Publication | Closed Access
Social skills, social outcomes, and cognitive features of childhood social phobia.
360
Citations
0
References
1999
Year
Social Phobic ChildrenSocial PsychologyEducationChildhood Social PhobiaPsychologySocial Communication DisorderSocial-emotional DevelopmentBehavioral IssueSocial OutcomesBehavioural ProblemChild PsychologyBehavioral SciencesSocial SkillsPsychiatrySocio-emotional HealthSocial CognitionChild DevelopmentSocializationSocial BehaviorSocial Skill AssessmentMedicine
The study aims to inform assessment and treatment of childhood social phobia. The study assessed social skills, self‑talk, outcome expectancies, and self‑evaluation during social‑evaluative tasks in 27 clinically diagnosed social‑phobic children (ages 7‑14) and a matched nonclinical group. Social‑phobic children showed lower expected performance, higher negative self‑talk, deficits in social skills, were perceived as less socially competent, and received fewer positive peer outcomes compared to controls.
Social skills, social outcomes, self-talk, outcome expectancies, and self-evaluation of performance during social-evaluative tasks were examined with 27 clinically diagnosed social phobic children ages 7-14 and a matched nonclinical group. Results showed that, compared with their nonanxious peers, social phobic children demonstrated lower expected performance and a higher level of negative self-talk on social-evaluative tasks. In addition, social phobic children showed social skills deficits as assessed by self- and parent report, an assertiveness questionnaire, and direct behavioral observation. Furthermore, compared with the control group, social phobic children were rated by themselves and others as significantly less socially competent with peers and were found to be less likely to receive positive outcomes from peers during behavioral observation. Implications for the assessment and treatment of childhood social phobia are discussed.