Social Anxiety Behaviors Research Articles

Self-concept clarity in social anxiety: psychometric properties and factor structure of the Self-Concept Clarity Scale in a social anxiety disorder sample

ABSTRACT Background The Self-Concept Clarity Scale (SCCS) is a 12-item self-report measure that assesses self-concept clarity (SCC). Previous research has identified a relationship between lower SCC and higher levels of social anxiety. As a measure of positive psychological well-being, the SCCS can be used as a tool to examine and monitor SCC in populations with social anxiety disorder (SAD) who appear to be susceptible to inconsistent or unstable self-concept. However, the scale has yet to be validated with a SAD sample. Methods A confirmatory factor analysis (CFA) was conducted on the SCCS data of sample of 87 individuals who met criteria for a diagnosis of SAD (M = 20.15, SD = 3.55; 83% female) and the reliability, convergent validity and norm scores of the SCCS with a SAD were also investigated. Results Results of the CFA supported a unidimensional factor structure. The SCCS was found to have good internal consistency (Cronbach’s α = .80) and SCCS scores were found to correlate with measures of psychological distress and social fears, however, no correlation was found with measures of social anxiety behaviours. Also, overall results found that the SAD sample scored lower on SCC than other clinical samples in previous literature. Conclusions These findings suggest that the SCCS is a psychometrically sound measure with unidimensional factor structure and demonstrated reliability and validity with a SAD sample, although additional research is warranted to replicate and extend the results of the current research.

Bidirectional relationships between interpretation biases, safety behaviors, and social anxiety

Theoretical models of social anxiety (SA) propose bidirectional relationships between SA, interpretation biases, and safety behaviors (Safe-B). However, longitudinal studies evaluating these bidirectional relationships are scarce. The main objective of this study was to analyze the bidirectional relationships between interpretation biases (from ambiguous situations and ambiguous faces), Safe-B, and SA. A two-time longitudinal study was carried out with the participation of 575 vocational training students (M = 19.49, SD = 2.41). Both the interpretation biases measured through ambiguous situations and ambiguous faces and the Safe-B predicted higher levels of SA in the second time. In turn, a bidirectional relationship was found between SA and Safe-B. However, no bidirectional relationships were found between interpretation biases and Safe-B and between biases and SA. Among others, the limitations of the study include the high attrition rate (30.4%) and the high proportion of male students (62.1%). The findings highlight the role of interpretation bias and Safe-B in SA. In turn, as a new initiative, the study supports the bidirectional relationship between Safe-B and SA. Implications are discussed throughout the manuscript.

Quantifying Severity of Preschool-Aged Children's Internalizing Behaviors: A Daily Diary Analysis.

A subset of preschool-aged children meets criteria for impairing and persistent anxiety and depression. However, the overlap between normative emotional development and impairing symptoms complicates assessments of internalizing problems in early childhood. Given the benefits of early identification/prevention and avoiding overpathologizing typical development, empirical information is needed to norm expression of internalizing behaviors. In this 14-day online diary study, 609 primary caregivers of 3- to 5-year-old children reported the frequency of children's daily separation and social anxiety and depressive behaviors and impairment. Item response theory analyses quantified specific frequencies at which each behavior was psychometrically severe/rare. Patterns varied for each behavior; for example, distress when anticipating separation had to occur at least 10 times and sadness at least 35 times over 14 days to be considered severe. Most social anxiety behaviors had to occur approximately every other day to be considered severe. Parameters did not vary by child age or sex, and behaviors were significantly associated with impairment. These data provide empirical information for refining internalizing behavior assessment in preschool-aged children and can be used as benchmarks by child practitioners to assess the extent to which frequencies fall in the range of developmentally typical behavior versus those that may be more severe.

Cortisol Reactivity and Socially Anxious Behavior in Previously Institutionalized Youth.

The current study investigated the association between cortisol stress reactivity to a social stressor and observed socially anxious behaviors both concurrently and over time among previously institutionalized (PI) (N = 132; ages 7-17) youth and a comparison non-adopted (NA) sample (N = 176). Cortisol reactivity was captured during the Trier Social Stress Test for Children (TSST-C; Yim et al., 2015) and youths' social anxiety behaviors were coded during the speech portion of the TSST-C. Autoregressive cross-lagged panel models with structured residuals showed that for PI youth, greater cortisol reactivity predicted increases in socially anxious behavior during the TSST-C across three sessions. However, greater cortisol reactivity was negatively associated with concurrent social anxiety behavior. Thus, increases in cortisol reactivity across adolescence may aid in behavioral control in social situations in the short-term but may exacerbate PI youths' socially anxious behavior over time. No significant associations emerged for NA youth.

Extrahypothalamic oxytocin neurons drive stress-induced social vigilance and avoidance

Oxytocin increases the salience of both positive and negative social contexts and it is thought that these diverse actions on behavior are mediated in part through circuit-specific action. This hypothesis is based primarily on manipulations of oxytocin receptor function, leaving open the question of whether different populations of oxytocin neurons mediate different effects on behavior. Here we inhibited oxytocin synthesis in a stress-sensitive population of oxytocin neurons specifically within the medioventral bed nucleus of the stria terminalis (BNSTmv). Oxytocin knockdown prevented social stress-induced increases in social vigilance and decreases in social approach. Viral tracing of BNSTmv oxytocin neurons revealed fibers in regions controlling defensive behaviors, including lateral hypothalamus, anterior hypothalamus, and anteromedial BNST (BNSTam). Oxytocin infusion into BNSTam in stress naïve mice increased social vigilance and reduced social approach. These results show that a population of extrahypothalamic oxytocin neurons plays a key role in controlling stress-induced social anxiety behaviors.

