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Social Anxiety Disorder

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Powerful PowerPoint Presentation on Anxiety Disorders: A Comprehensive Guide

Imagine feeling an overwhelming sense of fear and worry, consuming your every thought and impeding your ability to function. This is the reality for millions of individuals with anxiety disorders. These disorders, although invisible, can have a profound impact on the lives of those affected, as well as on society as a whole.

But how can we educate and raise awareness about anxiety disorders in an effective and engaging way? The answer lies in the power of PowerPoint presentations. By harnessing the visual and auditory capabilities of this widely used software, we can create impactful presentations that not only inform, but also inspire action.

In this comprehensive guide, we will explore the art of crafting powerful PowerPoint presentations on anxiety disorders. From choosing the right design to effectively delivering your message, we will delve into the key elements that make a presentation engaging and informative. We will also discuss the importance of incorporating relevant statistics and research data to provide credibility to your content.

But creating an engaging presentation is just the beginning. Structuring your content in a logical and impactful manner is equally crucial. We will guide you through the process of introducing anxiety disorders, exploring different types, highlighting symptoms, and discussing the effects on daily life. Additionally, we will address the various treatment options and support resources available to individuals facing these challenges.

Furthermore, we will delve into the art of public speaking and how to master the skills necessary to captivate an audience. By incorporating storytelling and personal experiences, you can create an emotional connection that enhances understanding and empathy. We will also explore the use of audio and video elements to further engage your audience and solidify your message.

In the final sections, we will provide additional resources and references, sharing links to online platforms that offer further information and citing credible sources and studies.

This guide aims to demonstrate the power of PowerPoint presentations in spreading awareness about anxiety disorders. By educating individuals and communities, we can empower them to take action and create a supportive environment for those affected by these debilitating conditions. So, let us embark on this journey together, and unlock the potential of a powerful presentation that can make a difference.

Creating an Engaging PowerPoint Presentation

When it comes to creating an engaging PowerPoint presentation on anxiety disorders, choosing the right design and layout is crucial. The design should not only be visually appealing but also complement the content and message you want to convey. Here are some tips to help you in this process:

1. Choosing the Right Design and Layout

Select a design template that aligns with the tone and purpose of your presentation. Use professional and clean designs that enhance readability. Consider the audience you will be presenting to and ensure your design is appropriate for them.

Organize your slides in a logical and coherent manner. Make use of headings, subheadings, and bullet points to create a clear structure. This will help your audience follow the flow of your presentation and easily grasp the information presented.

2. Utilizing Engaging Visuals and Graphics

Visuals play a crucial role in capturing and maintaining audience attention. Incorporate relevant images, photographs, and illustrations to reinforce your message and create a visual impact. Avoid cluttering your slides with too many visuals, as this can be distracting. Instead, choose high-quality images that support your content effectively.

Consider using charts, graphs, and infographics to present data and statistics in a visually appealing and easily understandable way. These visual representations can make complex information more digestible and memorable for your audience.

3. Incorporating Relevant Statistics and Research Data

Anxiety disorders are heavily influenced by research and data. Including relevant statistics and research findings in your presentation helps add credibility and strengthen your message. Ensure that you source your data from reputable and reliable sources.

Use visuals, such as charts or graphs, to present statistics in a clear and concise manner. This not only enhances comprehension but also makes it easier for your audience to remember the information presented.

Remember to provide context and explain the significance of the statistics and research data you include. This helps your audience understand the relevance and impact of anxiety disorders in society.

By paying attention to design, visuals, and data, you can create a PowerPoint presentation that not only captivates your audience but also effectively communicates your message about anxiety disorders. A well-designed presentation with engaging visuals and relevant statistics can leave a lasting impression on your audience, increasing their understanding and empathy towards individuals facing these challenges.

Structuring your Presentation for Maximum Impact

To create a PowerPoint presentation on anxiety disorders that leaves a lasting impact, it is essential to structure your content effectively. By organizing your presentation in a logical and cohesive manner, you can ensure that your message is clear and easily understood. Here are some key elements to consider when structuring your presentation:

1. Introducing the Topic and Defining Anxiety Disorders

Begin your presentation by providing an overview of anxiety disorders and their prevalence. Define anxiety disorders and explain how they differ from normal feelings of anxiety. Use relatable examples and anecdotes to help your audience grasp the concept more effectively.

2. Exploring Different Types of Anxiety Disorders

Anxiety disorders encompass various subtypes, including generalized anxiety disorder, panic disorder, social anxiety disorder, and specific phobias. Dedicate a section of your presentation to exploring these different types, highlighting the unique characteristics and symptoms associated with each. Incorporate visuals and case studies to enhance understanding and engagement.

3. Highlighting Symptoms and Diagnostic Criteria

An important aspect of educating your audience about anxiety disorders is helping them recognize the signs and symptoms. Present a comprehensive list of common symptoms and the diagnostic criteria used by healthcare professionals. Include both physical and psychological symptoms, such as excessive worry, restlessness, sleep disturbances, and difficulty concentrating. Emphasize the importance of seeking professional help for accurate diagnosis and treatment.

4. Discussing the Effects of Anxiety Disorders on Daily Life

Anxiety disorders can significantly impair an individual’s daily functioning and quality of life. Address the impact of anxiety disorders on various aspects, such as personal relationships, work or academic performance, and overall well-being. Share real-life examples or personal testimonials to illustrate the challenges faced by individuals with anxiety disorders. This helps foster empathy and understanding among your audience.

5. Addressing Treatment Options and Support Resources

Provide an overview of the treatment options available for individuals with anxiety disorders. Discuss evidence-based therapies, such as cognitive-behavioral therapy (CBT) and medication management. Explain the importance of a multidisciplinary approach and the role of healthcare professionals in providing support.

Additionally, highlight the importance of support resources, such as support groups, helplines, and online communities. Share information about local and national organizations that offer assistance, such as mental health clinics and advocacy groups. Including this information equips your audience with the knowledge and resources necessary to help themselves or others who may be struggling with anxiety disorders.

By structuring your presentation around these key elements, you create a comprehensive and informative overview of anxiety disorders. This structure ensures that your audience gains a deeper understanding of the topic, the varying types of anxiety disorders, their symptoms, and the impact they have on daily life. It also empowers them with knowledge about available treatment options and support resources, ultimately encouraging a more informed and supportive community.

Delivering an Effective Presentation

Creating an engaging PowerPoint presentation on anxiety disorders is only half the battle. The way you deliver your presentation plays a crucial role in capturing your audience’s attention and effectively conveying your message. Here are some key strategies to help you deliver an impactful presentation:

1. Mastering Public Speaking Skills

Public speaking can be intimidating, but with practice and preparation, you can become a confident and effective presenter. Start by rehearsing your presentation multiple times, focusing on your delivery, pace, and tone. Pay attention to your body language, maintaining eye contact with your audience and using appropriate gestures to enhance your message. Practice speaking clearly and projecting your voice to ensure everyone in the room can hear you.

Consider joining a public speaking club or taking communication courses to enhance your skills. These resources can provide valuable feedback and guidance on improving your delivery and connecting with your audience.

2. Engaging the Audience through Storytelling and Personal Experiences

To make your presentation more relatable and memorable, incorporate storytelling and personal experiences. Share anecdotes or real-life examples that illustrate the challenges faced by individuals with anxiety disorders. These personal stories can help create an emotional connection with your audience and generate empathy and understanding.

When sharing personal experiences, be mindful of confidentiality and respect for others’ privacy. Focus on the general aspects of the experience rather than specific details that may compromise anonymity.

3. Using Audio and Video Elements to Enhance Engagement

Audio and video elements can significantly enhance audience engagement during your presentation. Consider including short video clips that provide insights into the daily struggles faced by individuals with anxiety disorders or highlight success stories of individuals who have overcome their challenges.

Incorporate relevant audio clips, such as calming music or guided relaxation exercises, to create a soothing and immersive environment. These elements can help evoke emotions and create a more impactful experience for your audience.

However, it’s important to use audio and video elements sparingly and strategically. Too many distractions can detract from your message or overwhelm your audience. Ensure that these elements enhance your content rather than overshadowing it.

