Current Search: social phobia (x)
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(1 - 11 of 11)
- Title
- Communication Apprehension vs. Social Phobia and Related Conditions: A Correlational Study.
- Creator
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Donaldson, Christine, Katt, James, Weger, Harry, Miller, Ann, Graham, Rita, University of Central Florida
- Abstract / Description
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ABSTRACT Of all social situations, public speaking is the most prevalent fear in both the general population and among social phobic individuals (Mannuzza, Schneier, Chapman, (&) Liebowitz, 1995; Stein, Walker, (&) Forde, 1996). The fear of public speaking is referred to as communication apprehension (CA) by members of the communication field; in other programs of study, this condition has been categorized and conceptualized in a wide variety of ways ranging from stage fright to reticence....
Show moreABSTRACT Of all social situations, public speaking is the most prevalent fear in both the general population and among social phobic individuals (Mannuzza, Schneier, Chapman, (&) Liebowitz, 1995; Stein, Walker, (&) Forde, 1996). The fear of public speaking is referred to as communication apprehension (CA) by members of the communication field; in other programs of study, this condition has been categorized and conceptualized in a wide variety of ways ranging from stage fright to reticence. Several scholarly fields including communication, social psychology, the health sciences and the social sciences, seek to find an explanation and effective intervention for this prevalent condition. This study sought to examine relationships between several constructs, each associated with well-established and tested measurement instruments: The first construct, communication apprehension, was thought by communication scholars to be a generalized personality trait and was measured by the Personal Report of Communication Apprehension (PRCA-24). The second communication instrument employed was the Self-Perceived Communication Competence Scale (SPCC). Generalized social anxiety pertaining to public speaking was measured by the Self-Statements during Public Speaking (SSPS) scale developed within the field of social psychology. Finally, a popular tool within social psychology was utilized, the Brief Version of the Fear of Negative Evaluation (BFNE). An analysis of data utilizing Pearson's Product-Moment Correlation illustrated that there was a moderate relationship between the constructs being tested through the SPSS and the BFNE and the PRCA-24 and the SPCC.
Show less - Date Issued
- 2011
- Identifier
- CFE0004102, ucf:49117
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004102
- Title
- A Randomized Trial of Attention Training for Generalized Social Phobia: Does Attention Training Change Social Behavior?.
- Creator
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Bunnell, Brian, Beidel, Deborah, Cassisi, Jeffrey, Rapport, Mark, University of Central Florida
- Abstract / Description
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The use of attention training protocols for the treatment of generalized social anxiety disorder (SAD) is undergoing increased examination. Initial investigations were positive but more recent investigations have been less supportive of the treatment paradigm. One significant limitation of current investigations may be over-reliance on self-report. In this investigation, we expanded on initial investigations by using a multimodal assessment of patient functioning (i.e., including behavioral...
Show moreThe use of attention training protocols for the treatment of generalized social anxiety disorder (SAD) is undergoing increased examination. Initial investigations were positive but more recent investigations have been less supportive of the treatment paradigm. One significant limitation of current investigations may be over-reliance on self-report. In this investigation, we expanded on initial investigations by using a multimodal assessment of patient functioning (i.e., including behavioral assessment). Patients with a primary diagnosis of SAD (n = 31) were randomly assigned to eight sessions of attention training (n = 15) or placebo/control (n = 16). Participants were assessed at pre- and post-treatment via self- and clinician-report of social anxiety as well as anxious and behavioral response to two in vivo social interactions. Results revealed no differences between groups at post-treatment for all study outcome variables, suggesting a lack of effect for the attention training condition. The results are concordant with recent investigations finding a lack of support for the use of attention training as an efficacious treatment for patients with SAD.
Show less - Date Issued
- 2013
- Identifier
- CFE0004658, ucf:49879
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004658
- Title
- ELUCIDATING THE SOCIAL SKILLS DEFICITS IN CHILDREN WITH ASPERGER'S DISORDER: A COMPARATIVE STUDY.
- Creator
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Scharfstein, Lindsay, Beidel, Deborah, University of Central Florida
- Abstract / Description
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Children with Asperger's Disorder are considered to have impairments in social interaction, but to date few studies have empirically addressed this issue. This study examined the existence of social skills deficits in children with Asperger's Disorder, children with social phobia, and children with no psychological disorder. Using direct observation of social skills during role-play tasks, blinded observers rated an overall impression of social effectiveness and three specific...
