Social Anxiety Scale For Children-Revised Research Articles

A predictor of emotional eating in adolescents: Social anxiety

This descriptive, cross-sectional study was conducted to determine the effect of social anxiety on emotional eating in adolescents. The sample consisted of 1027 adolescents between aged 14–18 studying in the 9-12th grades of the high schools in the Central Anatolia Region in the 2018–2019 academic year. Ethics Committee and institutional permission was obtained in this study, data were collected by a questionnaire, the Social Anxiety Scale for Children-Revised (SASC-R), and The Emotional Eating Scale Adapted for Use in Children and Adolescents (EES-C). Data were analyzed using descriptive statistics, Mann-Whitney U test, Kruskal-Wallis test and simple linear regression analysis. Adolescents had a mean SASC-R and EES-C score of 43.49 ± 16.56 and 61.93 ± 18.68, respectively. It was found that there was a relationship between EES-C mean scores and SASC-R mean scores, and they explained 35.0 % of the scores they got from the EES-C scale (p < 0.05). In conclusion, adolescents had moderate emotional eating and social anxiety. The higher the social anxiety, the higher the emotional eating. School personnel, parents and healthcare professionals need education about social anxiety and eating disorders in adolescents in order to detect symptoms early and intervene to better support adolescents struggling with social anxiety.

A comparison of emotional eating, social anxiety and parental attitude among adolescents with obesity and healthy: A case-control study

This case-controlled study was conducted to determine and compare the emotional eating, social anxiety and parental attitude in those adolescents with obesity and healthy counterparts. The sample of the study consist of obese adolescents in 14–18 aged (n = 150) followed up in the pediatric endocrinology outpatient clinic of a tertiary hospital and healthy adolescents in 14–18 aged (n = 150) who were studying in high schools. The data were collected using a questionnaire form, Emotional Eating Scale Adapted to Use in Children and Adolescents (EES-C), Social Anxiety Scale for Children-Revised (SASC-R) and Parenting Style Scale (PSS). The SASC-R and EES-C mean scores of obese adolescents were 39.03 ± 13.09 (p ≤ 0.001) and 76.66 ± 16.30 (p ≤ 0.001), respectively. The mean scores of PSS-AI, PSS-SS and PSS-PA subscales in obese adolescents were 26.80 ± 4.42 (p ≤ 0.001), 28.14 ± 4.06 (p ≤ 0.001) and 22.32 ± 4.63 (p = 0.037), respectively. There was a low-level correlation between the EES-C and SASC-R mean scores of obese adolescents (p < 0.05). The mean scores of PSS-AI, PSS-SS and PSS-PA subscales of PSS with EES-C and SASC-R of obese adolescents were no correlated (p > 0.05). In this study, the mean scores of the emotional eating and social anxiety of obese adolescents were higher than healthy ones. There was a low level of positive correlation between emotional eating and social anxiety mean scores of obese adolescents.

Is growth hormone deficiency associated with anxiety disorder and depressive symptoms in children and adolescents?: A case-control study

AimChildren with growth hormone deficiency (GHD) are reported to experience failure in psychological maturation, and to have a lack of self-confidence in social life, and depressive symptoms. The purpose of this study was to investigate the relation between GHD and anxiety disorders and depression in children and adolescents. Method122 children and adolescents aged 7–17, 87 receiving GHD therapy and 35 before treatment, and 122 healthy volunteers were included in the study. All participants were evaluated using the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children - Present and Lifetime Version-Turkish Version (K-SADS-PL-T). Diagnoses falling outside this semi-structured interview were made with clinical evaluation based on DSM-V diagnostic criteria. Participants were also assessed using an information form, the State-Trait Anxiety Inventory for Children (STAI-C), the Social Anxiety Scale for Children-Revised (SASC-R), and the Children's Depression Inventory (CDI), and the results were subjected to statistical analysis. ResultsGeneralized Anxiety Disorder (GAD) and Social Anxiety Disorder (SAD) were significantly more common in children with GHD compared to the control group (p ≤0.001 and p = 0.033, respectively). Receipt of treatment significantly reduced GAD and SAD rates in the group diagnosed with GHD (p = 0.012, and p = 0.014). Being in receipt of GH therapy also caused a significant decrease in STAIC (State) (p ≤0.001), STAIC (Trait) (p ≤0.001), SASC-R (p ≤0.001), and CDI (p ≤0.001) scale scores. Untreated subjects had more adverse scale scores than treated subjects, and treated subjects had more adverse scale scores than the control group. An increase was observed in all scale scores in the form of control group < treated group < pre-treatment group. IGF and GH-PEAK exhibited moderate negative correlation with STAIC-TRAIT, STAIC-STATE, and SASC-R, and weak negative, significant correlation with CDI (Spearman's rho p ≤0.05). ConclusionHaving GHD and being in receipt of treatment resulted in lower scale scores. Children with GHD had higher GAD and SAD burdens compared to the healthy controls. The etiology of these children's existing psychiatric diseased now requires identification using more variables in psychosocial and hormonal terms.