Remember, an effective presentation is not only about delivering information but also about engaging your audience and leaving a lasting impact. The mastery of public speaking skills, the use of storytelling and personal experiences, and the strategic incorporation of audio and video elements all contribute to creating a presentation that resonates with your audience. By connecting on an emotional level and providing a memorable experience, you increase the likelihood of creating awareness and inspiring action regarding anxiety disorders.

Providing Additional Resources and References

To further support the information presented in your PowerPoint presentation on anxiety disorders, it is important to provide additional resources and references. This allows your audience to explore the topic in more depth and access credible information for further learning. Here are some key aspects to consider when providing additional resources:

1. Sharing Links to Online Resources for Further Information

In today’s digital age, online resources are readily available and accessible. Include a slide or section in your presentation that lists relevant websites, blogs, and online platforms that offer comprehensive information about anxiety disorders. These resources may include reputable mental health organizations, educational websites, and professional associations.

Ensure that the websites you recommend provide accurate and up-to-date information backed by experts in the field. Revisit these links periodically to ensure they are still active and relevant.

2. Citing Credible Sources and Studies

Throughout your presentation, referencing credible sources and studies adds credibility and strengthens the validity of your information. In a separate slide or section, provide a list of the sources you utilized during your research. This may include academic articles, books, research studies, and official publications.

Ensure that the sources you cite are from reputable sources, such as peer-reviewed journals or well-established publications in the field of psychology or psychiatry. This helps establish the credibility of the information you have presented and allows your audience to explore the topic further.

When citing sources, follow a consistent citation style, such as APA or MLA, to maintain professionalism and facilitate further reading for those interested.

Remember to mention that individuals should consult a healthcare professional or mental health expert for personalized advice and guidance.

By providing additional resources and references, you equip your audience with the tools to continue their learning journey beyond your presentation. This empowers them to delve deeper into the topic of anxiety disorders and gain a more comprehensive understanding. Additionally, by citing credible sources, you ensure that your audience has access to accurate and reliable information, promoting an evidence-based approach to learning about anxiety disorders.

The power of PowerPoint presentations in spreading awareness about anxiety disorders cannot be underestimated. By creating engaging and informative presentations, you have the ability to educate individuals and communities, empowering them to take action and create a supportive environment for those affected by anxiety disorders. Remember to utilize the right design and layout, incorporate visuals and relevant statistics, and structure your presentation effectively. Deliver your presentation with confidence, using storytelling and personal experiences to engage your audience. Finally, provide additional resources and references to encourage further learning and support. Together, let us harness the power of PowerPoint to make a difference in raising awareness and understanding of anxiety disorders.

The Power of PowerPoint Presentations in Spreading Awareness about Anxiety Disorders

PowerPoint presentations have proven to be a valuable tool in spreading awareness about anxiety disorders. By combining informative content with engaging visuals and effective delivery, these presentations can have a profound impact on individuals and communities. Here are some key reasons why PowerPoint presentations are powerful in raising awareness about anxiety disorders:

1. Visual Appeal for Enhanced Understanding

Anxiety disorders can be complex and challenging to comprehend. The visual nature of PowerPoint allows for the effective presentation of information using images, charts, and graphs. Visuals simplify complex concepts and help the audience grasp the information more easily. By using visuals, you can bridge the gap between technical knowledge and everyday understanding, making the information more relatable and accessible.

2. Memorable and Engaging Content

PowerPoint presentations enable the use of storytelling, personal anecdotes, and engaging visuals to create memorable content. Emotionally resonant stories and personal experiences help the audience connect with the topic of anxiety disorders on a deeper level. By incorporating relatable content, you can elicit empathy and understanding, leaving a lasting impact on your audience.

3. Effective Communication of Statistics and Research Data

Statistics and research data are essential to support the information presented in a PowerPoint presentation. By incorporating relevant data into charts, graphs, and infographics, you can efficiently communicate the prevalence and impact of anxiety disorders. This data-driven approach adds credibility to your message and helps the audience recognize the seriousness of these disorders.

4. Accessibility and Reach

PowerPoint presentations can be easily shared and disseminated to a wide audience. With advancements in technology, they can be uploaded to online platforms, shared via email, or presented in person. This accessibility not only allows for wider dissemination of information but also enables individuals to access the presentation at their own convenience, increasing engagement and awareness.

Empowering Individuals and Communities to Take Action

The ultimate goal of a PowerPoint presentation on anxiety disorders is to empower individuals and communities to take action. By raising awareness and understanding, these presentations motivate individuals to seek help, support those affected by anxiety disorders, and advocate for mental health initiatives. By providing additional resources and references, you equip your audience with the tools and knowledge to make a positive difference in their own lives and the lives of others.

In conclusion, PowerPoint presentations are a powerful medium for spreading awareness about anxiety disorders. Through engaging visuals, impactful storytelling, and the effective communication of statistics, these presentations captivate audiences and leave a lasting impression. By sharing informative content, raising empathy, and providing resources, PowerPoint presentations empower individuals and communities to take action and create a supportive environment for those living with anxiety disorders. Let us harness the power of PowerPoint to educate, inspire, and make a real difference in the lives of those affected by anxiety disorders.The comprehensive guide to creating a powerful PowerPoint presentation on anxiety disorders has revealed the importance of this medium in spreading awareness and understanding. By following the strategies outlined in this guide, individuals and organizations can effectively educate and engage their audience, making a significant impact on communities and individuals affected by anxiety disorders.

PowerPoint presentations offer the advantage of visual appeal, simplifying complex concepts and aiding comprehension. By utilizing engaging visuals, storytelling, personal experiences, and incorporating relevant statistics and research data, presenters can create memorable and relatable content that resonates with their audience. Such presentations empower individuals to recognize the signs and symptoms of anxiety disorders, fostering empathy and understanding for those affected.

Moreover, PowerPoint presentations enable the sharing of resources and references, both online and offline. By providing links to credible online resources, organizations, and support groups, presenters guide their audience towards further information and support. This level of accessibility ensures that individuals can continue their learning journey beyond the presentation and seek help or assistance as needed.

The true power of PowerPoint presentations lies in their ability to motivate individuals and communities to take action. By raising awareness, breaking down stigmas, and encouraging dialogue, these presentations empower individuals to seek professional help, support those living with anxiety disorders, and advocate for mental health initiatives.

In essence, PowerPoint presentations have the potential to create a ripple effect of change. They have the ability to break through barriers and create understanding, compassion, and acceptance. Through compelling narratives, captivating visuals, and the sharing of credible information, these presentations can truly make a difference in spreading awareness about anxiety disorders and empowering individuals and communities to address this significant mental health issue.

So, let us harness the power of PowerPoint presentations, armed with knowledge and creativity, to create meaningful connections and bring about positive change for individuals facing the challenges of anxiety disorders. Together, we can build a more inclusive and supportive world for everyone impacted by anxiety disorders.

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How to Manage Public Speaking Anxiety

Arlin Cuncic, MA, is the author of The Anxiety Workbook and founder of the website About Social Anxiety. She has a Master's degree in clinical psychology.

Amy Morin, LCSW, is a psychotherapist and international bestselling author. Her books, including "13 Things Mentally Strong People Don't Do," have been translated into more than 40 languages. Her TEDx talk,  "The Secret of Becoming Mentally Strong," is one of the most viewed talks of all time.

Luis Alvarez / Getty Images

Speech Anxiety and SAD

How to prepare for a speech.

Public speaking anxiety, also known as glossophobia , is one of the most commonly reported social fears.

While some people may feel nervous about giving a speech or presentation if you have social anxiety disorder (SAD) , public speaking anxiety may take over your life.

Public speaking anxiety may also be called speech anxiety or performance anxiety and is a type of social anxiety disorder (SAD). Social anxiety disorder, also sometimes referred to as social phobia, is one of the most common types of mental health conditions.

Public Speaking Anxiety Symptoms

Symptoms of public speaking anxiety are the same as those that occur for social anxiety disorder, but they only happen in the context of speaking in public.

