e.g., alcohol use disorder), and personality disorders (e.g., avoidant personality disorder, dependent personality disorder), which can further increase levels of functional impairment and worsen the clinical course of SAD (Bruce et al, 2005;Grant et al, 2005;Kessler, 2003;Mennin et al, 2000;Ohayon, & Schatzberg, 2010;Stein & Kean, 2000). Additionally, previous research has demonstrated an association between social anxiety and significant social and economic burden as a result of reduced work productivity and absenteeism, which is associated with reduced income and increased disability costs (Dams et al, 2017;Nardi, 2003Nardi, , 2005Patel et al, 2002;Stuhldreher et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

A Systematic Examination of Fear of Positive Evaluation in the Context of Social Anxiety

Wilson

2023

Preprint

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There is recent evidence that individuals with social anxiety disorder (SAD) fear both negative and positive evaluation (e.g., Weeks, Heimberg, & Rodebaugh, 2008; Weeks & Howell, 2012). However, the existing literature has a number of limitations and unanswered questions regarding the measurement of fear of positive evaluation (FPE), reasons underlying FPE, and affective and cognitive responses associated with FPE. The current dissertation consisted of three separate, but related studies designed to address these limitations and questions. The aim of the first study was to develop and validate a measure of social anxiety, FPE, and fear of negative evaluation (FNE) called the Fear of Evaluation Scale (FES) that more clearly differentiates between FPE and FNE. The FES demonstrated satisfactory psychometric properties. Additionally, a bifactor model consisting of one general fear of evaluation factor with two specific factors for FNE and FPE provided superior fit to the data. The second study involved an item analysis of the one existing measure of FPE to determine the extent to which it assesses FPE versus FNE, and to identify reasons underlying participants’ responses on this measure. The findings indicated that responses primarily reflected an underlying FNE; however, participants reported other reasons that did not reflect FNE. In the third study, participants completed a face-to-face social interaction task to examine emotional and cognitive responses to positive, negative, and neutral feedback. Compared to the nonclinical control group, the SAD group reported significantly higher distress in response to negative and positive feedback over and above distress ratings provided before preparing for the task. The SAD group also perceived positive feedback as significantly less accurate than the nonclinical control group. Further, both groups rated negative feedback as significantly more distressing than positive and neutral feedback. Limitations of these three studies, theoretical and clinical implications of the findings, and future research directions are discussed.

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“…Este estudo integra o grande volume de produção científica brasileira sobre FS [19][20][21][22][23][24][25][26][27][28][29][30] . Alguns desses estudos 19,24,25,29,30 concentraram-se na validação e adaptação transcultural de escalas, o que nos permite expandir os achados de estudos internacionais, uma vez que podemos replicar o estudo na população brasileira.…”

Section: Introductionunclassified

Equivalência semântica da versão brasileira da Social Avoidance and Distress Scale (SADS)

Levitan

Nascimento

Freire

et al. 2008

Rev. psiquiatr. Rio Gd. Sul

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ResumoIntrodução: É crescente a produção científica brasileira na adaptação de instrumentos internacionais da fobia social. A adaptação transcultural é o primeiro passo na realização de comparações entre diferentes populações e se apresenta como um método que envolve pouco custo financeiro. O presente estudo consistiu no processo de equivalência semântica da Social Avoidance and Distress Scale para sua utilização na população brasileira de diferentes níveis socioeconômicos. Métodos: O processo envolve duas traduções e retrotraduções realizadas por avaliadores independentes, avaliação das versões com elaboração de uma versão sínteses e pré-teste comentado. Resultados: Para cada item do instrumento, apresentam-se os resultados das quatro etapas. A maioria dos participantes não apresentou dificuldades na compreensão do instrumento. Conclusão: A utilização de duas versões de tradução e retrotradução, discussão sobre a versão síntese e a interlocução com a população-alvo proporciona maior segurança ao processo de equivalência semântica. Descritores: Adaptação transcultural, escalas de ansiedade social, equivalência semântica e fobia social. AbstractIntroduction: There has been a growing scientific production on the adaptation of international instruments for social phobia. The cross-cultural adaptation is the first stage on the comparisons between different populations and presents the advantage of a low financial cost. This paper consisted in the process of semantic equivalence of the Social Avoidance and Distress Scale for the Brazilian population of different sociocultural levels. Methods: The semantic equivalence involved two translations and back-translations performed by two independent evaluators, an evaluation of the versions and the development of a synthetic version, and a commented pretest. Results:The results of the four stages were showed for each item of the instrument. Most participants had no difficulties in understanding the instrument. Conclusion: Use of two versions of translations, critical appraisal of the versions, and assessment of the target population provides more safety to the process of semantic equivalence.

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Social anxiety disorder has social and economic burden

Cited by 7 publications

References 3 publications

Think, pair, freeze: The association between social anxiety and student discomfort in the active learning environment.

Think, pair, freeze: The association between social anxiety and student discomfort in the active learning environment.

A Systematic Examination of Fear of Positive Evaluation in the Context of Social Anxiety

Equivalência semântica da versão brasileira da Social Avoidance and Distress Scale (SADS)

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