Show moreChildren with Asperger's Disorder are considered to have impairments in social interaction, but to date few studies have empirically addressed this issue. This study examined the existence of social skills deficits in children with Asperger's Disorder, children with social phobia, and children with no psychological disorder. Using direct observation of social skills during role-play tasks, blinded observers rated an overall impression of social effectiveness and three specific categories of social skill: pragmatic behavior (e.g., effort to maintain conversation, latency to respond), speech and prosodic behavior (e.g., vocal inflection, voice volume), and paralinguistic conversational behaviors (e.g., facial orientation, motor movement). Children with Asperger's Disorder did not display predicted social skills deficits when compared to typically developing children. When compared to children with social phobia, children with Asperger's Disorder were rated as significantly more socially effective and were rated as more skilled on the molecular conversational behaviors that create an overall impression of social effectiveness. These results suggest that children with Asperger's Disorder display adequate social skill during brief social interactions. Furthermore, the social skills deficits present in children with social phobia are not the same deficits found in children with Asperger's Disorder. Implications of the findings are discussed.
Show less - Date Issued
- 2009
- Identifier
- CFE0002886, ucf:48036
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002886
- Title
- NEUROPSYCHOLOGICAL FUNCTIONING IN SOCIAL PHOBIA.
- Creator
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Sutterby, Scott, Bedwell, Jeffrey, University of Central Florida
- Abstract / Description
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The purpose of the current study was to clarify the neurocognitive mechanisms underlying social phobia. Previous research has identified some specific group differences in neurocognitive functioning between individuals diagnosed with social phobia and nonpsychiatric controls, but has failed to administer a comprehensive neuropsychological battery to a social phobia patient group, resulting in a piecemeal understanding of the neurocognitive functioning of this population and an incomplete...
Show moreThe purpose of the current study was to clarify the neurocognitive mechanisms underlying social phobia. Previous research has identified some specific group differences in neurocognitive functioning between individuals diagnosed with social phobia and nonpsychiatric controls, but has failed to administer a comprehensive neuropsychological battery to a social phobia patient group, resulting in a piecemeal understanding of the neurocognitive functioning of this population and an incomplete picture of the neuropsychological profile inherent to this group. The present research utilized a broader collection of neuropsychological tests to assess nine cognitive domains: Verbal Learning, Verbal Delayed Memory, Visual Immediate Memory, Visual Delayed Memory, Visual-Spatial Processing, Verbal Working Memory, Visual Working Memory, Executive Functioning, and Attention. A mixed analysis of variance (ANOVA) did not reveal a significant group by cognitive domain interaction, nor a significant main effect of group. As this was the first study to examine multiple cognitive domains in a single sample of individuals with generalized social phobia, exploratory univariate analyses were performed to examine group differences for the specific cognitive domains. This revealed significant group differences specific to the Visual Working Memory domain, with the social phobia group scoring significantly lower than the nonpsychiatric control group. Implications of these findings and directions for future research are discussed.
Show less - Date Issued
- 2009
- Identifier
- CFE0002859, ucf:48049
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002859
- Title
- INCREASED LEVELS OF ANXIETY REVEALING CHARACTERISTICS OF SOCIAL PHOBIA ELUCIDATED BY SMART PHONE USE.
- Creator
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Richardson , Mark, Beidel, Deborah, University of Central Florida
- Abstract / Description
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Students at the University of Central Florida completed two self-report inventories: the SPAI-23, (Social Phobia and Anxiety Inventory - 23) and MPPUS (Mobile Phone Problem Use Scale) to determine if there is a relationship between social phobia and problematic mobile phone use. Fifty one students (N = 51) completed both surveys and the results indicated that there was a small but positive relationship between problematic cell phone use and social phobia symptoms, r=.28, p=.05. The results...