If you live with public speaking anxiety, you may worry weeks or months in advance of a speech or presentation, and you probably have severe physical symptoms of anxiety during a speech, such as:

• Pounding heart
• Quivering voice
• Shortness of breath
• Upset stomach

Causes of Public Speaking Anxiety

These symptoms are a result of the fight or flight response —a rush of adrenaline that prepares you for danger. When there is no real physical threat, it can feel as though you have lost control of your body. This makes it very hard to do well during public speaking and may cause you to avoid situations in which you may have to speak in public.

How Is Public Speaking Anxiety Is Diagnosed

Public speaking anxiety may be diagnosed as SAD if it significantly interferes with your life. This fear of public speaking anxiety can cause problems such as:

• Changing courses at college to avoid a required oral presentation
• Changing jobs or careers
• Turning down promotions because of public speaking obligations
• Failing to give a speech when it would be appropriate (e.g., best man at a wedding)

If you have intense anxiety symptoms while speaking in public and your ability to live your life the way that you would like is affected by it, you may have SAD.

Public Speaking Anxiety Treatment

Fortunately, effective treatments for public speaking anxiety are avaible. Such treatment may involve medication, therapy, or a combination of the two.

Short-term therapy such as systematic desensitization and cognitive-behavioral therapy (CBT) can be helpful to learn how to manage anxiety symptoms and anxious thoughts that trigger them.

Ask your doctor for a referral to a therapist who can offer this type of therapy; in particular, it will be helpful if the therapist has experience in treating social anxiety and/or public speaking anxiety.

Research has also found that virtual reality (VR) therapy can also be an effective way to treat public speaking anxiety. One analysis found that students treated with VR therapy were able to experience positive benefits in as little as a week with between one and 12 sessions of VR therapy. The research also found that VR sessions were effective while being less invasive than in-person treatment sessions.

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If you live with public speaking anxiety that is causing you significant distress, ask your doctor about medication that can help. Short-term medications known as beta-blockers (e.g., propranolol) can be taken prior to a speech or presentation to block the symptoms of anxiety.

Other medications may also be prescribed for longer-term treatment of SAD, including selective serotonin reuptake inhibitors (SSRIs) and serotonin-norepinephrine reuptake inhibitors (SNRIs). When used in conjunction with therapy, you may find the medication helps to reduce your phobia of public speaking.

In addition to traditional treatment, there are several strategies that you can use to cope with speech anxiety and become better at public speaking in general . Public speaking is like any activity—better preparation equals better performance. Being better prepared will boost your confidence and make it easier to concentrate on delivering your message.

Even if you have SAD, with proper treatment and time invested in preparation, you can deliver a successful speech or presentation.

Pre-Performance Planning

Taking some steps to plan before you give a speech can help you better control feelings of anxiety. Before you give a speech or public performance:

• Choose a topic that interests you . If you are able, choose a topic that you are excited about. If you are not able to choose the topic, try using an approach to the topic that you find interesting. For example, you could tell a personal story that relates to the topic as a way to introduce your speech. This will ensure that you are engaged in your topic and motivated to research and prepare. When you present, others will feel your enthusiasm and be interested in what you have to say.
• Become familiar with the venue . Ideally, visit the conference room, classroom, auditorium, or banquet hall where you will be presenting before you give your speech. If possible, try practicing at least once in the environment that you will be speaking in. Being familiar with the venue and knowing where needed audio-visual components are ahead of time will mean one less thing to worry about at the time of your speech.
• Ask for accommodations . Accommodations are changes to your work environment that help you to manage your anxiety. This might mean asking for a podium, having a pitcher of ice water handy, bringing in audiovisual equipment, or even choosing to stay seated if appropriate. If you have been diagnosed with an anxiety disorder such as social anxiety disorder (SAD), you may be eligible for these through the Americans with Disabilities Act (ADA).
• Don’t script it . Have you ever sat through a speech where someone read from a prepared script word for word? You probably don’t recall much of what was said. Instead, prepare a list of key points on paper or notecards that you can refer to.
• Develop a routine . Put together a routine for managing anxiety on the day of a speech or presentation. This routine should help to put you in the proper frame of mind and allow you to maintain a relaxed state. An example might be exercising or practicing meditation on the morning of a speech.

Practice and Visualization

Even people who are comfortable speaking in public rehearse their speeches many times to get them right. Practicing your speech 10, 20, or even 30 times will give you confidence in your ability to deliver.

If your talk has a time limit, time yourself during practice runs and adjust your content as needed to fit within the time that you have. Lots of practice will help boost your self-confidence .

• Prepare for difficult questions . Before your presentation, try to anticipate hard questions and critical comments that might arise, and prepare responses ahead of time. Deal with a difficult audience member by paying them a compliment or finding something that you can agree on. Say something like, “Thanks for that important question” or “I really appreciate your comment.” Convey that you are open-minded and relaxed. If you don’t know how to answer the question, say you will look into it.
• Get some perspective . During a practice run, speak in front of a mirror or record yourself on a smartphone. Make note of how you appear and identify any nervous habits to avoid. This step is best done after you have received therapy or medication to manage your anxiety.
• Imagine yourself succeeding . Did you know your brain can’t tell the difference between an imagined activity and a real one? That is why elite athletes use visualization to improve athletic performance. As you practice your speech (remember 10, 20, or even 30 times!), imagine yourself wowing the audience with your amazing oratorical skills. Over time, what you imagine will be translated into what you are capable of.
• Learn to accept some anxiety . Even professional performers experience a bit of nervous excitement before a performance—in fact, most believe that a little anxiety actually makes you a better speaker. Learn to accept that you will always be a little anxious about giving a speech, but that it is normal and common to feel this way.

Setting Goals

Instead of trying to just scrape by, make it a personal goal to become an excellent public speaker. With proper treatment and lots of practice, you can become good at speaking in public. You might even end up enjoying it!

Put things into perspective. If you find that public speaking isn’t one of your strengths, remember that it is only one aspect of your life. We all have strengths in different areas. Instead, make it a goal simply to be more comfortable in front of an audience, so that public speaking anxiety doesn’t prevent you from achieving other goals in life.

A Word From Verywell

In the end, preparing well for a speech or presentation gives you confidence that you have done everything possible to succeed. Give yourself the tools and the ability to succeed, and be sure to include strategies for managing anxiety. These public-speaking tips should be used to complement traditional treatment methods for SAD, such as therapy and medication.

Crome E, Baillie A. Mild to severe social fears: Ranking types of feared social situations using item response theory . J Anxiety Disord . 2014;28(5):471-479. doi:10.1016/j.janxdis.2014.05.002

Pull CB. Current status of knowledge on public-speaking anxiety . Curr Opin Psychiatry. 2012;25(1):32-8. doi:10.1097/YCO.0b013e32834e06dc

Goldstein DS. Adrenal responses to stress . Cell Mol Neurobiol. 2010;30(8):1433-40. doi:10.1007/s10571-010-9606-9

Anderson PL, Zimand E, Hodges LF, Rothbaum BO. Cognitive behavioral therapy for public-speaking anxiety using virtual reality for exposure . Depress Anxiety. 2005;22(3):156-8. doi:10.1002/da.20090

Hinojo-Lucena FJ, Aznar-Díaz I, Cáceres-Reche MP, Trujillo-Torres JM, Romero-Rodríguez JM. Virtual reality treatment for public speaking anxiety in students. advancements and results in personalized medicine .  J Pers Med . 2020;10(1):14. doi:10.3390/jpm10010014

Steenen SA, van Wijk AJ, van der Heijden GJ, van Westrhenen R, de Lange J, de Jongh A. Propranolol for the treatment of anxiety disorders: Systematic review and meta-analysis . J Psychopharmacol (Oxford). 2016;30(2):128-39. doi:10.1177/0269881115612236

By Arlin Cuncic, MA Arlin Cuncic, MA, is the author of The Anxiety Workbook and founder of the website About Social Anxiety. She has a Master's degree in clinical psychology.

• Patient Care & Health Information
• Diseases & Conditions
• Social anxiety disorder (social phobia)

It's normal to feel nervous in some social situations. For example, going on a date or giving a presentation may cause that feeling of butterflies in your stomach. But in social anxiety disorder, also called social phobia, everyday interactions cause significant anxiety, self-consciousness and embarrassment because you fear being scrutinized or judged negatively by others.

