Review ArticleThe relation between anxiety and skill in performance-based anxiety disorders: A behavioral formulation of social phobia
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Disrupted joint action accounts for reduced likability of socially anxious individuals
2020, Journal of Behavior Therapy and Experimental PsychiatryIntervening with adults
2020, Social Skills Across the Life Span: Theory, Assessment, and InterventionDo implicitly measured math–anxiety associations play a role in math behavior?
2019, Journal of Experimental Child PsychologySensitivity shift theory: A developmental model of positive affect and motivational deficits in social anxiety disorder
2019, Clinical Psychology ReviewCitation Excerpt :These models can be combined to form a testable model of moderated mediation (Type I conditional indirect effects), in which age would be predicted to influence the magnitude of the association between social anxiety and motivational deficits, the latter of which should mediate the relationship between social anxiety and social skills. If some combination of these predictions are correct, then experimental therapeutics efforts can be adapted to test presumed mechanisms such as diminished practice effects as would be predicted by our theory, versus anxiety-driven performance deficits as predicted by others (Hopko et al., 2001). These distinct causal pathways may also be meaningfully related the effects of age.
Are children with social anxiety disorder more likely than children with other anxiety disorders to anticipate poor social performance and reflect negatively on their performance?
2019, Journal of Affective DisordersCitation Excerpt :Critically, neither this study or Scharfstein and Beidel (2015), are able to distinguish between social skills deficits and anxiety-induced performance deficits. That is, even though both studies found that some aspects of social behaviour was objectively poor among children with SAD, it is unclear whether this resulted from a lack of knowledge (i.e. skill) versus inhibition of the expression of skilful behaviour due to social anxiety, or some combination of the two (Hopko et al., 2002). For example, it is possible that children with SAD are fully capable of appropriate social behaviour but under social threat become excessively self-focused and engage in safety-seeking behaviours in an attempt to lower their perceived threat, which has the unintended effect of interfering with performance and making them less likeable (Clark & Wells, 1995).
High risk, high reward: Daily perceptions of social challenge and performance in social anxiety disorder
2018, Journal of Anxiety DisordersCitation Excerpt :An unwillingness to tolerate anxiety in SAD also leads to maladaptive attempts to avoid or suppress these experiences, further decreasing the opportunities for rewarding social experiences, as well as rewarding experiences more generally (Kashdan & Steger, 2006). This cycle maintains social anxiety, and leads to perceptions of poor social performance (Hopko, McNeil, Zvolensky, & Eifert, 2002), which induces exhaustive efforts of experiential avoidance that limit reward-seeking behavior and reduce overall general positive experiences (Kashdan & Collins, 2010; Kashdan et al., 2011). Flow experiences are defined as positive and rewarding, yet effortful (Csikszentmihalyi, 2009; Keller & Bless, 2008).