Predicting Tending to Callous-Unemotional Traits Based on Empathy, Social Anxiety Disorder and Bullying in Students

Background: Although callous-unemotional traits plays a crucial role in the development of adolescent trauma, little information is available about mediators and their predictors. Objectives: The current study aimed to predict male students’ CU traits based on empathy, bullying, and social anxiety behavior. Methods: Statistical population of this research was the high school male students in 14 districts of Tehran in the third and fourth high school year for 97.96 academic year. Participants were selected using the multi-stage cluster sampling method. The inventory of callous-unemotional traits (ICUT), Illinois bullying scale (IBS), empathy questionnaire, and social anxiety inventory were used to meet the study’s objectives. Pearson correlation coefficient and multiple regression were used to analyze the data. Results: According to the results, bullying (r = 0.24) has a positive, meaningful association with callous-unemotional traits, empathy (r = -0.33), and social anxiety (r = -0.17). Besides, it is negatively associated with CU traits. (P < 0.001). Regression analysis showed that empathy, bullying, and social anxiety predict the 0.25 variance of the callous-unemotional traits. Conclusions: Based on the results, lack of empathy, social anxiety, and bullying are significant risk factors for the emergence of CU traits.

Distinguishing selective mutism and social anxiety in children: a multi-method study.

Selective mutism (SM) is an anxiety disorder in which a child fails to speak in some situations (e.g., school) despite the ability to speak in other situations (e.g., home). Some work has conceptualized SM as a variant of social anxiety disorder (SAD) characterized by higher levels of social anxiety. Here, we empirically tested this hypothesis to see whether there were differences in social anxiety (SA) between SM and SAD across behavioral, psychophysiological, self-, parent-, and teacher-report measures. Participants included 158 children (Mage = 8.76years, SD = 3.23) who were classified into three groups: children with SM and who were also highly socially anxious (SM + HSA; n = 48), highly socially anxious children without SM (HSA; n = 48), and control children (n = 62). Children participated in a videotaped self-presentation task, following which observed SA behaviors were coded, and salivary cortisol reactivity was measured. We also collected child, parent, and teacher reports of children's trait SA symptoms. The SM + HSA and HSA groups had similar observed non-verbal SA behavior, cortisol reactivity, and trait SA symptom levels according to parent and child reports, but SM + HSA children had significantly higher SA according to teacher report and observer-rated verbal SA behavior relative to the HSA group. As expected, control children had lower cortisol reactivity and SA across all measures relative to the other groups. Although SM and SAD in children share many similarities, SM may be characterized by greater SA in certain social contexts (e.g., school) and is distinguishable from SAD on behavioral measures of verbal SA.

Mapping the frequency and severity of anxiety behaviors in preschool-aged children

Although anxiety can be early-emerging, impairing, and persistent, behaviors relevant to anxiety mirror typical development in early childhood. To better understand the spectrum of typical to problematic behavior, this study characterizes the range of frequency and severity of separation and social anxiety behaviors and associated impairment in preschool-aged children using a novel daily diary method. Primary caregivers of 291 3-5-year-old children reported the frequency of children’s daily separation and social anxiety behaviors and related impairment for 14 days. Frequencies of each separation and social anxiety behavior were computed and item response theory analyses revealed the specific frequencies at which the behavior was considered psychometrically severe/rare. Patterns varied across items; for example, worry that caregiver would not return and shyness with familiar adults had to occur at least 3–4 times over 14 days for the behavior to be considered severe/rare, whereas shyness around peers and new people were not severe at any frequency. In addition, behaviors were associated with impairment. To our knowledge, these data are the first to delineate empirical, dimensional information about the frequency and severity of anxiety behaviors and associated impairment in early childhood. Such data could be useful for clinical practice to enhance empirically-driven assessment of anxiety.

Differences Between Victims of Bullying and Nonvictims on Levels of Paranoid Ideation and Persecutory Symptoms, the Presence of Aggressive Traits, the Display of Social Anxiety and the Recall of Childhood Abuse Experiences in a Portuguese Mixed Clinical Sample

Bullying has been considered as a traumatic experience that can lead to paranoid ideation in students (Campbell and Morrison, 2007). This study aimed to explore differences concerning experiences of childhood trauma, the display of social anxiety behaviours, paranoid ideation, and aggressive traits and behaviour in a mixed clinical population with and without persecutory delusions, between individuals who reported being victims of bullying versus those who did not. A total of 61 individuals with diagnoses of paranoid schizophrenia and social anxiety disorder were given a battery of questionnaires that measured bullying experiences, childhood abuse and experiences of threat and subordination, paranoid ideation, social anxiety behaviours, shame, and aggressive traits and behaviours. Data on the differences between the victims of bullying and non-victims, in terms of recalling being bullied, showed higher scores on childhood abuse, experiences of threat and subordination within the family, aggressive traits and higher display of persecutory symptoms and less social anxiety behaviours. Bullying is a traumatic phenomenon that is reported by people who suffer from persecutory delusions to a higher degree than those who do not. This study, thus, gives support to the idea that childhood abuse within the family is associated with bullying experiences and that a traumatic infancy may lead to the use of aggressive traits and behaviours to deal with a threatening environment (Bentall and Fernyhough,). This argument raises clinical issues regarding anger management and addressing bullying experiences in individuals with persecutory ideation.