Social anxiety in late adolescence: The importance of early childhood language impairment

Voci, Sabrina; Beitchman, Joseph H.; Brownlie, E. B.; Wilson, Beth

doi:10.1016/j.janxdis.2006.01.007

Cited by 63 publications

(42 citation statements)

References 47 publications

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“…Moreover, these findings extend the small body of literature suggesting that language skills may serve a protective role for shy children (e.g. Asendorpf, 1994;Coplan & Armer, 2005) and that language impairments increase the likelihood of subsequent social anxiety (Voci et al, 2006). However, at this point we can only speculate in terms of the actual theoretical process that underlies these results.…”

Section: Pragmatic Language As a 'Buffer'supporting

confidence: 82%

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Shy and soft‐spoken: shyness, pragmatic language, and socio‐emotional adjustment in early childhood

Coplan

Weeks

2009

Infant and Child Development

128

126

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The goal of this study was to examine the moderating role of pragmatic language in the relations between shyness and indices of socio-emotional adjustment in an unselected sample of early elementary school children. In particular, we sought to explore whether pragmatic language played a protective role for shy children. Participants were n 5 167 children aged 6-7 years, recruited from grade 1 classrooms in public elementary schools. Multi-source assessment was used to measure child shyness, pragmatic language ability, and indices of social and emotional difficulties at school. Results indicated several significant shyness-by-pragmatic-language interactions in the prediction of outcome variables. The pattern of results indicated a clear buffering effect of pragmatic language, with associations between shyness and adjustment difficulties exacerbated at lower levels of pragmatic language, and attenuated at higher levels. Results are discussed in terms of the specific positive benefits of pragmatic language for shy children and the implications for ameliorative intervention programs.

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Section: Pragmatic Language As a 'Buffer'supporting

confidence: 82%

“…To begin with, language impairment in early childhood has been linked to the development of anxiety disorders in adolescence (Voci, Beitchman, Brownlie, & Wilson, 2006). Thus, language difficulties may pose a particular problem for shy children who are already at risk for experiencing social anxiety.…”

Section: Language As a 'Buffer'mentioning

confidence: 99%

Shy and soft‐spoken: shyness, pragmatic language, and socio‐emotional adjustment in early childhood

Coplan

Weeks

2009

Infant and Child Development

128

126

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“…In a follow-up to this study, Voci, Beitchman, Brownlie, and Wilson (2006) used the same methodology to examine social anxiety and the fear of social communication. They posited that early childhood language impairment was a precursor for late adolescent social phobia.…”

Section: Anxiety In Children and Adolescentsmentioning

confidence: 99%

Anxiety levels in adolescents who stutter

Blood

Maloney

et al. 2007

Journal of Communication Disorders

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High levels of anxiety can negatively affect the lives of children and adolescents. Thirty-six adolescents who stutter and 36 adolescents who do not stutter were administered standardized scales for anxiety and self-esteem. Significant differences were found for the total T-scores for Revised Children's Manifest Anxiety Scale for the two groups, although both groups mean T-scores were within normal range. Eighty-three percent of adolescents who stutter and 95% of adolescents who do not stutter earned scores in the normal range. No significant differences were found on the self-esteem scale, with 86% of adolescents who stutter and 97% of adolescents who do not stutter earning scores in the normal/positive range. Adolescents who stutter with co-occurring disorders displayed significantly higher levels of anxiety than adolescents who stutter with no co-occurring disorders. No significant differences were found between groups on ethnicity, socioeconomic class, gender and anxiety levels. A positive, significant correlation between anxiety scores and self-esteem scores was found for both groups.Learning outcomes: Readers will learn about and understand (a) the role of anxiety and selfesteem in stuttering; (b) the methods used to evaluate anxiety and self-esteem in adolescents; and (c) the similarities between adolescents who stutter and adolescents who do not stutter on anxiety and self-esteem scales. #

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“…Higher levels of emotional health difficulties have been reported in children with LI (Cantwell & Baker, 1987; Maggio et al ., 2014) and adolescents with LI (Beitchman et al ., 2001; Conti‐Ramsden & Botting, 2008; Snowling, Bishop, Stothard, Chipchase, & Kaplan, 2006; Voci, Beitchman, Brownlie, & Wilson, 2006; Wadman, Botting, Durkin, & Conti‐Ramsden, 2011). …”

Section: Introductionmentioning

confidence: 99%

Emotional health, support, and self‐efficacy in young adults with a history of language impairment

Botting

Durkin

Toseeb

et al. 2016

British J of Dev Psycho

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Children and adolescents with language impairment (LI) are at risk of emotional health difficulties. However, less is known about whether these difficulties continue into adulthood for this group, or about the potential role of environmental resources (e.g., social support) or internal resources (e.g., self‐efficacy). This study investigates emotional health in 81 adults with a history of developmental LI (aged 24) compared with 87 age‐matched peers (AMPs) using Beck Inventories. Social support and self‐efficacy measures were examined as predictors. The results were fourfold: (1) adults with LI had higher levels of emotional health problems; (2) whilst the availability of social support was similar across groups, people with LI received more help from others compared to peers; (3) social support was not significantly related to emotional health in those with LI – in contrast, for AMPs, uptake of support indicated poorer emotional health; (4) self‐efficacy was the strongest predictor of emotional health in both groups and fully mediated the relationship between language and emotional health (no moderation by group). This cross‐sectional study has implications for concurrent factors that might affect emotional health outcomes for children and young people with and without LI.

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Social anxiety in late adolescence: The importance of early childhood language impairment

Cited by 63 publications

References 47 publications

Shy and soft‐spoken: shyness, pragmatic language, and socio‐emotional adjustment in early childhood

Shy and soft‐spoken: shyness, pragmatic language, and socio‐emotional adjustment in early childhood

Anxiety levels in adolescents who stutter

Emotional health, support, and self‐efficacy in young adults with a history of language impairment

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