Social anxiety in childhood: the relationship with self and observer rated social skills

Cartwright‐Hatton, Sam; Hodges, Leslie C.; Porter, Justine

doi:10.1111/1469-7610.00159

Cited by 103 publications

(144 citation statements)

References 17 publications

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“…[60,61] These same visible anxiety factor and social behavior factors were found in SAD children while performing social tasks. [62] Therefore, showing visible anxiety symptoms appears to be a different dimension from social behavior in SAD.…”

Section: Fear Of Showing Anxiety Symptomsmentioning

confidence: 99%

Social anxiety disorder: questions and answers for the DSM-V

et al. 2010

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Background: This review evaluates the DSM-IV criteria of social anxiety disorder (SAD), with a focus on the generalized specifier and alternative specifiers, the considerable overlap between the DSM-IV diagnostic criteria for SAD and avoidant personality disorder, and developmental issues. Method: A literature review was conducted, using the validators provided by the DSM-V Spectrum Study Group. This review presents a number of options and preliminary recommendations to be considered for DSM-V. Results/Conclusions: Little supporting evidence was found for the current specifier, generalized SAD. Rather, the symptoms of individuals with SAD appear to fall along a continuum of severity based on the number of fears. Available evidence suggested the utility of a specifier indicating a ''predominantly performance'' variety of SAD. A specifier based on ''fear of showing anxiety symptoms'' (e.g., blushing) was considered. However, a tendency to show anxiety symptoms is a core fear in SAD, similar to acting or appearing in a certain way. More research is needed before considering subtyping SAD based on core fears. SAD was found to be a valid diagnosis in children and adolescents. Selective mutism could be considered in part as a young child's avoidance response to social fears. Pervasive test anxiety may belong not only to SAD, but also to generalized anxiety disorder. The data are equivocal regarding whether to consider avoidant personality disorder simply a severe form of SAD. Secondary data analyses, field trials, and validity tests are needed to investigate the recommendations and options. Depression and Anxiety 27:168-189, 2010. Key words: DSM-V; social anxiety disorder; social phobia; subtypes; classification; interpersonal; performance; test anxiety; selective mutism; avoidant personality disorder INTRODUCTIONThis review evaluates several issues pertaining to the diagnostic criteria for social phobia or social anxiety disorder (SAD) (Table 1), in light of empirical evidence gathered since DSM-IV. The review was guided by questions posed in the DSM-IV Sourcebook (Vol. 2), chapters titled ''Social phobia'' [1] and ''Social phobia subtypes,''[2] a review conducted as part of the DSM-V Stress Induced and Fear Circuitry Disorders Workgroup Conference, titled ''Social Phobia: Towards DSM V, '' [3] by questions posed by the DSM-V Anxiety, OC Spectrum, Posttraumatic, and Dissociative Disorder Work Group and by issues raised by consulted experts and advisors. The main issues to be addressed are the generalized specifier and its alternatives, the overlap with avoidant personality disorder, and developmental issues including the relationship that SAD shows in childhood with selective mutism (SM) and test anxiety. STATEMENT OF THE ISSUESThis review addresses the following questions, using the validators provided by the DSM-V Task Force: (1) What is the evidence/utility of the DSM-IV generalized specifier? If there is insufficient evidence/utility for a generalized specifier, what is the utility/evidence for alternative sub...

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Section: Fear Of Showing Anxiety Symptomsmentioning

confidence: 99%

Social anxiety disorder: questions and answers for the DSM-V

et al. 2010

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“…Several studies have reported that social anxiety in children is associated with less competent social skills based on observer ratings, suggesting that children who are socially anxious may have a genuine social skill deficit (Alfano, et al, 2006;Beidel, Turner, & Morris, 1999;Inderbitzen-Nolan, et al, 2007;Spence, et al, 1999). However, this is not consistently found across studies (Cartwright-Hatton, et al, 2003;Cartwright-Hatton, et al, 2005;Erath, Flanagan, & Bierman, 2007). In general, social skill deficits tend to be found more consistently in clinically anxious participants rather than in samples of typically-developing participants with high scores on questionnaire measures of social anxiety (Levitan & Nardi, 2009).…”

Section: State Anxiety and Social Skillmentioning

confidence: 99%

“…In examining the causes of these social difficulties, research has provided some evidence that socially anxious children may exhibit impairments in social skill (Alfano, Beidel, & Turner, 2006;Inderbitzen-Nolan, Anderson, & Johnson, 2007;Spence, Donovan, & Brechman-Toussaint, 1999). However, there is some inconsistency in these findings and recent research has suggested that anxious children may perceive themselves as having poor social skills when in fact they do not (Cartwright-Hatton, Hodges, & Porter, 2003;Cartwright-Hatton, Tschernitz, & Gomersall, 2005;Levitan & Nardi, 2009). The aim of the present research is to examine the relative importance of state anxiety and trait anxiety in affecting children's social skills and the accuracy of self-perceptions.…”

Section: State Anxiety and Social Skillmentioning

confidence: 99%

“…The Performance Questionnaire Child (PQ-C) and the Performance Questionnaire Observer (PQ-O) developed by Cartwright-Hatton et al (2003) were used to capture participant and observer ratings of social skills. For the purposes of this study, six items were extracted from both measures.…”

Section: Performance Questionnaire (Pq-c/o)mentioning

confidence: 99%

“…Based on traditional conceptualizations of social anxiety, social skills training is often included in treatments for socially anxious children (Baer & Garland, 2005;Hayward et al, 2000;Masia, Klein, Storch, & Corda, 2001). However, more recent conceptualizations of social anxiety as being associated with a distorted view of social skill suggest that social skills training may not be necessary (Cartwright-Hatton, et al, 2003;Cartwright-Hatton, et al, 2005). Instead, video feedback has been proposed as a means of challenging these maladaptive cognitions.…”

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confidence: 99%

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Biased Self-Perception of Social Skills in Anxious Children: The Role of State Anxiety

Dodd

Hudson

Lyneham

et al. 2011

Journal of Experimental Psychopathology

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The role of state and trait anxiety on observer ratings of social skill and negatively biased self-perception of social skill was examined. Participants were aged between 7 and 13 years (M = 9.65; SD = 1.77; N = 102), 47 had a current anxiety diagnosis and 55 were non-anxious controls. Participants were randomly allocated to a high or low anxiety condition and asked to complete social tasks. Task instructions were adjusted across conditions to manipulate participants' state anxiety. Observers rated anxious participants as having poorer social skills than non-anxious controls but there was no evidence that anxious participants exhibited a negative self-perception bias, relative to controls. However, as participants' ratings of state anxiety increased, their perception of their performance became more negatively biased. The results suggest that anxious children may exhibit real impairments in social skill and that high levels of state anxiety can lead to biased judgements of social skills in anxious and non-anxious children.

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Interpersonal and Social Factors in the Treatment of Child and Adolescent Anxiety Disorders

Ollendick¹,

Ishikawa²

2012

The Wiley‐Blackwell Handbook of the Treatment of Childhood and Adolescent Anxiety

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Social anxiety in childhood: the relationship with self and observer rated social skills

Cited by 103 publications

References 17 publications

Social anxiety disorder: questions and answers for the DSM-V

Social anxiety disorder: questions and answers for the DSM-V

Biased Self-Perception of Social Skills in Anxious Children: The Role of State Anxiety

Interpersonal and Social Factors in the Treatment of Child and Adolescent Anxiety Disorders

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