social anxiety disorder test

Introduction

Are you afraid of being judged by others or embarrassed all the time? Does most of the time feel extremely fearful and unsure when surrounded by other people? Do these concerns make it difficult to carry out daily activities, such as running errands or talk to other people at work or school?

If so, you may have a type of anxiety disorder called social phobia or social anxiety disorder.

What is social phobia?

Social phobia is a strong fear of being judged by others and being embarrassed. This fear can be so powerful that from going to work or school or carry out daily activities.

Everyone has felt anxiety or shame ever. For example, meet new people or giving a speech can make anyone nervous. But people with social phobia worry about these and other things weeks before they occur.

Those with social phobia are afraid to do common things in front of other people, for example, may be afraid to sign a check in front of a store cashier, or may be afraid to eat or drink in front of others, or to use a bathroom public. Most people with social phobia know that they should feel their fear, but they can not control. Sometimes they end away from places or events where they believe they might have to do something that embarrassed. For some, social phobia is a problem only in certain situations, while others have symptoms in almost all social situations.

Usually, social phobia begins in youth. A doctor can determine that a person has social phobia if the person has had symptoms for at least six months. Without treatment, social phobia can last for many years or even a lifetime.

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What are the signs and symptoms of social phobia?

People with social phobia tend to:

Feeling very anxious to be surrounded by other people and have trouble speaking with them despite wanting to.

Feeling shy and embarrassed in front of others.

Be very afraid that others judge them.

Worry for days or weeks before an event where there will be others.

Stay away from places where there are other people.

Having difficulty making and keeping friends.

Blushing, sweating or trembling when surrounded by other people.

Having nausea or upset stomach when they are with other people.

What causes social phobia?

Sometimes social phobia is hereditary, but no one knows for sure why some people have it and some do not. Researchers have discovered that fear and anxiety involve several parts of the brain. By learning more about how the fear and anxiety in the brain, scientists can develop better treatments. In addition, researchers are trying to discover how stress and environmental factors may be involved.

How is social phobia?

First, talk to your doctor about your symptoms. The doctor will do an exam to make sure there is another physical problem that is causing the symptoms. Your doctor may refer you to see a mental health specialist.

Generally, social phobia treated with psychotherapy, medicines or both.

Psychotherapy. The type of psychotherapy called cognitive-behavioral therapy is especially useful for treating social phobia. It teaches a person different ways of thinking, behaving and reacting to different situations in order to help (or) you feel less anxious or fearful. It can also help people to learn and practice how to function socially.

Drugs. Doctors may also prescribe medications to help treat social phobia. The drugs most commonly prescribed for social phobia are anxiety tics and antidepressants. Anti-anxiety medications are strong and there are different types. Many take effect immediately, but generally not to be taken for long periods of time.

Antidepressants are used to treat depression, but also treat social phobia. Probably more commonly prescribed to treat social phobia ant anxiety medications. Antidepressants can take several weeks to work, even some can cause side effects such as headache, nausea or difficulty sleeping. Generally, for most people, these side effects become a problem, especially if one starts with a low dose and is increased slowly over time. Talk to your doctor about any side effect that has.

The type of antidepressant called a monoamine oxidize inhibitor (MAOI) is particularly effective in treating social phobia. However, rarely used as primary treatment when Maoist are combined with certain foods or other medicines can cause dangerous side effects.

It is important to know that although antidepressants can be safe and effective for many people, they can also be risky for some, especially for children, adolescents and young adults. Added a label of "black box"-the most serious type of warning that a prescription drug can have-to antidepressant medications. These labels will warn people that antidepressants may cause suicidal thoughts or suicide attempts.

Every person taking antidepressants should be closely monitored, especially when starting treatment with these drugs.

Another type of medication called beta blockers can help control some of the physical symptoms of social phobia, as sweating, racing heart or scrapie. Usually are prescribed when the symptoms of social phobia appear in specific situations, such as the "stage fright".

