Pubertal timing and tempo and anxiety symptoms, disorders and treatments in Danish adolescents: A population-based follow-up study.

BackgroundGroup cognitive-behavioral therapy (CBT), delivered through weekly videoconference sessions, has been shown to effectively reduce social anxiety. However, no studies have evaluated CBT delivered via videoconference in a 2-day massed brief psychoeducational group format.ObjectiveThis randomized controlled trial aimed to evaluate the efficacy of a videoconferencing CBT−based massed brief psychoeducational group among Chinese university students with social anxiety.MethodsUniversity students with social anxiety were recruited online and randomly assigned to an intervention group or a waitlist control group. Participants in the intervention group attended a 2-day workshop via videoconference. Assessments were conducted at baseline (T1), posttest (T2), 1-month follow-up (T3), and 3-month follow-up (T4), using the Social Phobia Inventory, Brief Fear of Negative Evaluation Scale, Depression Anxiety Stress Scales–Short Form, Social Anxiety Knowledge Test, Social Anxiety Stigma Inventory, and Attitudes Toward Seeking Professional Psychological Help Scale–Short Form.ResultsThe intervention group showed significant reductions in Social Phobia Inventory scores (β=−4.00, 95% bootstrap CI −6.55 to −1.22; dT2-4=−0.97 to −0.81) and Brief Fear of Negative Evaluation Scale scores (β=−1.37, 95% bootstrap CI −2.64 to −0.08; dT3=−0.56), as well as significant increases in Social Anxiety Knowledge Test scores (β=.62, 95% bootstrap CI 0.05-1.17; dT2-4=0.86-1.53). No significant changes were observed in Depression Anxiety Stress Scales–Short Form, Social Anxiety Stigma Inventory, or Attitudes Toward Seeking Professional Psychological Help Scale–Short Form scores.ConclusionsThe findings indicate that videoconferencing CBT−based massed brief psychoeducational group was effective in reducing social anxiety among university students. Future research with larger and more diverse samples is recommended to validate the efficacy and assess the scalability of this intervention format.

Sex differences in social anxiety: A longitudinal serial mediation via perceived stress and resilience among adolescents in China.

Social anxiety in the context of the alternative DSM-5 model of personality disorder.

Associations between resting state functional connectivity of large-scale brain networks and parent-reported symptoms of social anxiety in early adolescence.

Large-scale brain network alterations in young individuals with comorbid social anxiety and depression: Evidence from resting-state EEG spectral and microstate analyses.

Impact of emotional working memory training on threat-related attentional bias in social anxiety: Evidence from eye movements.

Appetitive traits and their associations with social anxiety and depression in school-aged children: A cross-sectional study.

Bullying victimization as a risk factor of the developmental trajectory of non-suicidal self-injury among adolescents: Exploring potential mediating pathways.

Autistic adults often report high levels of social anxiety and significant life impacts from this anxiety on well-being and functioning. Although cognitive-behavioural therapy in group settings has been adapted for autistic populations, there is a paucity of research exploring how autistic individuals experience CBT interventions. This qualitative study investigated autistic adults' experiences of a modified cognitive-behavioural therapy group programme for social anxiety. Twenty-seven autistic participants were recruited through clinical services and community outreach. Following the intervention, participants completed semi-structured individual interviews about their experience of the programme. Participants reported both therapeutic benefits and challenges following their participation. Themes included reflections on group dynamics, mental health impacts, social functioning and daily life applications of strategies. Peer connection emerged as a core facilitator of engagement, while structured strategies were credited with bolstering social confidence and self-awareness. However, challenges, such as sensory sensitivities, the role of previous therapeutic experiences and difficulties applying strategies beyond the therapy context, were also highlighted.Lay AbstractAutistic adults often report high levels of social anxiety. To support autistic people with social anxiety, we developed a group therapy programme, the Engage Program, an intervention designed specifically for autistic adults. Our study aimed to better understand what it is like for autistic adults to take part in group therapy and what aspects of the programme were most helpful, or not. The programme aimed to provide a safe space where participants could explore social interactions in a way that felt comfortable and authentic. Rather than encouraging people to hide or 'camouflage' their autistic traits, the programme focused on building confidence, self-understanding and meaningful connections with peers. Sessions included guided discussions, structured activities and shared experiences. We interviewed participants who had completed the group programme to hear directly from them about their experiences. Many said they felt less alone and more socially confident after taking part in the group. They appreciated connecting with others who understood their experiences, and they said this helped them feel more accepted and supported. They also reported that participating in the group helped them understand their social strengths and challenges more clearly. However, not everything worked for everyone. Some participants found aspects of the therapy challenging, especially if they had sensory sensitivities or difficult past experiences with therapy. In the future, we want to explore how to make group therapy more flexible and accessible, especially for those who may struggle in traditional settings. This research shows that group therapy can be a powerful way to support autistic adults, especially when it is designed with their needs and preferences in mind.

Reciprocal relationships among problematic social media use, depression, and social anxiety of Chinese university students: Disentangling between- and within-person effects.