Evaluation of depression and social anxiety symptoms in obese children

Objective: The present study aimed to assess depression and social anxiety symptoms in obese children. Methods: The Children’s Depression Inventory (CDI) and the Social Anxiety Scale for Children - Revised (SASC-R) were administered to 80 obese children and 82 controls. Results: The obese group consisted of 42 male and 38 female children, mean age 12.48±2.70 years (range 7-17 years), mean body mass index (BMI) was 27.47±3.72 kg/m2; controls were 43 male, 39 female children, mean age 12.93±2.32 years (range 9-17 years), mean BMI was 16.92±5.17 kg/m2. Mean social anxiety scores were higher in the obese group than in the control group. Mean depression scores were significantly higher in the obese group than in the control group. The mean depression scores were higher in obese females compared to control females as well as in males. The mean social anxiety scores were higher in obese females than in controls as well as in males. There was no correlation between BMI and depression and social anxiety scores in obese males and females. Among obese childeren 21.5% and among the control group 14.3% had a value of CDI above the cut-off point, and this was statistically significant. Among obese childeren 15.2% of females and 10.4% of males had a value above the cut-off point, but the difference between sexes was not statistically significant. Discussion: Depression and social anxiety symptoms were more common in obese children and did not relate to the degree of obesity. The prevention of childhood obesity is important in both sexes for reducing the risk of psychological disorder in adulthood.

Social Impact of Facial Infantile Hemangiomas in Preteen Children.

Involuted infantile facial hemangiomas (IHs) may adversely affect the social skills of children. To assess the social impact of involuted facial IHs, with or without prior treatment, in preteen children. An observational, cross-sectional study of social anxiety and skills in preteen children with facial IHs diagnosed during infancy. The study took place in an academic institution and a community dermatology practice between January 1, 2013, and July 30, 2014. Records on 236 children with IHs located in a cosmetically sensitive area were identified; of those, 144 potential participants (parents) were reached by telephone and mailed study packets. Thirty completed questionnaires were returned. Data analysis was performed from August 1, 2014, to September 7, 2015. The questionnaires included the following psychiatric scales: (1) Social Anxiety Scale for Children-Revised (SASC-R), completed by parents and children, including the domains of Fear of Negative Evaluation and Social Avoidance/Distress in New Situations (SAD-New) (higher scores indicate greater social anxiety), and (2) Social Competency Inventory (SCI), completed by parents, including the domains of Prosocial Behavior and Social Initiative (lower scores indicate poorer social competency). Demographics, clinical details, and survey responses were collected. Analysis was conducted using t tests to compare scores for each survey domain with established normative data and between sex as well as between treatment vs nontreatment groups. Of the 144 potential participants, 30 (21%) responded. The mean age of the preteen subjects was 10.0 years (range, 5.4-12.9 years) with a 2:1 female to male ratio. Twenty-five children (83%) had a single IH, and the remaining 5 participants (17%) had multiple IHs, with at least 1 IH in a cosmetically sensitive area. The periocular region was the most common site of the IH (10 [33%]), followed by the nose (6 [20%]), cheek (5 [17%]), forehead (4 [13%]), lip or perioral region (4 [13%]), and ear (1 [3%]). Eighteen children (60%) had received treatment for their IH. With results reported as mean (SD), the SASC-R test showed that social anxiety of the children was not increased over normative data; however, those who did not receive IH treatment had significantly greater anxiety for new situations compared with those who received treatment (SAD-New: 15.5 [5.1] vs 11.5 [3.8]; P = .02). Results of the SCI scale indicated that the Prosocial Orientation domain score for the children was similar to normative data (3.96 [0.48] vs 3.89 [0.55], P = .50). Social Initiative domain scores were significantly poorer in children who did not receive treatment vs those who received treatment (3.45 [0.43] vs 4.03 [0.55]; P = .006). Preteen children with involuted, untreated facial IHs have higher Social Anxiety domain scores in new situations and decreased Social Initiative domain scores compared with children who receive treatment for facial IH. Although this study is limited by a small sample size, it raises important considerations for whether early treatment of facial IHs in cosmetically sensitive areas has a beneficial effect on social skills in preteens.