Show moreStudents at the University of Central Florida completed two self-report inventories: the SPAI-23, (Social Phobia and Anxiety Inventory - 23) and MPPUS (Mobile Phone Problem Use Scale) to determine if there is a relationship between social phobia and problematic mobile phone use. Fifty one students (N = 51) completed both surveys and the results indicated that there was a small but positive relationship between problematic cell phone use and social phobia symptoms, r=.28, p=.05. The results are discussed in terms of how social phobia might increase problematic phone use.
Show less - Date Issued
- 2012
- Identifier
- CFH0004241, ucf:44931
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004241
- Title
- The Relationship Between Social Phobia, Peer Attachment, and Identity Within Different Cultural Contexts.
- Creator
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Li, Shengnan, Berman, Steven, Fouty, Homer, Compson, Jane, University of Central Florida
- Abstract / Description
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This study investigated the relationship between social phobia, peer attachment, and identity development, within three different countries: China, India, and the USA. It was hypothesized that social phobia interferes with peer attachment, and that poor peer attachment interferes with identity development among late adolescents and emerging adults, thus peer attachment mediates the relationship between social phobia and identity. It was further hypothesized that this relationship between...
Show moreThis study investigated the relationship between social phobia, peer attachment, and identity development, within three different countries: China, India, and the USA. It was hypothesized that social phobia interferes with peer attachment, and that poor peer attachment interferes with identity development among late adolescents and emerging adults, thus peer attachment mediates the relationship between social phobia and identity. It was further hypothesized that this relationship between variables is moderated by culture such that in collectivistic cultures, where identity is more dependent upon group affiliation and identification, the interference of social phobia (through peer attachment) on identity would be much greater than in individualistic cultures where identity may be based more on unique characteristics. Participants were 422 undergraduate students from three locations: China (n = 180), India (n = 96), and the USA (n = 146). Results varied by country. For the combined sample collectivism, social phobia, and peer attachment each independently predicted identity. Collectivism also negatively predicted social phobia and positively predicted peer attachment. None of the variables served as a mediator or moderator between the other variables. In the USA sample, collectivism predicted identity but was mediated by peer attachment. Social phobia negatively predicted peer attachment and identity, but was not related to collectivism. In the Chinese sample, peer attachment predicted identity, but was mediated by social phobia. Collectivism predicted identity, but was not related to the other two variables. Among the Indian sample none of the variables predicted identity. A number of possible reasons for these complex results are explored.
Show less - Date Issued
- 2012
- Identifier
- CFE0004399, ucf:49389
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004399
- Title
- FACIAL EMOTION RECOGNITION IN CHILDREN WITH ASPERGER'S DISORDER AND IN CHILDREN WITH SOCIAL PHOBIA.
- Creator
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Wong, Nina, Beidel, Deborah, University of Central Florida
- Abstract / Description
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Recognizing emotion from facial expressions is an essential skill for effective social functioning and establishing interpersonal relationships. AspergerÂÂ's Disorder (AD) and Social Phobia (SP) are two clinical populations showing impairment in social skill and perhaps emotion recognition. Objectives: The primary objectives were to determine the uniqueness of facial emotion recognition abilities between children with AD and SP relative to typically developing children ...
Show moreRecognizing emotion from facial expressions is an essential skill for effective social functioning and establishing interpersonal relationships. AspergerÂÂ's Disorder (AD) and Social Phobia (SP) are two clinical populations showing impairment in social skill and perhaps emotion recognition. Objectives: The primary objectives were to determine the uniqueness of facial emotion recognition abilities between children with AD and SP relative to typically developing children (TD) and to examine the role of expression intensity in determining recognition of facial affect. Method: Fifty-seven children (19 AD, 17 SP, and 21 TD) aged 7-13 years participated in the study. Reaction times and accuracy were measured as children identified neutral faces and faces displaying anger, disgust, fear, happiness, and sadness at two different intensity levels. Results: Mixed model ANOVAs with group and emotion type revealed that all children responded faster and more accurately to expressions of happiness, but there were no other group differences. Additional analyses indicated that intensity of the displayed emotion influenced facial affect detection ability for several basic emotions (happiness, fear, and anger). Across groups, there was no pattern of specific misidentification of emotion (e.g., children did not consistently misidentify one emotion, such as disgust, for a different emotion, such as anger.) Finally, facial affect recognition abilities were not associated with behavioral ratings of overall anxiety or social skills effectiveness in structured role play interactions. Conclusions: Distinct facial affect recognition deficits in the clinical groups emerge when the intensity of the emotion expression is considered. Implications for using behavioral assessments to delineate the relationship between facial affect recognition abilities and social functioning among clinical populations are discussed.
