Evaluation of Support Programme for Social Anxiety in Adolescents

Identify the need(s) and strength(s) this program is intended to address, in general and specific terms.

For Social Anxiety Disorder, or social phobia, there are many needs and/or strengths that need to be addressed for Social Effectiveness Therapy for Children and Adolescents (SET-C).One need for this program is the different types of psychotherapy, although cognitive-behavioral therapy is ideal for this specific program, it would be nice to see what other forms of psychotherapy would also assist this program, such as relaxation techniques or exposure therapy. According to Joshua D. Lipsitz (2006), “Another technique for managing internal sensations is interoceptive exposure. This therapy helps neutralize rather than control internal sensations. The patient is systematically exposed to internal sensations (e.g., sweating, palpitations).”

Another need for social phobia individuals would be to have group sessions. This would be known as group cognitive-behavioral therapy (CBT) or even group behavioral therapy (BT). With group CBT this would provide and strengthen the individuals by increasing their universality and altruism. This would increase their universality by having the individuals, children and adolescents, know that they are never alone and work on a common goal of working with their isolation feelings. For altruism, this would help everyone in a group setting by giving others in the group positive advice and support.

Clearly define the target population, in general and specific terms, with as much detail as necessary to develop a clear picture of the identified group(s)

There are three components that deprive from childhood anxiety: physiological, behavioral, and cognitive. According to Hitchcock, Chavira, and Stein (2009) mentioned that “Physiologically, children may exhibit autonomic arousal in social situations, such as increased heart rate, sweating, flushing, nausea, abdominal problems, and muscle tension. Behaviorally, social anxiety can be expressed as avoidance, irritability, angry outbursts, crying, clinginess, and overcautiousness. Also, children with social anxiety are sometimes described by their parents as being overly sensitive to criticism and nonassertive with peers. Cognitively, children with social anxiety have many concerns about social evaluation and are likely to interpret social situations in a threatening manner.”

Social phobia (SP) is an extreme dread of performing before individuals or other social circumstances where the youngster or adolescent feels humiliated, mortified, or the focal point of more consideration than the person needs. Youngsters and adolescents who experience the ill effects of SP continually dread looking silly or dumb before other kids and teenagers or before grown-ups. They will maintain a strategic distance from social circumstances or will enter social circumstances with outrageous uneasiness, anxiety, and stress. Kids and teenagers with SP regularly have few or no companions and take an interest in not many social exercises.

Describe the history of the problem and previous/current solutions, including factors that have contributed to the continued existence of the problem for the given population; make sure to describe in systemic terms the circular sequence that maintains the problem.

According the National Collaborating Centre for Mental Health (2013), “social anxiety disorder is a persistent fear of one or more social situations where embarrassment may occur and the fear or anxiety is out of proportion to the actual threat posed by the social situation as determined by the person’s cultural norms.” Typical social things may be sorted into those who involve interaction, observation and performance

Social anxiety disorder commonly begins in youth or youthfulness. Among people who look for treatment as grown-ups the middle period of beginning is in the ahead of schedule to mid-teenagers with a great many people having built up the condition before they achieve their 20s. A few people can recognize a specific time when their social tension issue began and may connect it with a specific occasion (for instance, moving to another school or being harassed or prodded). Others may depict themselves as having dependably been bashful and seeing their social tension issue as a continuous, however checked, worsening of their misgiving when drawing nearer or being drawn closer by other individuals. Others may always be unable to review when they were free from social tension.

Use various data sources and existing literature to provide a supporting rationale for the existence of this problem, previous solutions, and justifying your emerging solution/program. 

Social mental disorder will develop at any age, however most frequently begins early in childhood or throughout the adolescent years. for many folks with this condition, the anxiety slowly becomes a lot of serious over time, though it will flare during times of high stress and improve for periods of your time similarly. The reason behind this disorder isn’t absolutely understood, however it’s most likely a mixture of biological science and setting. folks with a case history of social anxiety area unit at higher risk, as area unit people who are cowed, ridiculed, or abused. folks with a wholeness that attracts the eye of others also are a lot of seemingly to expertise Associate in Nursing hyperbolic worry of being judged or embarrassed in social things.

Symptoms of social anxiety disorder square measure like those typically seen in anxious individuals. They embody associate degree dyspepsia, dizziness, athletics heart, trembling, bother respiration, and athletics thoughts. The designation of social mental disorder is formed once this intense social anxiety continues for six months or longer and causes dodging of social things or in different ways that interferes with a person’s daily living.

Previous solutions that have assisted SET-C is individual and group therapy sessions, social skills training, medication, and psychoeducation sessions. According to Deborah C. Beidel, Samuel M. Turner, and Tracy L. Morris (2000), “The content of the Social Skills Training sessions included greetings and introductions, starting conversations, maintaining conversations, listening and remembering skills, skills for joining groups, positive assertion, negative assertion, and telephone skills” This skill would help children and adolescents with how to use appropriate social skills and the appropriate time to use them. Psychoeducation session(s) is to help the children, adolescents, and parents about what social phobia/social anxiety disorder is what the program and treatment consist of, and a perfect chance for individuals to ask questions. Group sessions would be known as peer generalization sessions where this would help anxious individuals develop new skills with non-anxious individuals. For individual sessions, in vivo exposure, helps the individual focus on their social phobia and develop those skills by practicing on a weekly basis. As for medication, Fluoxetine was shown to provide treatment to children and adolescents who struggle with social phobia/social anxiety disorder.

Per Beidel et al (2007), “Both fluoxetine and SET-C were more efficacious than placebo in reducing social distress and behavioral avoidance and increasing general functioning. SET-C was superior to fluoxetine on each of these measures and was the only treatment superior to placebo in terms of improving social skills, decreasing anxiety in specific social interactions, and enhancing ratings of social competence. There are many solutions for SET-C but the solutions that I have mentioned have shown to be successful in helping children and adolescents with social phobia or social anxiety disorder. As research continues on, there will be more solutions for this program and more research will be completed.

References

• Beidel, D. C., Turner, S. M., & Morris, T. L. (2000). Behavioral Treatment of Childhood Social Phobia. Journal of Consulting and Clinical Psychology, 68(6), 1072-1080. doi:10.1037//0022-006X.68.6.1072
• Beidel, D. C., Turner, S. M., Sallee, F. R., Ammerman, R. T., Crosby, L. A., & Pathak, S. (2007). SET-C Versus Fluoxetine in the Treatment of Childhood Social Phobia. Journal of American Academy of Child & Adolescent Psychiatry, 46(12), 1622-1632. doi:https://doi.org/10.1097/chi.0b013e318154bb57
• Hitchcock, C. A., Chavira, D. A., & Stein, M. B. (n.d.). Recent Findings in Social Phobia among Children and Adolescents. The Israel Journal of Psychiatry and Related Sciences, 46(1), 34-44. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2925835
• Lipstiz, Joshua D. (2006). Psychotherapy for Social Anxiety Disorder. Psychiatric Times, 23((), 1-2.
• National Collaborating Centre for Mental Health (UK). Social Anxiety Disorder: Recognition, Assessment and Treatment. Leicester (UK): British Psychological Society; 2013. (NICE Clinical Guidelines, No. 159.) 2, SOCIAL ANXIETY DISORDER. Available from: https://www.ncbi.nlm.nih.gov/books/NBK327674/