Abstract
Background
Individuals with social anxiety use safety behaviors to directly or indirectly avoid social situations (e.g., remaining quiet
in a social setting to avoid saying anything embarrassing). Safety behaviors have been hypothesized to prevent the disconfirmation
of feared occurrences while in social situations. Further, research indicates that use of safety behaviors garners negative
reactions from others while in social situations, indicating a link between such behaviors and social skills deficits.
in a social setting to avoid saying anything embarrassing). Safety behaviors have been hypothesized to prevent the disconfirmation
of feared occurrences while in social situations. Further, research indicates that use of safety behaviors garners negative
reactions from others while in social situations, indicating a link between such behaviors and social skills deficits.
Objective
In light of the focus on addressing social skill deficits in current evidence-based treatments for adolescent social anxiety,
we examined whether a measure for assessing safety behaviors in adults [Subtle Avoidance Frequency Examination (SAFE; Cuming
et al. in J Anxiety Disord 23(7):879–883 2009)] could be used reliably and validly in adolescent assessments.
we examined whether a measure for assessing safety behaviors in adults [Subtle Avoidance Frequency Examination (SAFE; Cuming
et al. in J Anxiety Disord 23(7):879–883 2009)] could be used reliably and validly in adolescent assessments.
Results
Results demonstrate that the SAFE (a) has adequate internal consistency; (b) relates positively and uniquely to a widely used
measure of adolescent social anxiety, when considering measures of other distinct psychopathology domains; and (c) differentiates
clinic referred from community control adolescents.
measure of adolescent social anxiety, when considering measures of other distinct psychopathology domains; and (c) differentiates
clinic referred from community control adolescents.
- Content Type Journal Article
- Category Original Paper
- Pages 1-13
- DOI 10.1007/s10566-012-9181-y
- Authors
- Sarah A. Thomas, Comprehensive Assessment and Intervention Program, Department of Psychology, University of Maryland at College Park, Biology/Psychology Building, College Park, MD 20742, USA
- Samantha E. Daruwala, Comprehensive Assessment and Intervention Program, Department of Psychology, University of Maryland at College Park, Biology/Psychology Building, College Park, MD 20742, USA
- Katherine A. Goepel, Comprehensive Assessment and Intervention Program, Department of Psychology, University of Maryland at College Park, Biology/Psychology Building, College Park, MD 20742, USA
- Andres De Los Reyes, Comprehensive Assessment and Intervention Program, Department of Psychology, University of Maryland at College Park, Biology/Psychology Building, College Park, MD 20742, USA
- Journal Child and Youth Care Forum
- Online ISSN 1573-3319
- Print ISSN 1053-1890