Show less - Date Issued
- 2010
- Identifier
- CFE0003053, ucf:48336
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003053
- Title
- RISK FACTORS IDENTIFIED IN COLLEGE STUDENTS EXHIBITING SOCIAL PHOBIA.
- Creator
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Wallace, Kasie, McConnell, Daniel, University of Central Florida
- Abstract / Description
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College life is a unique experience in the life of many young adults that presents many challenges for which they might not be prepared, including living away from home and adapting to a new social and academic environment. In particular, these experiences may be particularly adverse for students with social phobia and may be predictors of academic and social problems, and may even predict dropout. The purpose of the present research is to identify possible connections between socially phobic...
Show moreCollege life is a unique experience in the life of many young adults that presents many challenges for which they might not be prepared, including living away from home and adapting to a new social and academic environment. In particular, these experiences may be particularly adverse for students with social phobia and may be predictors of academic and social problems, and may even predict dropout. The purpose of the present research is to identify possible connections between socially phobic tendencies and the social, emotional, and overall well-being of college students. Social phobia itself is an unnecessary and overwhelming fear of being scrutinized by others (National Institute of Mental Health 2009). By implementing the use of four psychological tests: the Social Phobia and Anxiety Inventory, Positive and Negative Affect Schedule, College Affiliation Questionnaire, and Life Orientation Test, this research sought to investigate the correlations existing between college students' self-reports on these measures through the use of the UCF Sona system. Students' personal characteristics and demographics were also examined correlationally along with their self-reports on all four measures. A total of 165 participants were used in this study. After gathering descriptive statistics from each test and their demographics, correlations were run between the four tests and then between demographic information and tests. The results showed social phobia having a positive correlation with negative affect and a negative relationship with positive affect. In turn, negative emotion was correlated with a lowered overall life orientation and a more pessimistic mindset. No strong correlations were identified between psychological tests and student characteristics as was previously thought. Overall, there are definite indicators that social anxiety has a negative impact on one's quality of life and emotions, however, more research needs to be done with more diverse sampling and different methodology to see if there is a link between particular student characteristics and prevalence rates of social anxiety within those characteristic subsets.
Show less - Date Issued
- 2014
- Identifier
- CFH0004562, ucf:45165
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004562
- Title
- Is Selective Mutism an Emotion Regulation Strategy for Children with Social Phobia? A Single Case Design Investigation.
- Creator
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Scott, Samantha, Beidel, Deborah, Rapport, Mark, Cassisi, Jeffrey, Hundley, Gulnora, University of Central Florida
- Abstract / Description
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To determine whether children with selective mutism (SM) withhold speech to regulate their emotional arousal and decrease automatic distress, the current study examines the behavioral and physiological responses of children with SM in comparison to children with social phobia (SP) and children with no psychiatric disorder (TD) as they participate in two social situations. A single case design strategy is used to compare behavioral and physiological responses both within and across groups....
Show moreTo determine whether children with selective mutism (SM) withhold speech to regulate their emotional arousal and decrease automatic distress, the current study examines the behavioral and physiological responses of children with SM in comparison to children with social phobia (SP) and children with no psychiatric disorder (TD) as they participate in two social situations. A single case design strategy is used to compare behavioral and physiological responses both within and across groups. Examining the temporal sequencing of behaviors and physiology provides a direct test of the utility of emotion regulation theory as it pertains to children with social phobia/selective mutism. The results indicate that children with SM show elevated arousal and emotional reactivity across all interaction segments relative to other children. Unique affective, behavioral and physiological responses occur between and within groups in relation to situational demands. The temporal sequencing of behavioral and physiological responses suggests that behavioral deficits may be related to underutilized and/or deficient physiological response systems and that not speaking represents a primitive avoidance strategy by children with SM to regulate extreme physiological arousal.
Show less - Date Issued
- 2012
- Identifier
- CFE0004438, ucf:49348
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004438
- Title
- THE RELATIONSHIP BETWEEN PSYCHOMETRICALLY-DEFINED SOCIAL ANXIETY AND WORKING MEMORY PERFORMANCE.
