Peer Perceptions of Social Skills in Socially Anxious and Nonanxious Adolescents

Previous studies using adult observers are inconsistent with regard to social skills deficits in nonclinical socially anxious youth. The present study investigated whether same age peers perceive a lack of social skills in the socially anxious. Twenty high and 20 low socially anxious adolescents (13–17 years old) were recorded giving a 5-min speech. Unfamiliar peer observers (12–17 years old) viewed the speech samples and rated four social skills: speech content, facial expressions, posture and body movement, and way of speaking. Peer observers perceived high socially anxious adolescents as significantly poorer than low socially anxious adolescents on all four social skills. Moreover, for all skills except facial expressions, group differences could not be attributed to adolescents’ self-reported level of depression. We suggest that therapists take the perceptions of same age peers into account when assessing the social skills of socially anxious youth

Social Skill-Based Treatment for Social Anxiety Disorder in Adolescents

Adolescents with social anxiety disorder (SAD) experience significant social anxiety and frequently avoid social situations. Additionally, many adolescents with SAD have social skill deficits, which could suggest that interventions solely targeting reductions in social anxiety may not result in enhanced social functioning. Thus, improving social skill is an important target in treatment protocols for adolescent SAD. Social skills training (SST) involves the use of various behavioral methods to establish, modify, and improve social skill in this group. Many successful interventions for adolescents with SAD incorporate a SST component. In this chapter, we discuss social skill-based interventions for SAD, including Cognitive-Behavioral Group Therapy for Adolescents and Social Effectiveness Therapy for Children. These interventions have demonstrated efficacy in reducing social anxiety and improving social skill in socially anxious adolescents. We also discuss important caveats that are present in current SST paradigms that limit their success and utility both in and outside of the university setting. Finally, future directions for social skill-based treatments are discussed

An Examination of Psychopathology and Daily Impairment in Adolescents with Social Anxiety Disorder

Although social anxiety disorder (SAD) is most often diagnosed during adolescence, few investigations have examined the clinical presentation and daily functional impairment of this disorder exclusively in adolescents. Prior studies have demonstrated that some clinical features of SAD in adolescents are unique relative to younger children with the condition. Furthermore, quality of sleep, a robust predictor of anxiety problems and daily stress, has not been examined in socially anxious adolescents. In this investigation, social behavior and sleep were closely examined in adolescents with SAD (n = 16) and normal control adolescents (NC; n = 14). Participants completed a self-report measure and an actigraphy assessment of sleep. Social functioning was assessed via a brief speech and a social interaction task, during which heart rate and skin conductance were measured. Additionally, participants completed a daily social activity journal for 1 week. No differences were observed in objective or subjective quality of sleep. Adolescents with SAD reported greater distress during the analogue social tasks relative to NC adolescents. During the speech task, adolescents with SAD exhibited a trend toward greater speech latency and spoke significantly less than NC adolescents. Additionally, SAD participants manifested greater skin conductance during the speech task. During the social interaction, adolescents with SAD required significantly more confederate prompts to stimulate interaction. Finally, adolescents with SAD reported more frequent anxiety-provoking situations in their daily lives, including answering questions in class, assertive communication, and interacting with a group. The findings suggest that, although adolescents with SAD may not exhibit daily impaired sleep, the group does experience specific behavioral and physiological difficulties in social contexts regularly. Social skills training may be a critical component in therapeutic approaches for this group