Some people do better with cognitive behavioral therapy, while others are better drugs. Even for others, the best is a combination of the two. Talk to your doctor about what treatment is right for you.

How does it feel to have social phobia?

"At school I was always afraid that teachers ask me something, even though I knew the answers. When I got a job, I did not like meeting with my boss. Could not have lunch with my colleagues. I worried that look at me or judge me, and I worried a fool. meetings when I thought, my heart pounding and began to sweat. Such feelings worse as the event approached. Sometimes I could not sleep or eat for many days before a staff meeting ".

"I'm taking medicine and working with a counselor to cope better my fears. Had to work hard, but I feel better. Glad we made that first call to my doctor."

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                       social anxiety disorder test

Intervention Results

Intervention Results

The therapy was developed to reach its successful conclusion, achieving therapeutic goals. The student no longer felt anxiety before exams or academic. He attended the institute welcomed and was confronted with the evidence of safety tests. Was also integrated socially with peers. The situational type specific phobia had been overcome.

The relevant results of this monitoring period and interceptive were:

In the evaluation period the pretest were contemplated altered parameters all questionnaires that were used (school fears Inventory (EMI); inventory situations and anxiety responses (ISRA); The social reserve scale (SRS), The self reported Multifactor test

child adaptation (TAMA) and the Progressive Matrices test of intelligence

(RAVEN)). Through them, we observed high levels of anxiety in

regarding student attendance at school, to examinations,

and social interaction with their peers. There was also a

negative evaluation of the student on itself.

Meanwhile, in the post-evaluation period were seen in all

questionnaires normality in their parameters. Anxiety levels

were low as it highlighted the success of therapeutic tools

employed. The student reported to have acquired a series behaviors

social policies that allowed it to join the peer group (grupoclase)

and participate in learning contexts and standardized interaction.

In figure 1 and 2 are seen scores of evaluative phases

the pretest and posttest: Inventory of school fears (IME), with range: 0

and 196, and the scale of social reserve (SRS) with feature between 22 and 110. in

both tests its direct scores decreased significantly to

term treatment.

RESULTS AND DISCUSSION

As has been noted, and academic anxiety before exams

type as situational specific phobia is a disorder of children and adolescents

disabling, you should be treated therapeutically soon. In this

so it will help the student regain his sanity and continue

growing in the spaces: educational and integrative.

To make this possible interventive action is required from the center

the indispensable help of the school psychologist, that through the process

assessment will determine if the student has the disorder phobic. If so, what

refer the clinical psychologist to confirm the diagnosis and apply the

most appropriate therapy.

Both cognitive and behavioral techniques have appreciated effective

in the treatment of specific phobias in children and adolescents

(Horse and Simon, 2005; Garcia-Sanchez, 2002 and Stein, 2005).

Therapeutic intervention will arise from the slope always interdisciplinary, within which will have a prominent role: the psychologist, the teacher teaching, the tutor, the support teacher, the class group, and family. They should work coordinated and confidently.

It will also be important to work with the family (mother, father, relatives) of the student, giving them support and psychological counseling and educational psychology. They teach and motivate them to maintain an educational style not overprotective, and to support the whole development of interventional action.

Of particular importance is that the available school prevention and intervention programs in order to control and reduce test anxiety and improving academic performance. Thus students will be favored positively by learning techniques: coping skills, relaxation, positive thinking, self esteem, etc.. As a result of this, will benefit areas: education, family, and social.

Finally, for future research on this type of situational specific phobia would be interesting to consider the following significant issues:

- Check if this is related to disorders of agoraphobia, anxiety and stress in children.

- Expand the information we have about the same from the neurobiological side.

- Flesh for the acquisition of this in the developmental stages of childhood and adolescence.

- Check whether psychoactive drugs (eg imipramine), in the case of children with depression associated phobia significantly increase the effectiveness of cognitive behavioral therapy.

- Find the features and impact of this disorder phobic student within the university (university phobia).

- Investigate what relation does this mental disorder in relation to the temperament of the individual who has it.

