Social Anxiety: Cognitive Biases and Treatment Methods

Social Anxiety: Cognitive Biases and Treatment Methods

Social anxiety can be defined as the emotions behind the aim to avoid social situations (Leary & Kowalski, 1995). It is closely tied with shyness as Ledley and Heimberg (2006), suggest they consist of similar cognitive biases and the difference is not significantly evident. Individuals experiencing social anxiety fear negative evaluation and fear being unsuccessful in making a certain social impression that they desire (Schlenker & Leary, 1982). It can lead to substantial functional impairment (Mendlowicz & Stein, 2000), as it can affect the individual in later encounters within their education, occupation and social life (Wittchen & Beloch, 1996). Furthermore, socially anxious individuals aim to avoid social situations- increasing loneliness as they become older (Ledley & Heimberg, 2006). Hence it is important to understand the reason for the onset and to find treatment methods that suit the individual. Anita's upbringing (her father's long absences, often relocating to a new community and school, and size of her family) could have a detrimental effect on her socialising ability. Although there are various pharmaceutical methods available, it may be safer to initially try a cognitive behavioural therapeutical approach. If this is not effective, then consider pharmaceutical options.

Research performed by Kagan (1994 and also, Kagan, 2001) indicates that social anxiety could be of temperamental factors; developed during infancy as social withdrawal becomes habitual. Although Anita may not necessarily attain temperamental factors influencing her inability to interact, she has developed a habit of being socially withdrawn knowing soon to be relocated. Females experience more stress and difficulty adjusting to the new community due to loss of intimacy and companionship of their previous friendships- more than it would impact males (Vernberg, Greenhoot, & Biggs, 2006). For Anita, this struggle would result in loss of motivation to initiate herself each time she relocates. However, research has found that girls who have relocated to a new community develop a more intimate relationship with new friends at the end of the first year, than that of previous friendships (Vernberg, Greenhoot, & Biggs, 2006). This suggests that Anita's cognitive style of thought is most problematic. This may be due to the quality of attachment with her parents.

The quality of attachment with parents during infancy indicates the level of social output; individuals who experience close attachment to parents grow up to be more socially active, less withdrawn and popular (Bohlin, Hagekull, & Rydell, 2000). Female students who are more securely attached to their parents tend to initiate themselves in forming new relationships and maintaining the relationship quality during their freshman year (Parade & Leerkes,