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Social Skills and Social Acceptance in Childhood Anxiety Disorders
| Title: | Social Skills and Social Acceptance in Childhood Anxiety Disorders. |
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| Name(s): |
Scharfstein, Lindsay, Author Beidel, Deborah, Committee Chair Rapport, Mark, Committee Member Sims, Valerie, Committee Member , Committee Member University of Central Florida, Degree Grantor |
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| Type of Resource: | text | |
| Date Issued: | 2013 | |
| Publisher: | University of Central Florida | |
| Language(s): | English | |
| Abstract/Description: | The present study examined the social skills and social acceptance of children with SAD (n=20), children with GAD (n=18), and typically developing (TD) children (n=20). A multimodal assessment paradigm was employed to address three study objectives: (a) to determine whether social skills deficits are unique to children with SAD or extend to children with GAD, (b) to assess whether skills vary as a function of social context (in vivo peer interaction Wii Task versus hypothetical Social Vignette Task) and (c) to examine the relationship between anxiety diagnosis and social acceptance. Parent questionnaire data indicated that both youth with SAD and GAD experienced difficulties with assertiveness, whereas children with SAD experienced a broader range of social skills difficulties. Blinded observers' ratings during the behavioral assessment social tasks indicated that compared to children with GAD and TD children, children with SAD have deficits in social behaviors and social knowledge across settings, including speech latency, a paucity of speech, few spontaneous comments, questions and exclamations, and ineffective social responses. In addition, vocal analysis revealed that children with SAD were characterized by anxious speech patterns. By comparison, children with GAD exhibited non-anxious speech patterns and did not differ significantly from TD youth on social behaviors, with the exception of fewer spontaneous comments and questions. Lastly, children with SAD were perceived as less likeable and less socially desirable by their peers than both children with GAD and TD children. Clinical implications of these findings are discussed. | |
| Identifier: | CFE0004932 (IID), ucf:49631 (fedora) | |
| Note(s): |
2013-08-01 Ph.D. Sciences, Psychology Doctoral This record was generated from author submitted information. |
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| Subject(s): | social anxiety disorder -- generalized anxiety disorder -- social skills -- peer relations -- vocal characteristics -- child anxiety | |
| Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0004932 | |
| Restrictions on Access: | campus 2018-08-15 | |
| Host Institution: | UCF |