Prevalence and some psychosocial characteristics of social anxiety disorder in an urban population of Turkish children and adolescents

PurposeTo define the prevalence and some of the psychosocial characteristics of social anxiety disorder (SAD) in an urban population of Turkish children and adolescents. Subjects and methodsThis was a two-stage cross-sectional urban-based study conducted in Fatih, Istanbul, Turkey. The initial sample included 1,482 students between the 4th and 8th grades. The first stage involved screening using the Social Anxiety Scale for Children-Revised (SASC-R) and the Capa Social Phobia Scale for Children and Adolescents (CSPSCA). According to the test results, 324 children were interviewed using the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL) in the second stage. ResultsThe SAD prevalence rate was 3.9%. According to the multiple regression analysis, low paternal education and trait anxiety were associated with SASC-R scores, whereas female gender and trait anxiety were associated with CSPSCA scores. According to logistic regression analysis, the anxiety subscale of the self-concept scale and trait anxiety were associated with SAD. ConclusionSAD is a relatively common disorder that is associated with lower self-concept in children and adolescents. Low paternal education, trait anxiety, and low self-concept may be the intervention targets for SAD prevention and treatment.

Erratum to: Psychometric evaluation of social phobia and anxiety inventory for children (SPAI-C) and social anxiety scale for children-revised (SASC-R)

Erratum to: Psychometric evaluation of social phobia and anxiety inventory for children (SPAI-C) and social anxiety scale for children-revised (SASC-R)

The correlates and consequences of early appearing social anxiety in young children

Social anxiety is the fear of social situations and being negatively evaluated by others. Most previous studies of childhood social anxiety have employed clinical samples of children aged 10 years and older. The current study explored the correlates of social anxiety in an unselected sample of young children. Participants were n = 178 elementary school children in grade 2 (aged 7–8 years). Children were individually administered the Social Anxiety Scale for Children-Revised (SASC-R), as well as measures of socio-emotional adjustment. Teachers completed measures of children's socio-emotional problems and school adjustment. Results indicated that social anxiety was positively associated with self-reported loneliness, school avoidance, and internalizing coping, and negatively related to school liking. However, social anxiety was mostly unrelated to teacher-rated outcomes. Findings are discussed in terms of use of the SASC-R for this type of population and reasons for the disparity between child and teacher reports of adjustment outcomes.

Psychometric evaluation of social phobia and anxiety inventory for children (SPAI-C) and social anxiety scale for children-revised (SASC-R)

The study evaluated the psychometric properties of Finnish versions of the Social Phobia and Anxiety Inventory for Children (SPAI-C) and the Social Anxiety Scale for Children-Revised (SASC-R). 352 students (M = 12.2 years) participated in the study and completed the SPAI-C and SASC-R. In addition, 68 participants (M = 12.2 years) and their parents were interviewed with the Schedule for Affective Disorders and Schizophrenia for School Aged Children (K-SADS-PL). The SPAI-C was more sensitive for identifying youth meeting criteria for social phobia (SP), whereas the SASC-R demonstrated greater specificity. The youth in this sample had lower mean total scores on the self-report questionnaires than did those in the original validitation studies of the SPAI-C and SASC-R conducted in America. These findings question whether cross-cultural differences in the expression of SP influence the clinical cut-off scores used in translated versions of social anxiety questionnaires.

Social Anxiety in High-functioning Children and Adolescents with Autism and Asperger Syndrome

We examined social anxiety and internalizing symptoms using the Social Phobia and Anxiety Inventory for Children (SPAI-C), the Social Anxiety Scale for Children -Revised (SASC-R), and the Child Behavior Checklist (CBCL) in a sample of fifty-four high-functioning subjects with autism or Asperger syndrome (HFA/AS) (M = 11.2 +/- 1.7 years) and 305 community subjects (M = 12.2 +/- 2.2 years). Children and adolescents completed the SPAI-C and SASC-R, and their parents completed the CBCL Internalizing scale. Adolescents with HFA/AS scored higher than the community sample on all measures. Behavioural avoidance and evaluative social anxiety increased by age within the HFA/AS group, whereas behavioural avoidance decreased by age in control participants. Data support that HFA/AS in adolescents may be associated with clinically relevant social anxiety symptoms.