In social anxiety disorder, fear and anxiety lead to avoidance that can disrupt your life. Severe stress can affect your relationships, daily routines, work, school or other activities.

Social anxiety disorder can be a chronic mental health condition, but learning coping skills in psychotherapy and taking medications can help you gain confidence and improve your ability to interact with others.

Social anxiety disorder care at Mayo Clinic

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Feelings of shyness or discomfort in certain situations aren't necessarily signs of social anxiety disorder, particularly in children. Comfort levels in social situations vary, depending on personality traits and life experiences. Some people are naturally reserved and others are more outgoing.

In contrast to everyday nervousness, social anxiety disorder includes fear, anxiety and avoidance that interfere with relationships, daily routines, work, school or other activities. Social anxiety disorder typically begins in the early to mid-teens, though it can sometimes start in younger children or in adults.

Emotional and behavioral symptoms

Signs and symptoms of social anxiety disorder can include constant:

• Fear of situations in which you may be judged negatively
• Worry about embarrassing or humiliating yourself
• Intense fear of interacting or talking with strangers
• Fear that others will notice that you look anxious
• Fear of physical symptoms that may cause you embarrassment, such as blushing, sweating, trembling or having a shaky voice
• Avoidance of doing things or speaking to people out of fear of embarrassment
• Avoidance of situations where you might be the center of attention
• Anxiety in anticipation of a feared activity or event
• Intense fear or anxiety during social situations
• Analysis of your performance and identification of flaws in your interactions after a social situation
• Expectation of the worst possible consequences from a negative experience during a social situation

For children, anxiety about interacting with adults or peers may be shown by crying, having temper tantrums, clinging to parents or refusing to speak in social situations.

Performance type of social anxiety disorder is when you experience intense fear and anxiety during speaking or performing in public but not in other types of more general social situations.

Physical symptoms

Physical signs and symptoms can sometimes accompany social anxiety disorder and may include:

• Fast heartbeat
• Upset stomach or nausea
• Trouble catching your breath
• Dizziness or lightheadedness
• Feeling that your mind has gone blank
• Muscle tension

Avoiding common social situations

Common, everyday experiences may be hard to endure when you have social anxiety disorder, including:

• Interacting with unfamiliar people or strangers
• Attending parties or social gatherings
• Going to work or school
• Starting conversations
• Making eye contact
• Entering a room in which people are already seated
• Returning items to a store
• Eating in front of others
• Using a public restroom

Social anxiety disorder symptoms can change over time. They may flare up if you're facing a lot of changes, stress or demands in your life. Although avoiding situations that produce anxiety may make you feel better in the short term, your anxiety is likely to continue over the long term if you don't get treatment.

When to see a doctor

See your doctor or a mental health professional if you fear and avoid normal social situations because they cause embarrassment, worry or panic.

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Like many other mental health conditions, social anxiety disorder likely arises from a complex interaction of biological and environmental factors. Possible causes include:

• Inherited traits. Anxiety disorders tend to run in families. However, it isn't entirely clear how much of this may be due to genetics and how much is due to learned behavior.
• Brain structure. A structure in the brain called the amygdala (uh-MIG-duh-luh) may play a role in controlling the fear response. People who have an overactive amygdala may have a heightened fear response, causing increased anxiety in social situations.
• Environment. Social anxiety disorder may be a learned behavior — some people may develop significant anxiety after an unpleasant or embarrassing social situation. Also, there may be an association between social anxiety disorder and parents who either model anxious behavior in social situations or are more controlling or overprotective of their children.

Risk factors

Several factors can increase the risk of developing social anxiety disorder, including:

• Family history. You're more likely to develop social anxiety disorder if your biological parents or siblings have the condition.
• Negative experiences. Children who experience teasing, bullying, rejection, ridicule or humiliation may be more prone to social anxiety disorder. In addition, other negative events in life, such as family conflict, trauma or abuse, may be associated with this disorder.
• Temperament. Children who are shy, timid, withdrawn or restrained when facing new situations or people may be at greater risk.
• New social or work demands. Social anxiety disorder symptoms typically start in the teenage years, but meeting new people, giving a speech in public or making an important work presentation may trigger symptoms for the first time.
• Having an appearance or condition that draws attention. For example, facial disfigurement, stuttering or tremors due to Parkinson's disease can increase feelings of self-consciousness and may trigger social anxiety disorder in some people.

Complications

Left untreated, social anxiety disorder can control your life. Anxieties can interfere with work, school, relationships or enjoyment of life. This disorder can cause:

• Low self-esteem
• Trouble being assertive
• Negative self-talk
• Hypersensitivity to criticism
• Poor social skills
• Isolation and difficult social relationships
• Low academic and employment achievement
• Substance abuse, such as drinking too much alcohol
• Suicide or suicide attempts

Other anxiety disorders and certain other mental health disorders, particularly major depressive disorder and substance abuse problems, often occur with social anxiety disorder.

There's no way to predict what will cause someone to develop an anxiety disorder, but you can take steps to reduce the impact of symptoms if you're anxious:

• Get help early. Anxiety, like many other mental health conditions, can be harder to treat if you wait.
• Keep a journal. Keeping track of your personal life can help you and your mental health professional identify what's causing you stress and what seems to help you feel better.
• Set priorities in your life. You can reduce anxiety by carefully managing your time and energy. Make sure that you spend time doing things you enjoy.
• Avoid unhealthy substance use. Alcohol and drug use and even caffeine or nicotine use can cause or worsen anxiety. If you're addicted to any of these substances, quitting can make you anxious. If you can't quit on your own, see your health care provider or find a treatment program or support group to help you.

Social anxiety disorder (social phobia) care at Mayo Clinic

• Social anxiety disorder (social phobia). In: Diagnostic and Statistical Manual of Mental Disorders DSM-5. 5th ed. American Psychiatric Association; 2013. http://dsm.psychiatryonline.org. Accessed May 21, 2021.
• Gabbard GO, ed. Social anxiety disorder (social phobia). In: Gabbard's Treatments of Psychiatric Disorders. 5th ed. American Psychiatric Association; 2014. http://psychiatryonline.org/doi/book/10.1176/appi.books.9781585625048. Accessed May 21, 2021.
• Schneier FR. Social anxiety disorder in adults: Epidemiology, clinical manifestations, and diagnosis. https://www.uptodate.com/contents/search. Accessed April 8, 2021.
• Stein MB, et al. Approach to treating social anxiety disorder in adults. https://www.uptodate.com/contents/search. Accessed April 8, 2021.
• Hofmann SG. Psychotherapy for social anxiety disorder in adults. https://www.uptodate.com/contents/search. Accessed April 8, 2021.
• Stein MB. Pharmacotherapy for social anxiety disorder in adults. https://www.uptodate.com/contents/search. Accessed April 8, 2021.
• Bystritsky A. Complementary and alternative treatments for anxiety symptoms and disorders: Herbs and medications. https://www.uptodate.com/contents/search. Accessed April 8, 2021.
• Bystritsky A. Complementary and alternative treatments for anxiety symptoms and disorders: Physical, cognitive, and spiritual interventions. https://www.uptodate.com/contents/search. Accessed April 8, 2021.
• Social anxiety disorder: More than just shyness. National Institute of Mental Health. https://www.nimh.nih.gov/health/publications/social-anxiety-disorder-more-than-just-shyness/index.shtml. Accessed April 8, 2021.
• Natural medicines in the clinical management of anxiety. Natural Medicines. https://naturalmedicines.therapeuticresearch.com. Accessed April 8, 2021.
• Sawchuk CN (expert opinion). Mayo Clinic. April 29, 2021.
• AskMayoExpert. Anxiety disorders. Mayo Clinic; 2020. Accessed April 8, 2021.
• Brown A. Allscripts EPSi. Mayo Clinic. Sept. 11, 2020.
• Valerian. Natural Medicines. https://naturalmedicines.therapeuticresearch.com. Accessed April 12, 2021.
• Sarris J, et al., eds. Anxiety. In: Clinical Naturopathy. 3rd ed. Elsevier; 2019. https://www.clinicalkey.com. Accessed April 12, 2021.

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Don’t Let Anxiety Sabotage Your Next Presentation

• Riaz Meghji

Stop focusing on yourself and start focusing on your audience.

