Task 3 - Social Anxiety Disorder and Panic Attacks Flashcards
What is social anxiety disorder?
People with social anxiety disorder become so anxious in social situations and are so afraid of being rejected, judged, or humiliated in public that they are preoccupied with worries about such events to the point that their lives may become focused on avoiding social encounters
Prevalence of social anxiety disorder
- 1-7% internationally
- 12% in the US
- women tend to have more severe social fears than men
- develops in early preschool years or adolescence
Comorbidities of social anxiety disorder
- mood disorders
- other anxiety disorders
- 70% comorbidity
DSM-5 Criteria social anxiety disorder
A Marked fear or anxiety about one or more social situations in which the individual is exposed to possible scrutiny by others –> social interactions, being observed, performing in front of others
B The individual fears that he or she will act in a way or show anxiety symptoms that will be negatively evaluated
C The social situation almost always provoked fear or anxiety
D The social situations are avoided or endured with intense fear or anxiety
E The fear or anxiety is out of proportion to the actual threat posed by the social situation and to the sociocultural context
F The fear, anxiety, or avoidance is persistent, typically lasting for 6 months or more
Performance only: if the fear is restricted to speaking or performing in public
Social performance deficits in SAD
Patients with SAD show performance problems during a conversation
- a conversation is unstructured, bidirectional, and requires interaction
- a conversation asks for more interpersonally sensitive social behavior –> making contact, listening, showing interest, being responsive, and interacting
interpretation bias and judgmental bias
interpretation bias = the interpretation of ambiguous events as negative
judgmental bias = the overestimation of the costs and/or probability of a negative event
- SPs interpret social events as more negative and judge social events as more threatening
- interpretation bias of social phobia is a negative interpretation of all social events, irrespective of valence
Clark and Wells Model
People with social anxiety disorder interpret social situations in a threatening way because of a range of dysfunctional beliefs they have about themselves, others, and the social world
- use of safety behaviors
- pre-event rumination
- post-even rumination
pre-event rumination
thoughts regarding past failures partly account for SAD maintenance and lead to anticipatory anxiety and predictions of poor performance
past-event rumination
typically begins after the social situation and revolves around intrusive images and thoughts regarding perceived failures and of adverse images of themselves that were experienced during the event
Rapee and Heimberg Model
- when a social situation is anticipated or encountered, people with social anxiety disorder form a mental representation of their external appearance, based on memories of past social situations and internal and external cues
Hoffman Model
- people with social anxiety disorder are apprehensive of social situations due to having unrealistic social standards and poorly defined social goals
–> combines the Clark/Wells Model and the Rapee/Heimberg model and expands them further
Causes SAD: Genetic
brain areas of the amygdala, hippocampus, and prefrontal cortex are involved
Causes SAD: Cognitive
- excessively high standards
- focus on negative aspects of interactions
- harsh evaluation of themselves
- rumination about one’s performance
- family environment
–> safety behaviors
safety behaviors
= coping mechanisms used to reduce anxiety and fear when the individual feels threatened
–> engaging in safety behaviors increases self-focused attention, reduces the ability to attend to objective social information, and may cause the feared result
- avoidance of social situations
- escaping social situations
- trying not to attract the gaze of others
Treatment SAD: Cognitive Behavioral Therapy
Behavioral Component:
- exposing clients to social situations that make them anxious (from least to most)
- role-playing, relaxing techniques, eliminating safety behaviors, experiments
Cognitive component:
- identifying negative cognitions clients have about themselves and about social situations and teaching them how to dispute these cognitions