Support for the predictive validity of the SASC-R: Linkages with reactions to an in vivo peer evaluation manipulation

The present study examined the predictive validity of the Social Anxiety Scale for Children-Revised (SASC-R) by investigating associations between children's social anxiety symptoms and their cognitive and behavioral reactions in response to an in vivo peer evaluation manipulation. Participants ( N = 115) ages 10–13, played a computer game based on the television show Survivor and were randomized to either a peer rejection (i.e., receiving the lowest total ‘likeability’ score from a group of peer-judges), a peer success (i.e., receiving the highest score), or a neutral peer feedback condition. Children reporting higher levels of social anxiety displayed more negative game-relevant performance expectations as well as more negative cognitive evaluations of both success and failure feedback. Moreover, regardless of feedback valence, children scoring higher on social anxiety reported greater reluctance to engage in game-related social activities. These findings provide support for the predictive validity of the SASC-R.

Music intervention for 5th and 6th graders—effects on development and cortisol secretion

AbstractObjective: To investigate effects of increased music education for 5–6th graders.Design, subjects and interventions: During the school year 1 hour music education was added each week for two classes. These were compared with classes receiving 1 hour extra data education and classes following ordinary curriculum.Outcome measures: Questionnaires: Students were given ‘I think I am’ (measuring self‐esteem) and Social Anxiety Scale for Children‐Revised (SASC‐R) (measuring social anxiety). Parents were given Social Phobia and Anxiety Inventory‐Parental version (SPAI‐P) (measuring social phobia) and Child Behaviour Check List (CBCL) (measuring psychopathology).Biological measures: Saliva samples for cortisol were collected on three occasions during the school year, each day four samples (at awakening, 30min later, 1h after lunch, before going to bed).Results: The music intervention group had significantly (F = 4.98, p = 0.01) lowered levels of cortisol during the afternoon at the end of the school year. Interaction (group and time) analyses concerning afternoon cortisol levels were not significant (F = 1.97, p = 0.11). There were no significant differences over time within or between the groups on the psychological instruments.Conclusions: Even if not conclusive, the findings suggest that the music intervention may have been of benefit. For a full‐scale investigation larger study groups are recommended and special attention to the specificity of interventions and to motivating non‐intervention classes for participating. Copyright © 2006 John Wiley &amp; Sons, Ltd.

Social anxiety disorder in 11–12-year-old children

To investigate the level of diagnostic and discriminative accuracy of The Social Anxiety Scale for Children - Revised (SASC-R) for identifying social anxiety disorder (SAD) in a community-based sample of 11-12 year-old children. Parent-child diagnostic agreement was also examined. A questionnaire including SASC-R and items on impulsive behavior was sent to a population based sample of children, born in 1992. A total of 2568 parents returned their questionnaires (rr: 70%), and 1297 (51%) consented to further participation. An index group [50 high-scoring children on social anxiety (SA-group)] and two contrast groups [(50 high-scoring children on impulsive behavior (Imp-group) and 50 low-scoring children on SA and Imp, (Ls-group)] were selected for participation. SAD was assigned 35 (23%) of 150 children; 28 (80%) from the SA-group; 7 (20%) from the Imp- group and 0 from the Ls-group. The SASC-R showed relatively high discriminative accuracy for SAD, but was also influenced by other diagnoses. Mother-child agreement was fair (kappa = 0.46), and mother-only diagnoses were frequent. Both child and parent information are important when diagnosing SAD in this age group.

Reliability and Validity of the Social Anxiety Scale for Children— Revised for Hispanic Children

This study investigated the psychometric properties of the Social Anxiety Scale for Children–Revised (SASC-R) in a sample of 159 predominantly Dominican and Puerto Rican children. Participants were a nonclinical sample of fifth-and sixth-grade children aged 10 to 13 years attending an elementary school located in the Metropolitan New York City area. Confirmatory factor analysis supported the SASC-R three-factor structure. Internal consistencies were acceptable across subscales for gender and grade. Convergent validity of the SASC-R was supported with moderately positive relations through self-report measures of depressive symptomatology and loneliness. These findings provide initial support for the reliability and validity of the SASC-R in Hispanic children.

A Comparison of Two Self-Report Measures of Children's Social Anxiety in Clinic and Community Samples

Examined the relations between the Social Phobia and Anxiety Inventory for Children (SPAI-C) and the Social Anxiety Scale for Children-Revised (SASC-R) in community (n = 178) and clinic (n = 57) samples. A large proportion of children exceeded the recommended SPAI-C and SASC-R cutoffs for suggesting clinically significant levels of social phobia and social anxiety in the community (37% SPAI-C and 20% SASC-R) and clinic (58% SPAI-C and 42% SASC-R) samples. A large proportion of children scoring in the clinical range on the Child Behavior Checklist (CBCL) exceeded the SASC-R and SPAI-C cutoff scores; however, there was notable variability with respect to sample, age group (£10 years and ³11 years), sex, and measure (SPAI-C vs. SASC-R, and CBCL Internalizing vs. Social Competence scale). Using the recommended cutoffs, discriminant function analyses found the classification correspondence between the SPAI-C and SASC-R was significant, with some variability found in the 2 samples, age groups, and sexes (ranging from 82% to 91% classification correspondence). These initial findings highlight a need to consider sample, age, and sex in further examination of the utility and validity of these measures and their recommended cutoffs. Implications for future work examining the linkages between social anxiety and social phobia, as well as for the assessment of children's social anxiety and social fears, are discussed.