- Find out the usefulness of new technologies (computers in clinical practice) therapy for school phobia.

- Examine this disorder in children and its relationship neuroendocrine (alteration of certain hormones).

- Clarify whether sex and ethnicity can actually influence the patterns of co morbidity in this phobic disorder.

- Knowing the possible relationship between the type of personality disorder and specific phobia.

- Investigate the relapse rate of school phobic disorder after treatment.

 SOCIAL ANXIETY DISORDER TEST

Procedure

Procedure

Evaluation

In the first week of the intervention plan if treatment was assessed. The evaluation was conducted considering pretreatment measurements (pretest) and after treatment (posttest), and we had the combination of the following assessment tools:

- The interview: through she gained valuable and detailed information about the student's problem, recognizing its components in different response systems (cognitive, psychophysiological, emotional / sentimental, and behavioral), and academic anxiety before exams. In this way they could appreciate the situations perceived as relevant (threat, danger), the strategies used in coping, and the consequences they produce (see Table 2 and 3).

- Also collected data on timing and course of the disorder, and therapeutic attempts were made to solve the case, with their results.

- In addition, interviews were held separately from the parents of the student, the tutor and the school psychologist.

- Self-reports: is used to quantify the extent of the student's symptoms and assess the change that occurred with the action of the intervention. Self-reports have been used here are:

- Inventory of school fears (IME), Mendez, 1988.

- Inventory of Situations and Responses of Anxiety (ISRA), of

Vindel Tobal & Cano, 1994.

- The social reserve scale (SRS), and Russell Jones, 1982.

- The self reported test Multifactor Adaptation (TAMAI) Hernandez.

- The test of intelligence Progressive Matrices (Raven), Raven.

- The self-reports: they are practical and accessible techniques that have been used to assess and collect information about the components of the anxiety response, and possible maintenance or factors.

treatment Techniques

Several techniques have been employed within the therapeutic intervention program in order to modify the student's behavior (see Table 5).

Of all these highlights their importance: exposing live phobia and social skills training.

Intervention Program

Analyzed self-report information (pretest) found that patients expressing high levels of anxiety regarding their assistance to the Institute, before exams and social interaction with peers. Subgroup analysis showed a negative assessment of his own image (low self esteem). The intellectual assessment made ​​within normal limits.

Also, it was felt that their anxiety symptoms had manifested over eight months. Assessed all this information and taking into account the recommendations of the DSM-IV diagnostic-TR, the patient was diagnosed: academic anxiety before exams as situational type specific phobia, accompanied by deficits in social skills and self-esteem school.

Then he got up your medical records containing the following information headings: 1) personal identification data, 2) identification data psychologist, 3) The reason for the consultation, 4) The family and sociocultural situation, 5) History previous treatments of the problem and, 6) The symptomatology (Cognitive, Psychophysiological, Emotional / Sentimental, Behavioral, Motivational), 7) The areas evaluated and results, 8) The diagnosis, 9) The treatment and / or recommendations, and 10) The genogram.

After the patient was informed of the disorder and their parents suffering. At the same time, a therapeutic contract was negotiated in which the patient agreed to continue treatment designed for it, attend therapy sessions and perform the tasks entrusted to home. It was also suggested to parents the importance of their cooperation and support in the therapeutic action.

Days after the clinical psychologist contacted the institute director, tutor and psychologist to inform the diagnosis and treatment plan with the patient to continue soliciting participation with the teacher and special education specialist bandmates - class. All were given and worked positively, giving emotional support. Thus was formed a social network and educational therapy.

In interviews it was found that the patient was open to collaborating, and agreed with him recovering overdue homework to be done at home. To this end, put a support teacher.

It was also found that parents ran the consequences of a non-contingent on the behavior expressed by the adolescent. For example, one day the father punished his son not buying a laptop I wanted, the reason was that he left his room to fix daily. But after a few days it was purchased for her birthday, even though it had not changed their behavior at all.