If you want to beat speaking anxiety, you need to stop focusing on yourself and point your focus outward. This shift isn’t something that can happen instantaneously. It takes time, patience, and practice. Here’s how to get started.

• Be a giver, not a taker. Takers tend to have more anxiety. They want and need validation from their listeners.
• Givers, on the other hand, are all about service. They do work beforehand to connect with stakeholders and use the information they receive to address the needs of their audience. As a result, their presentation becomes less about them and more about helping the other people in the room.
• If you want to turn your presentation into an act of service, you need to talk to the people in the room — well before your presentation begins.
• Choose about three to five influential leaders, and meet with them before to learn their concerns and goals surrounding the topic you’re presenting on.
• Then, incorporate your findings into you presentation. This will help you shift your focus outwards, from yourself to the audience, and as a result, ease some of your nerves.

Where your work meets your life. See more from Ascend here .

How many times have you had an important message to share, only to be sabotaged by anxiety right before you speak?

• RM Riaz Meghji is a human connection keynote speaker, author of Every Conversation Counts: The 5 Habits of Human Connection That Build Extraordinary Relationships and creator of The Magnetic Presenter speaker coaching program. He is also an accomplished broadcaster with 17 years of television hosting experience. Riaz has hosted for Citytv’s Breakfast Television, MTV Canada, TEDxVancouver, CTV News, and the Toronto International Film Festival.  

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Social Anxiety Disorder

Jul 25, 2014

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Social Anxiety Disorder. Danielle Herring. DSM-5. DSM-5 Changes. Social Anxiety Disorder (SAD). Found under Anxiety Disorders Other disorders also listed: Separation Anxiety Disorder Selective Mutism Specific Phobia Panic Disorder Panic Attack Specifier Agoraphobia

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• unspecified anxiety disorder
• associated risk outcomes
• mental disorder
• young adults
• national comorbidity survey replication
• physical response

Presentation Transcript

Social Anxiety Disorder Danielle Herring

DSM-5 Changes

Social Anxiety Disorder (SAD) • Found under Anxiety Disorders • Other disorders also listed: • Separation Anxiety Disorder • Selective Mutism • Specific Phobia • Panic Disorder • Panic Attack Specifier • Agoraphobia • Generalized Anxiety Disorder • Substance/Medication-Induced Anxiety Disorder • Anxiety Disorder Due to Another Medical Condition • Other Specified Anxiety Disorder • Unspecified Anxiety Disorder

Social Anxiety Disorder (SAD) • Essential feature: • Social anxiety disorder is a marked, or intense, fear or anxiety of social situations in which the individual may be scrutinized by others.

Diagnostic Criteria • Marked fear or anxiety about one or more social situations in which the individual is exposed to possible scrutiny by others. Examples include social interactions (e.g., having a conversation, meeting unfamiliar people), being observed (e.g., eating or drinking), and performing in front of others (e.g., giving a speech).Note: In children, the anxiety must occur in peer settings and not just during interactions with adults. • The individual fears that he or she will act in a way or show anxiety symptoms that will be negatively evaluated (i.e., will be humiliating or embarrassing; will lead to rejection or offend others). • The social situations almost always provoke fear or anxiety. Note: In children, the fear or anxiety may be expressed by crying, tantrums, freezing, clinging, shrinking, or failing to speak in social situations. • The social situations are avoided or endured with intense fear or anxiety. • The fear or anxiety is out of proportion to the actual threat posed by the social situation and to the sociocultural context.

Diagnostic Criteria • The fear, anxiety, or avoidance is persistent, typically lasting for 6 months or more. • The fear, anxiety, or avoidance causes clinically significant distress or impairment in social, occupational, or other important areas of functioning. • The fear, anxiety, or avoidance is not attributable to the physiological effects of a substance (e.g., a drug of abuse, a medication) or another medical condition. • The fear, anxiety, or avoidance is not better explained by the symptoms of another mental disorder, such as panic disorder, body dysmorphic disorder, or autism spectrum disorder. • If another medical condition (e.g., Parkinson’s disease, obesity, disfigurement from burns or injury) is present, the fear, anxiety, or avoidance is clearly unrelated or is excessive. Specifyif: Performance only: If the fear is restricted to speaking or performing in public.

Diagnostic Specifier • Performance Only: • Performance fears that typically impair one’s professional life • Can manifest in work, school, or academic settings • Those with performance only SAD do not fear or avoid nonperformance social situations.

Associated Features • Inadequately assertive or excessively submissive behavior • Rigid body posture • Inadequate eye contact • Overly soft voice tone • Blushing – hallmark physical response to SAD

Prevalence of SAD • 12-month prevalence estimate for the United States is approximately 7% • 12-month prevalence rates in children and adolescents are comparable to those in adults • Lower 12-month prevalence estimates are seen in much of the world using the same diagnostic instrument, clustering around 0.5%–2.0% • Prevalence rates decrease with age • 12-month prevalence for older adults ranges from 2% to 5% • Generally, higher rates found in females than males in the general population - odds ratios ranging from 1.5 to 2.2:1 • Gender difference in prevalence is more pronounced in adolescents and young adults • Median prevalence in Europe is 2.3% • Prevalence in the United States is higher in American Indians and lower in persons of Asian, Latino, African American, and Afro-Caribbean descent compared with non-Hispanic whites

Development & Course of SAD • Median age at onset of social anxiety disorder in the United States is 13 years. • 75% of individuals have an age at onset between 8 and 15 years • Onset can also occur in early childhood. • First onset in adulthood is relatively rare. • Onset of social anxiety disorder may follow a stressful or humiliating experience or may develop slowly . • In the community ~30% of individuals experience remission of symptoms within 1 year, and ~50% experience remission within a few years. • Without a specific treatment, for ~60% of individuals course will take several years or longer.

Risk Factors of SAD • Environmental: • Childhood maltreatment & adversity (not causal) • Temperamental: • Underlying traits that predispose for SAD include behavioral inhibition & fear of negative evaluation • Genetic/Physiological: • Traits predisposing individuals, such as behavioral inhibition, are strongly genetically influenced • Genetic influence is subject to gene-environment interaction • SAD is heritable (performance-only anxiety less so) • First-degree relatives have a two to six times greater chance of having SAD

Comorbidity • Often comorbid with bipolar disorder, body dysmorphic disorder, other anxiety disorders, major depressive disorder, and substance use disorders • Onset of SAD generally precedes the other disorders, except for specific phobia and separation anxiety disorder • SAD (but not SAD, performance only) is often comorbid with avoidant personality disorder • In children, comorbidities with high-functioning autism and selective mutism are common • Females - higher comorbidity with depressive, bipolar, and anxiety disorders • Males - more likely to have ODD or CD and use alcohol or illicit drugs to relieve symptoms of SAD

DSM-5 Model of SAD • Temperamental Factors: • Behavioral inhibition • Fear of negative evaluation Genetic/ Physiological Factors • Core Features: • Marked, or intense, fear or anxiety of social situations in which the individual may be scrutinized by others • Environmental Factors: • Childhood maltreatment & adversity • Performance Only Specifier: • If the fear is restricted to speaking or performing in public. • Associated Features: • Inadequately assertive or excessively submissive • Rigid body posture • Inadequate eye contact • Overly soft voice tone • Blushing

Literature Review

Onset & Prevalence • Generally in late childhood/early adolescence. Not usually diagnosed before age 10 (Weis, 2008). • Mean age of onset 15.1 years (Fink et al., 2009). • Average age of onset is considered mid-adolescence (Schneier et al., 1992). • Lifetime prevalence of 12% and 12 month prevalence of 7.1% (Kessler et al., 2005). • Lifetime prevalence between 5% and 15% (Heimberg et al., 2000).

Typical Course • Most children do not have SAD long term (Weis, 2008). • Cited: • Pine, Cohen, Gurley, Brook & Ma (1998), most adolescents did not continue to meet diagnostic criteria in adulthood. • An epidemiologically selected sample of 776, 9–18 year olds, were evaluated with structural interviews in 1983, 1985, and 1992. • Last, Perrin, Hersen, & Kazdin (1996) • In a study of 84 children, about half did not show the disorder 3 years after the initial diagnosis.