A Comparison of Two Self-Report Measures of Children's Social Anxiety in Clinic and Community Samples

Examined the relations between the Social Phobia and Anxiety Inventory for Children (SPAI-C) and the Social Anxiety Scale for Children-Revised (SASC-R) in community (n = 178) and clinic (n = 57) samples. A large proportion of children exceeded the recommended SPAI-C and SASC-R cutoffs for suggesting clinically significant levels of social phobia and social anxiety in the community (37% SPAI-C and 20% SASC-R) and clinic (58% SPAI-C and 42% SASC-R) samples. A large proportion of children scoring in the clinical range on the Child Behavior Checklist (CBCL) exceeded the SASC-R and SPAI-C cutoff scores; however, there was notable variability with respect to sample, age group (£10 years and ³11 years), sex, and measure (SPAI-C vs. SASC-R, and CBCL Internalizing vs. Social Competence scale). Using the recommended cutoffs, discriminant function analyses found the classification correspondence between the SPAI-C and SASC-R was significant, with some variability found in the 2 samples, age groups, and sexes (ranging from 82% to 91% classification correspondence). These initial findings highlight a need to consider sample, age, and sex in further examination of the utility and validity of these measures and their recommended cutoffs. Implications for future work examining the linkages between social anxiety and social phobia, as well as for the assessment of children's social anxiety and social fears, are discussed.

Psychometric Evaluation of the Social Phobia and Anxiety Inventory for Children: Concurrent Validity and Normative Data

Examined the relation of the Social Phobia and Anxiety Inventory for Children (SPAI-C) to the Social Anxiety Scale for Children-Revised (SASC-R). The association between the SPAI-C and the SASC-R was moderate, suggesting that the measures assess overlapping, although not identical, constructs. Initial normative data are reported on the SPAI-C for a community sample of 277 4th- through 6th-grade children. Girls reported higher social anxiety on both measures than did boys. Notably, a substantial proportion of children were found to exceed suggested cut-off scores on both measures for identifying children with high levels of social anxiety, which suggests the importance of screening elementary-age children for social fears.

Social anxiety in children with anxiety disorders: relation with social and emotional functioning.

Investigated the psychometric properties of the Social Anxiety Scale for children-Revised (SASC-R) as well as relations between social anxiety and children's social and emotional functioning. Participants were a clinic sample of children, ages 6-11 with anxiety disorders (N = 154) who completed the SASC-R. For a subset of these children, parent ratings of social skills, and self-ratings of perceived competence and peer interactions were also obtained. Factor analysis of the SASC-R supported the original three-factor solution and internal consistencies were in the acceptable range. Among children with simple phobia, scores on the SASC-R differentiated those with and without a comorbid social-based anxiety disorder. Social anxiety was also associated with impairments in social and emotional functioning. Specifically, highly socially anxious children reported low levels of social acceptance and global self-esteem and more negative peer interactions. Girls with high levels of social anxiety were also rated by parents as having poor social skills, particularly in the areas of assertive and responsible social behavior.

Social anxiety among adolescents: linkages with peer relations and friendships.

This study examined the utility of modifying the Social Anxiety Scale for Children-Revised (SASC-R) for use with adolescents, and examined associations between adolescents' social anxiety (SA) and their peer relations, friendships, and social functioning. Boys (n = 101) and girls (n = 149) in the 10th through 12th grades completed the Social Anxiety Scale for Adolescents (SAS-A) and measures of social support, perceived competence, and number and quality of their best friendships. Factor analysis of the SAS-A confirmed a three-factor structure: Fear of Negative Evaluation, Social Avoidance and Distress in General, and Social Avoidance Specific to New Situations or Unfamiliar Peers. Girls reported more SA than boys, and SA was more strongly linked to girls' social functioning than boys'. Specifically, adolescents with higher levels of SA reported poorer social functioning (less support from classmates, less social acceptance), and girls with higher levels of SA reported fewer friendships, and less intimacy, companionship, and support in their close friendships. These findings extend work on the SASC-R to adolescents, and suggest the importance of SA for understanding the social functioning and close friendships of adolescents, especially girls.