- Creator
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Paskowski, Timothy, Bedwell, Jeffrey, University of Central Florida
- Abstract / Description
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Anxiety disorders are among the most commonly diagnosed class of mental illness in the United States, and often involve abnormally high levels of stress and social fear. Despite high lifetime prevalence rates, social anxiety disorder (SAD) has remarkably low diagnosis and treatment rates. Furthermore, while individuals with other specific psychiatric disorders tend to exhibit significant neuropsychological deficits, neuropsychological functioning in individuals with SAD remains largely...
Show moreAnxiety disorders are among the most commonly diagnosed class of mental illness in the United States, and often involve abnormally high levels of stress and social fear. Despite high lifetime prevalence rates, social anxiety disorder (SAD) has remarkably low diagnosis and treatment rates. Furthermore, while individuals with other specific psychiatric disorders tend to exhibit significant neuropsychological deficits, neuropsychological functioning in individuals with SAD remains largely untested. A majority of the few existing studies concerning neuropsychological performance in SAD samples focus on specific functions, and their limited results are highly mixed. The primary objective of this investigation was to provide a more thorough, broad assessment of both auditory and visual working memory as related to psychometrically-defined social anxiety disorder. In addition, this study aimed to help clarify as to whether such deficits are related to the construct of social anxiety, or whether any potential deficits are better explained by generalized state and/or trait (in-the-moment) anxiety. The implications of a deficit in the visual and/or auditory working memory domains are multifaceted. For example, such a deficit may lead to the inability to detect visual cues in social situations. The inability to process these social cues has the potential to exacerbate some SAD- related symptoms, such as fear of humiliation and judgment. Twenty-nine college students completed both phases of this study, including an assessment of state and trait anxiety as well as social phobia and a four-part working memory battery. An analysis of the Phase II data indicates that individual scores on the four measures of both visual and auditory working memory did not relate to trait and/or state anxiety or psychometrically-defined social anxiety. Thus, it appears that social, generalized trait, and generalized state anxiety do not relate to a neuropsychological deficit in either type of working memory in this sample population. However, we did find a statistical trend suggesting that as social anxiety increased, there was a relative decrease in visual vs. auditory working memory. This statistical trend remained after covarying for state and trait anxiety respectively. Therefore, future research in this area should examine the discrepancy in performance between the auditory and visual working memory domains as it relates to both diagnosed social phobia and psychometrically-defined social anxiety.
Show less - Date Issued
- 2011
- Identifier
- CFH0003798, ucf:44744
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003798
- Title
- Does Virtual Reality Elicit Physiological Arousal in Social Anxiety Disorder.
- Creator
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Owens, Maryann, Beidel, Deborah, Cassisi, Jeffrey, Bowers, Clint, Neer, Sandra, University of Central Florida
- Abstract / Description
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The present study examined the ability of a Virtual Reality (VR) public speaking task to elicit physiological arousal in adults with SAD (n=25) and Controls (n=25). A behavioral assessment paradigm was employed to address three study objectives: (a) to determine whether the VR task can elicit significant increases in physiological response over baseline resting conditions (b) to determine if individuals with SAD have a greater increase from baseline levels of physiological and self-reported...
Show moreThe present study examined the ability of a Virtual Reality (VR) public speaking task to elicit physiological arousal in adults with SAD (n=25) and Controls (n=25). A behavioral assessment paradigm was employed to address three study objectives: (a) to determine whether the VR task can elicit significant increases in physiological response over baseline resting conditions (b) to determine if individuals with SAD have a greater increase from baseline levels of physiological and self-reported arousal during the in vivo speech task as opposed to the VR speech task and (c) to determine whether individuals with SAD experience greater changes in physiological and self-reported arousal during each speech task compared to controls. Results demonstrated that the VR task was able to elicit significant increases in heart rate, skin conductance, and respiratory sinus arrhythmia, but did not elicit as much physiological or self-reported arousal as the in vivo speech task. In addition, no differences were found between groups. Clinical implications of these findings are discussed.
Show less - Date Issued
- 2013
- Identifier
- CFE0004906, ucf:49624
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004906