Commonly Feared Situations • Most common feared situations: formal presentations & unstructured social interactions. • Intense anxiety reported for: • Reading aloud in class • Giving a class presentation • Performing for others on stage • Performing at an athletic event • (Weis, 2008). • Giving a speech, participating in a meeting, talking to people they do not know (Fink et al., 2009).

Commonly Feared Situations

Associated Risk Outcomes • Academic underachievement • Underperformance at work • Inability to work • Higher rates of alcohol and drug abuse • Higher unemployment rates in patients with SAD • Fink et al., 2009

Comorbidity • Depression, social isolation, substance use problems (Weis, 2008). • Bipolar disorder (22% BD patients had experienced SAD) • Eating disorders • Other anxiety disorders • Selective mutism • ODD • CD • Rates on following slide…

The National Comorbidity Survey Replication–Adolescent Supplement is a nationally representative face-to-face survey of 10,123 adolescents 13 to 18 years of age in the continental United States.

Genetic Factors • Family studies – tendency to experience anxiety runs in families . • Twin studies – 50% of variance in symptoms attributable to genetics (Weis, 2008). • First-degree relatives of adults with SAD are 3x as likely to be affected with SAD (Ollendick & Hirshfeld-Becker, 2002). • Family studies have consistently found significantly higher rates of SAD in the relatives of socially phobic probands (Fyer, Mannuzza, Chapman, martin, & Klein, 1995; Hughes, Furr, Sood, Barmish, & Kendall, 2009; Reich & Yates, 1988).

Genetic Factors cont. • Twin studies have consistently found evidence for the heritability of general traits: • Behavioral inhibition (33%) • Shyness (22%) • Fear of negative evaluation • (Daniels & Plomin, 1985; Eley et al., 2003; Stein, Goldin, Sareen, Zorrilla, & Brown, 2002; Warren, Schmitz, & Emde, 1999) • Beatty, Heisel, Hall, Levine, & La France conducted a meta-analysis of twin studies. Heritability estimate of .65 for SAD (2002). • Controversy surrounding twin studies: • Kendler, Neale, Kessler, Heath, and Eaves (1992) found a higher concordance rate for SAD among MZ (24%) than DZ (15%) female twins • Skre, Onstad, Torgersen, Lygren, & Kringlen found similar concordance rates for SAD among MZ and DZ twins, suggesting that there is not a specific genetic contribution (1993).

Environmental Factors • Parent-child interactions: • Parents of children with social phobia: • Generally more controlling & overprotective • High levels of critical behavior toward children • Avoid emotional-charged discussions • Likely to have social anxiety – anxiety responses can be taught, modeled, or reinforced. • Dadds, Barrett, Rapee, & Ryan (1996) - Ambiguous situations interpreted as hostile/dangerous by children. Parents supposed children’s decisions to overreact and withdraw from social situations. • Interactions bidirectional – children’s behavior can also cause parents to be controlling, protective, or critical (Weis, 2008)

Environmental Factors cont. • Lieb et al. (2000) – parental rejection and overprotection more frequent when parents had psychopathology • Parents of individuals with social anxiety are inclined to be more socially isolated (Caster et al., 1999). • Less likely to facilitate play dates, supervise peer interactions, or monitor activities (Masia & Morris, 1998).

Temperamental Factors • Behavioral inhibition (BI) marks an increased risk for anxiety disorders in general and SAD specifically (Higa-McMillan & Ebesutani, 2011). • Manifests differently at different stages: • Inhibited toddlers: React to new things/situations with fear, clinging, and avoidance • Inhibited elementary school children: Quiet isolation with unfamiliar peer groups, shyness with unfamiliar adults • Kagan et al. (1994) – followed 2 independent cohorts of inhibited toddlers -> BI moderately preserved through early adolescence. • Biederman et al. (2001) found that SAD more common among children with BI than without BI.

Temperamental Factors • Hayward et al. (1998) found that adolescents with childhood BI were at 4 to 5 times greater risk of developing SAD than those who did not exhibit BI (sample of 2000 ninth graders with retrospective self-report measures). • Hirshfeld-Becker et al. (2007): 5-year follow-up study and found that BI specifically predicted the onset of SAD and was not associated with any other anxiety disorders. • Biederman et al. (1993): • 216 inhibited and non-inhibited children from a sample of parents with panic disorder and/or MDD and non-anxious and non-depressed controls. • Inhibited subjects had higher rates of either SAD and avoidant disorder (DSM-III-TR) • Does not specify number split

Neurobiological Factors • Dopaminergic dysregulation • Tiihonen et al., (1997), reported that striatal dopamine reuptake site densities were lower among SAD patients than a comparison group matched on age and gender. (11 patients with SAD and 11 healthy controls). • SAD patients with low dopaminergic activity also found by Schneier et al., (2000). • Atypical serotonergic functioning • Respond well to drugs inhibiting serotonin reuptake (SSRIs) (Bouwer & Stein, 1998; Katzelnick et al.,1995) • Tanceret al. (1994–1995): Greater cortisol responses to fenfluramine than a comparison group without anxiety—reflecting differential levels of stimulation of central serotonin 5-HT2C receptors. • Lanzenbergeret al., (20070: PET study also identified reduced binding of a specific serotonin receptor (5-HT1A) related to SAD.

Neurobiological Factors cont. • 2004 – Gelernter et al. conducted first genome wide linkage study in SAD patients. • Suggested linkage of chromosome 16 markers near norepinephrine transporter protein • Smollen et al – strong association of corticotropin releasing hormone (CRH) gene and BI (2005). • Etkin & Wager, 2007 – fMRI studies that show hyperactive areas during emotional processing of SAD patients: • Parahippocampal and fusiform gyrus • Interior frontal gyrus • Amygdala* • Insula* • * - most consistently found to be hyperactive

Neurobiological Factors cont. • 2007 – Lanzenberger et al., PET study of serotonergic contribution to pathophysiology of SAD. • Compared5-HT1A receptor in male SAD (12) and control patients (18) • SAD patients appear to have lower receptor binding in mesiofrontal areas, the amygdala and insula, which are assumed to be part of the neural circuitry of SAD.

Conditioning Factors • Direct exposure to socially traumatic events is believed to mark the onset or dramatic increase of symptoms (Higa-McMillan & Ebesutani, 2011). • Many individuals with SAD can recall a past traumatic event associated with the onset of their disorder (Beidel& Turner, 2007). • Östand Hugdahl- 58% of their SAD sample reported that their SAD-related fears were the result of direct, traumatic social experiences (1981).

Conditioning Factors • Stemberger, Turner, Beidel, & Calhoun - 56% of individuals with specific SAD and 40% of individuals with generalized SAD recalled a traumatic event that precipitated the onset and/or increase in their symptoms (1995). • 92% of adult sample diagnosed with SAD (n=26) reported a history of severe teasing in childhood (McCabe, Antony, Summerfeldt, Liss, & Swinson, 2003).

Developmental Model of the etiology of SAD in adolescents Higa-McMillan & Ebesutani, 2011.