Behavioral and socio-emotional profiles in early-school-age children with cochlear implants versus normal-hearing peers.

The cumulative effect of childhood trauma and school bullying on non-suicidal self-injury among young adults: An XGBoost model and network analysis.

Associations between mental health disorder symptoms and cardiac function among Royal Canadian Mounted police cadets during the Cadet training program.

Autism spectrum disorder (ASD) is a multifactorial neurodevelopmental condition defined by social deficits, stereotypical or repetitive behaviors, and anxiety. This study evaluates the therapeutic potential of transauricular vagal nerve stimulation (tVNS) in a valproic acid (VPA)-induced mouse model of ASD. The study comprised three groups: the control+sham (saline-treated offsprings receiving sham stimulation), the autistic+sham (VPA-treated offspring receiving sham stimulation), and the autistic+tVNS (VPA-treated offsprings receiving tVNS). Male C57BL/6 mice exposed to VPA on embryonic day 12.5 were evaluated for behavioral and neurobiological alterations. tVNS was applied twice weekly for 3 weeks to investigate its effects on sociability, anxiety-like behaviors, neurogenesis markers, and apoptosis pathways. Behavioral testing, including the three-chamber test, mirrored chamber test, open field test, and elevated plus maze, revealed that tVNS significantly improved sociability and social preference indices, reduced social anxiety, and decreased general anxiety-like behaviors in VPA-induced mice. Histological and immunohistochemical analyses have shown a decrease in neuron density, brain-derived neurotrophic factor (BDNF), and doublecortin (DCX) expression in the hippocampus, amygdala, and prefrontal cortex of VPA-induced mice. Additionally, the increase in caspase-3 immunoreactivity indicates increased apoptosis. tVNS treatment restored BDNF and DCX levels, promoting neurogenesis and synaptic plasticity while significantly reducing caspase-3-mediated apoptosis in affected brain regions. These findings suggest that tVNS may counteract the neural and behavioral deficits associated with ASD by modulating neurogenesis, neuronal plasticity, and apoptosis. The study highlights tVNS as a potential therapeutic intervention for ASD, emphasizing its role in targeting both behavioral alterations and underlying neurobiological mechanisms.

Chronic social defeat stress induces context avoidance in mice.

Threat Acquisition and Extinction Differences Between Patients With Panic Disorder or Specific Phobia and Non-Clinical Controls: A Systematic Review.

Escitalopram normalizes decreased left inferior frontal gyrus activation in social anxiety disorder during self-referential processing.

Aim: The shift to online education during the pandemic presented many challenges. This study examined how school identification and social anxiety among adolescents changed when they returned to face-to-face learning. Methods: This descriptive and correlational study included 253 students from Years 6 and 7. Data were collected via in-person classroom surveys using the “Student Information Form”, the “School Identification Scale” and the “Social Anxiety Scale”. Analyses were conducted using IBM SPSS 22, employing descriptive statistics and multiple regression. Results: The results showed that 62.8% of students did not experience difficulties interacting with teachers and peers upon returning to school, while 9.1% reported challenges. It was determined that identification with school was affected by gender, class, and perception of academic success online (F(12.418) = 3.844, p < .05, R²: 0.518), and that social anxiety was affected by gender and perception of academic success online (F(4.484) = 2.068, p < .05, R²: 0.056). Female students had higher levels of school identification than males (β = .142, p < .05). Grade level and perceived academic success negatively influenced school identification scores. Gender had a significant positive effect on social anxiety scores (β = .138, p < .05) and students' perception of their academic performance during online learning was significantly associated with their social anxiety (β = .183, p < .01). Conclusion: Upon returning to in-person education, factors such as gender, grade level and perceived academic achievement influenced students’ school identification and social anxiety levels. It is recommended that these variables be considered in the adaptation programme for students who will receive long-term online education upon returning to school.

The present study aimed to examine the role of self-compassion as a predictor of social comparison, body image, and social appearance anxiety among young adults aged 18–25 years. Guided by Neff’s (2003) framework of self-compassion and Festinger’s (1954) social comparison theory, the study sought to understand how self-compassion influences appearance-related psychological outcomes. A sample of 100 participants from Delhi NCR was selected using purposive sampling. Standardized measures, including the Self-Compassion Scale (Neff, 2010), Social Comparison Scale (Allan & Gilbert, 1995), Body Image Scale (Cash, 2000), and Social Appearance Anxiety Scale (Hart et al., 2008), were administered. Pearson’s correlation analysis revealed that self-compassion was positively correlated with body image (r = .58, p < .001) and negatively correlated with social appearance anxiety (r = –.55, p < .001). However, self-compassion also showed a positive relationship with social comparison (r = .68, p < .001), contrary to the hypothesized direction. The findings suggest that self-compassion contributes to positive body image and reduced appearance-related anxiety, though its association with social comparison may be contextually influenced. The study underscores the potential of self-compassion as a protective factor for emotional well-being and body satisfaction among young adults exposed to appearance pressures.