For this reason, we developed a contingency plan that was intended to extinguish the complaints of child and materially and socially reinforce target behaviors. These should be expressed in a simple, realistic and observable. Examples of them were studying at the desk, meet the assigned schedule of school work, attend classes at certain times, etc..

All therapeutic techniques used in interventional treatment were necessary, but among all these, the most important was, in vivo exposure (EV).

For the patient to overcome anxiety school phobic situations, he carefully explained the mechanisms that enable the acquisition and maintenance of anxiety behaviors. At the same time, he noted the importance of confronting feared situations to overcome the lingering fear, excessive and irrational they produce.

After phasing was scheduled to classes during the first three days. This was a binding contract in which the patient agreed to attend several hours of class a day.

The psychologist accompanied the patient to school the first day for the art exhibition. Support also used deep breathing and self-instructions.

He taught learning techniques and strategies of how to study how to deal with the tests, indicating that in the case of failing any of them could recover. Also he trained in social skills.

In many of the activities involved support intervention and emotional support center educational psychologist, specialist teacher in special education. They were also extremely useful the faculty and classmates.

Meanwhile, parents participated from home positively supporting the therapeutic treatment of his son. Which promptly sought from attending the institute, slept properly, desayunase every day, did the exercises both therapeutic school, etc.

 SOCIAL ANXIETY DISORDER TEST

CLINICAL CASE REPORT

CLINICAL CASE REPORT

Problem Description

Roberto is a 14-year ESO attends second grade in a public high school (IES). It is a new student at the center. Since arriving has had difficulty adjusting to their classmates. Is introverted, sensitive and somewhat insecure.

For several months manifests intense anxiety, prevents attendance intermittently staying home, do not go to the exams, and is frequently isolated from their peers. Also usually feel: chest tightness with difficulty breathing, nausea, muscle tension, headaches, digestive problems, etc.. Also, usually expressed as negative thoughts and disturbing: "I have fear suspend", "If I go to class, I will come anguish", "You're going to laugh at me all my colleagues", "I can not concentrate before exams "etc. Currently has two continuous weeks without attending the institute.

The tutor along with other teachers exposed to the address of the disturbing situation that was going through the student. Meeting the team of teachers and the school management's claim that the school psychologist who takes over the case.

The psychologist is suspected that students can suffer a situational specific phobia, advises parents and the school management to be treated as soon as possible by a clinical psychologist, to put confirm this hypothesis, and if so, put regimens for treatment. A few days later, the teen is taken by his parents to psychological consultation.

Therapeutic intervention plan

The therapeutic intervention plan, which gave solution to this childish behavior disorder, had one hand performances: identify, assess student needs to organize interventional response levels: psychological, educational psychology, and educational.

To accomplish this task, the clinical psychologist had the cooperation and involvement of qualified professionals (psychologist, special education teacher specialist, etc.), The school management, faculty, classmates and other classrooms, and family (mother, father, brothers, etc..).

Therapeutic intervention plan was developed over ten consecutive weeks, with two follow-Evaluative performed at two and six months. Let each of its parts in detail.

Participants

Therapeutic intervention plan was designed for a single format. It involved the patient aided by the interdisciplinary team. There was a bond of trust between them that allowed therapeutic intervention to flow without resistance.

hypothesis

Three hypotheses were Plan therapeutic intervention taken into account:

1. The responses from the academic anxiety before exams and expressing the student, are linked to lack of coping resources and experience intense stress.

2. The responses of test anxiety hinder the processes of attention and concentration, school performance and academic competitions.

3. Anxiety responses peers behaviors reinforce isolation and hinder social and academic competence.

Objectives

It was necessary that the patient would increase the skills and competence levels: cognitive, emotional and behavioral. Doing so could cope positively with anxiety it was conditioning and prevented face attendance and testing examinatorias. At the same time the changes in his behavior made ​​possible an improvement in their self-esteem, academic performance and social relationship between peers.

 SOCIAL ANXIETY DISORDER TEST