Social Anxiety Paper Mjs

Social anxiety is a major problem for adolescents. Many adults, however, think that anxiety goes away with age. Adolescents with social anxiety are ignored by school staff. They also do not receive referrals to treatment (Masia, Klein, Storch, Corda, 2001). In fact, social anxiety not only causes suffering in the present but also leads to other problems later in life. Most adolescents do not receive treatment for social anxiety due to lack of access to services, and social stigma. Recently, more research is focusing on providing school based treatment for adolescents with social anxiety. Research indicates that treatment for children and adolescents with anxiety disorders is effective (Dadd, Spence, Holland, Barrett, Laurens, 1997). Individuals with social phobia have a fear of encountering new situations, unfamiliar people, and believe that others will scrutinize them. Those who suffer from social phobia strongly believe that they will inevitably do something that will embarrass them in a social situation (Spence, Donovan, Brechman-Toussaint, 2000). A study by Masia-Warner, Klein, Dent, Fisher, Alvir, Albano, Guardino (2005) shows positive results for a school-based intervention that includes social skills training, exposure, and realistic thinking. Additionally, the study by Masia-Warnier et al. (2005) successfully introduced a clinical program for treating social anxiety to a school. There are some challenges to implementing therapeutic interventions in schools. First, scheduling is difficult in schools. Education is the primary concern at school. Treatment interventions must occur during non-essential class periods. After school activities also complicate scheduling intervention programs after school. Second, space is limited at schools. It is difficult to find space to conduct groups and activities (Masia-Warner et al., 2005). Third, participants fear other students knowing about their involvement in social anxiety treatment.

Fourth, research studies involve large recruitment process. Masia-Warner et al. (225) recommends a shorter screening process. One researched intervention is called Skills for Academic and Social Success (SASS). The intervention consists of 12 weeks of 40 minute long group sessions, two sessions addressing relapse and obstacles, and two 15 minute individual sessions. In addition to group and individual sessions, the program includes four weekend social events, and peers that help facilitate the development of social skills. Parents and teachers are also included in SASS. There are two meetings for parents covering education about social anxiety and ways to help their children. Teacher can attend two 30 minute meetings covering classroom behaviors. This particular intervention lasts 3 months, and it is designed to be flexible for a school setting (Fisher, MasiaWarner, and Klein, 2004).