My Model of SAD • Comorbidity: • Depression • Social isolation • Substance use problems • Bipolar Disorder • Other anxiety disorders Cultural Factors Conditioning Factors/ Parenting Style • Core Feature: • Marked, or intense, fear or anxiety of social situations in which the individual may be scrutinized by others Environmental Factors Temperamental/ Genetic Factors Neurobiological Factors • Performance Only • Secondary Features: • Inadequately assertive or excessively submissive • Rigid body posture • Inadequate eye contact and Overly soft voice tone • Blushing • Academic underachievement • Underperformance at work • Inability to work • Alcohol and/or drug use • Increased possibility of unemployment

References Beatty, M., Heisel, A., Hall, A., Levine, T., & La France, B. (2002). What can we learn from the study of twins about genetic and environmental influences on interpersonal affiliation, aggressiveness, and social anxiety?: A meta-analytic study. Communication Monographs, 69, 1–18. doi:10.1080/03637750216534 Beidel, D. C., & Turner, S. M. (2007). Shy children, phobic adults: The nature and treatment of social anxiety disorder (2nd ed.). Washington, DC: American Psychological Association. doi:10.1037/11533-000 Biederman, J., Hirshfeld-Becker, D. R., Rosenbaum, J. F., Hérot, C., Friedman, D., Snidman, N., . . . Faraone, S. V. (2001). Further evidence of association between behavioral inhibition and social anxiety in children. The American Journal of Psychiatry, 158, 1673–1679. doi:10.1176/appi.ajp.158.10.1673 Bouwer, C., & Stein, D. J. (1998). Use of the selective serotonin reuptake inhibitor citalopram in the treatment of generalized social phobia. Journal of Affective Disorders, 49, 79–82. doi:10.1016/S0165-0327(97)00182-1 Burstein, M., He, J., Kattan, G., Albano, A., Avenevoli, S., & Merikangas, K. R. (2011). Social phobia and subtypes in the National Comorbidity Survey–Adolescent Supplement: Prevalence, correlates, and comorbidity. Journal Of The American Academy Of Child & Adolescent Psychiatry, 50(9), 870-880. doi:10.1016/j.jaac.2011.06.005

References Daniels, D., & Plomin, R. (1985). Origins of individual differences in infant shyness. Developmental Psychology, 21, 118–121. doi:10.1037/0012-1649.21.1.118 Eley, T. C., Bolton, D., O’Connor, T. G., Perrin, S., Smith, P., & Plomin, R. (2003). A twin study of anxiety-related behaviours in pre-school children. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 44, 945–960. doi:10.1111/1469-7610.00179 Fink, M., Akimova, E., Spindelegger, C., Hahn, A., Lanzenberger, R., & Kasper, S. (2009). Social anxiety disorder: Epidemiology, biology and treatment. PsychiatriaDanubina, 21(4), 533-542. Fyer, A. J., Mannuzza, S., Chapman, T. F., Martin, L. Y., & Klein, D. F. (1995). Specificity in familial aggregation of phobic disorders. Archives of General Psychiatry, 52, 564– 573. Hayward, C., Killen, J., Kraemer, H., & Taylor, B. (1998). Linking self-reported childhood behavioral inhibition to adolescent social phobia. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 1308–1316. doi:10.1097/00004583- 199812000-00015 Higa-McMillan, C. K., & Ebesutani, C. (2011). The etiology of social anxiety disorder in adolescents and young adults. In C. A. Alfano, D. C. Beidel (Eds.) , Social anxiety in adolescents and young adults: Translating developmental science into practice (pp. 29-51). Washington, DC US: American Psychological Association. doi:10.1037/12315-002

References Hirshfeld-Becker, D. R., Biederman, J., Henin, A., Faraone, S., Davis, S., Harrington, K., & Rosenbaum, J. (2007). Behavioral inhibition in preschool children at risk is a specific predictor of middle childhood social anxiety: A five-year follow-up. Journal of Developmental and Behavioral Pediatrics, 28, 225–233. doi:10.1097/01.DBP.0000268559.34463.d0 Hughes, A. A., Furr, J. M., Sood, E. D., Barmish, A. J., & Kendall, P. C. (2009). Anxiety, mood, and substance use disorders in parents of children with anxiety disorders. Child Psychiatry and Human Development, 40, 405–419. doi:10.1007/s10578-009-0133-1 Katzelnick, D. J., Kobak, K. A., Greist, J. H., Jefferson, J. W., Mantle, J. M., & Serlin, R. C. (1995). Sertraline for social phobia: A double blind, placebo-controlled crossover study. The American Journal of Psychiatry, 152, 1368–1371. Kessler RC, Berglund P, Demler O, Jin R, Merikangas KR, Walters EE. Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry. 2005;62(6):593-602. Lanzenberger, R. R., Mitterhauser, M., Spindelegger, C., Wadsak, W., Klein, N., Mien, L., . . . Tauscher, J. (2007). Reduced serotonin-1A receptor binding in social anxiety disorder. Biological Psychiatry, 61, 1081–1089. doi:10.1016/j.biopsych.2006.05.022 Last, C. G., Perrin, S., Hersen, M., & Kazdin, A. E. (1996). A prospective study of childhood anxiety disorders. Journal Of The American Academy Of Child & Adolescent Psychiatry,35(11), 1502-1510.

References Öst, L. G., & Hugdahl, K. (1981). Acquisition of phobias and anxiety response patterns in clinical patients. Behaviour Research and Therapy, 19, 439–447. doi:10.1016/0005- 7967(81)90134-0 Reich, J., & Yates, W. (1988). Family history of psychiatric disorders in social phobia. Comprehensive Psychiatry, 29, 72–75. doi:10.1016/0010-440X(88)90039-9 Stein, M. B., Chartier, M. J., Hazen, A. L., Kozak, M. V., Tancer, M. E., Lander, S., . . . Walker, J. R. (1998). A direct-interview family study of generalized social phobia. The American Journal of Psychiatry, 155, 90–97 Stein, M. B., Goldin, P. R., Sareen, J., Zorrilla, L. T., & Brown, G. G. (2002). Increased amygdala activation to angry and contemptuous faces in generalized social phobia. Archives of General Psychiatry, 59, 1027–1034. doi:10.1001/arch psyc.59.11.1027 Stemberger, R. T., Turner, S. M., Beidel, D. C., & Calhoun, K. S. (1995). Social phobia: An analysis of possible developmental factors. Journal of Abnormal Psychology, 104, 526–531. doi:10.1037/0021-843X.104.3.526 Tancer, M. E., Mailman, R. B., Stein, M. B., Mason, G. A., Carson, S. W., & Golden, R. N. (1994– 1995). Neuroendocrine responsivity to monoaminergic system probes in generalized social phobia. Anxiety, 1, 216–223.

References Tiihonen, J., Kuikka, J., Bergström, K., Lepola, U., Koponen, H., & Leinonen, E. (1997). Dopamine reuptake site densities in patients with social phobia. The American Journal of Psychiatry, 154, 239–242. Warren, S. L., Schmitz, S., & Emde, R. N. (1999). Behavioral genetic analyses of self-reported anxiety at 7 years of age. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1403–1408. doi:10.1097/00004583-199911000-00015 Weis, Robert. (2008). Abnormal Child and Adolescent Psychology. California: Sage Publications.

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Powerpoint Templates and Google slides for Anxiety

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This complete deck covers various topics and highlights important concepts. It has PPT slides which cater to your business needs. This complete deck presentation emphasizes Happy Emoji Multiple Printed Anxiety Emotions Smiling and has templates with professional background images and relevant content. This deck consists of total of twelve slides. Our designers have created customizable templates, keeping your convenience in mind. You can edit the colour, text and font size with ease. Not just this, you can also add or delete the content if needed. Get access to this fully editable complete presentation by clicking the download button below.

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EDITORIAL article

Editorial: highlights in psychology: social anxiety.

• 1 Baltic Film, Media and Arts School, Tallinn University, Tallinn, Estonia
• 2 Department of Medicine and Surgery, University of Milano Bicocca, Monza, Italy

Editorial on the Research Topic Highlights in psychology: social anxiety

The aim of the Research Topic is to provide a comprehensive overview of the current research landscape surrounding social anxiety. Social anxiety is a pervasive mental health condition characterized by intense fear and discomfort in social situations, often leading to significant impairment in various areas of life such as relationships, work, and school.

Through this edition, the goal is to shed light on various aspects of social anxiety, including its cognitive, emotional, interpersonal, and cultural dimensions. The Research Topic seeks to showcase a diverse range of research methodologies and perspectives within the field of psychology, encompassing disciplines such as Personality and Social Psychology, Clinical Psychology, and Cognition.

The Research Topic delves into various specific themes, spanning errors in cognition like hypermentalizing and their correlation with social anxiety, along with exploring the repercussions of social anxiety on diverse relationship dynamics encompassing familial, romantic, professional, and platonic spheres. Additionally, it scrutinizes the comorbidity nexus between social anxiety and other mental health afflictions like depression and eating disorders, whilst also examining social anxiety across age demographics, from children to adolescents and young adults. The discourse extends to encompass assessment and treatment methodologies tailored for social anxiety, considering cultural dimensions including prevalence, manifestation, and treatment paradigms across different societies. Moreover, it investigates gender disparities and cultural influences on social anxiety, underlining the role of sociocultural factors in its formulation. Furthermore, it elucidates the intricate interplay between emotions, notably shame, and social anxiety, alongside delving into the neurobiological and psychophysiological underpinnings of this phenomenon.

The Research Topic contributes to our understanding of social anxiety and provide insights that can inform both theory and practice in psychology. This Research Topic includes articles that focus on social anxiety, demonstrating the wide range of research conducted in the field of Psychology, including areas such as Personality and Social Psychology, Clinical Psychology, and Cognition. Key conclusions drawn from the articles include the interdisciplinary nature of studying social anxiety, the introduction of concepts like “Alexinomia”, and the exploration of its relationships with other psychological factors such as olfactory reference disorder and childhood maltreatment. The role of personality traits, cultural influences, and technological advancements like social media are also highlighted, alongside the impact of current events such as the COVID-19 pandemic on social anxiety.

Articles within this Research Topic use methodologies from Personality and Social Psychology, Clinical Psychology, Cognition, and other related fields, highlighting the interdisciplinary nature of studying social anxiety. Several articles delve into the relationship between social anxiety and other disorders or conditions, such as olfactory reference disorder, childhood maltreatment, substance use disorders, and cognitive processing differences. This highlights the importance of understanding how social anxiety interacts with and may be influenced by other psychological factors.

The interplay between personality traits and social anxiety is a recurring theme, emphasizing the significance of individual differences in shaping the experience and expression of social anxiety. Cultural influences, such as self-construals among Chinese individuals, and technological advancements, such as social media use, are shown to have implications for social anxiety. These findings underscore the importance of considering cultural and technological contexts in understanding and addressing social anxiety.

Current events, such as the COVID-19 pandemic, can have significant implications for social anxiety and related behaviors. Understanding how contextual factors influence social anxiety is crucial for developing effective interventions and treatments. The exploration of therapeutic approaches, such as dialectical behavior therapy skills groups, suggests promising avenues for intervention in treating social anxiety disorder. Identifying effective treatment modalities is essential for improving outcomes for individuals with social anxiety.

This collection of articles enhances our comprehension of social anxiety across various domains, from its underlying mechanisms to its impact on individuals' lives, and explores potential avenues for intervention and treatment. Articles explore various aspects of social anxiety, including its interaction with different disorders, cognitive processes, technological influences, and cultural contexts. They also propose therapeutic approaches such as dialectical behavior therapy skills groups, aiming to improve interventions and treatments for social anxiety disorder. Each article contributes uniquely to the growing body of knowledge, shedding light on different aspects such as cognitive processing, cultural influences, therapeutic interventions, and the interplay with other psychological factors.

Ditye et al. introduce the concept of a specific fear related to social interaction.

Reuter et al. explore the relationship between specific disorders or conditions and social anxiety.

Okano and Nomura move into examining specific aspects of social anxiety and its interaction with other psychological factors.

Macovei et al. continue exploring the interplay between personality traits and social anxiety.

Liu et al. expand the discussion to include the influence of childhood experiences, cultural factors, and substance use disorders on social anxiety.

Zhu et al. shift focus to how social anxiety affects cognitive processes, particularly in interpreting non-verbal cues.

Yang et al. examine the relationship between social media use and social anxiety, adding a technological and cultural dimension to the discussion.

Thériault et al. explore the impact of social expectations and feedback on individuals with social anxiety.

Bagheri et al. offer a data-driven approach to understanding social dysfunction and its predictors, adding empirical evidence to the discussion.

Xia et al. consider the impact of current events (such as the COVID-19 pandemic) on social anxiety and related behaviors, incorporating relevant contextual factors.

Villalongo Andino et al. conclude by exploring potential therapeutic approaches for addressing social anxiety, suggesting avenues for intervention and treatment.

To conclude, the Research Topic deepens our understanding of social anxiety across multiple domains, offering insights into its mechanisms, impact on individuals' lives, and potential avenues for intervention and treatment.

Author contributions

AZ: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing—original draft, Writing—review & editing. AD: Writing—review & editing.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Acknowledgments

We are grateful to all authors who contributed to the research on the topic of Social Anxiety, all reviewers who added their efforts to improve the studies, and to Frontiers for their support.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: social anxiety (SA), cognition, relationships, mental health, depression, cultural differences, emotions, neurobiology

Citation: Zabrodskaja A and Dakanalis A (2024) Editorial: Highlights in psychology: social anxiety. Front. Psychol. 15:1404923. doi: 10.3389/fpsyg.2024.1404923

Received: 21 March 2024; Accepted: 15 April 2024; Published: 26 April 2024.

Edited and reviewed by: Gerald Matthews , George Mason University, United States

Copyright © 2024 Zabrodskaja and Dakanalis. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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UA Little Rock’s Communication Skills Center Celebrates 50 Years

• April 30, 2024
• Campus Featured Homepage News
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On Tuesday, May 7, the Department of Applied Communication at UA Little Rock will host a 50-year anniversary celebration for the Communication Skills Center and an end-of-year departmental celebration.

The celebration will be held from 6-9 p.m. at UA Little Rock Downtown , and the event is open to the public.

Each May, the department, which is housed in the College of Humanities, Arts, Social Sciences, and Education , honors award winners and graduating students. Different from years past, 2024 marks 50 years of continuous service of the Communication Skills Center at UA Little Rock.

With over 150 communication centers across the nation, according to the National Association of Communication Centers, UA Little Rock’s Communication Skills Center is the oldest known continually operating communication center in the United States.

The Communication Skills Center at UA Little Rock “is a free campus resource devoted to supporting the development of all stages of the speech creation process,” according to the applied communication website .

Students can meet with Communication Skills Center staff virtually or in person at the Learning Commons on the UA Little Rock campus. These appointments can address a variety of concerns, such as dealing with public speaking anxiety, brainstorming ideas for presentations, designing presentation slides, practicing presentations, working through interpersonal conflict situations, or preparing for a professional interview. Students taking Applied Communication courses can also visit the Communication Skills Center for tutoring assistance for specific classes they are taking.

For students who have not taken communication classes, the Center provides a necessary foundation for good communication skills in their professional and civic lives, as well as in their relationships.

The Communication Skills Center also often collaborates with other campus groups and hosts workshops, both virtual and in-person. These workshops focus on multiple topics, including presentation skills, active listening, team building, positive communication practices, and professionalism in the workplace.

Additionally, staff in the Communication Skills Center regularly host conversation clubs for those who are interested in practicing their everyday conversational skills in a low-pressure environment. All students, both native and non-native English speakers, are welcome to attend.

A unique aspect of UA Little Rock’s Communication Skills Center is that it is mainly operated by students. With options for paid internships, volunteer opportunities, and graduate assistantships, students from a variety of backgrounds and academic disciplines have worked with the Center, including those studying accounting, art, management, psychology, social work, math, and more.

“Initially joining as an intern, later transitioning into a volunteer, and ultimately serving as an assistant director, my time there was rich with opportunities to cultivate skills and work closely with students,” said Learning Commons Coordinator Brandon Sollars. “The experiences I gained through organizing workshops and delivering training remain invaluable to me today.”

What began in the fall of 1973 as the Speech Communication Interactive Learning Center was rebranded to the Communication Skills Center under Dr. Kristen McIntyre’s guidance in 2007.

Since 1973, the Center has gone through multiple configurations, initially only serving students in the department’s introduction to speech/communication class. As it expanded, the Center began offering services to all UA Little Rock students with offerings such as preparing elevator pitches for research, practicing presentations for classes and community partners, and improving interviewing and other communication skills.

“Communication centers, in general, and the [Communication Skills Center] in particular, are vital as they provide a low threat, peer-oriented supportive environment for students to develop and practice skills that often come with the added challenge of managing anxiety,” said McIntyre, an applied communication professor and the current Communication Skills Center director. “In a global marketplace that consistently values strong communication skills like presenting, listening, and teamwork, the [Communication Skills Center] is excited to have the opportunity to support all of our students, regardless of communication background.”

The May 7 event will begin with the annual end-of-year departmental awards and will close with the Communication Skills Center Celebration, featuring a panel with several past directors and moderated by Dr. April Chatham-Carpenter, the department chair of applied communication.

“I have been proud of the Communication Skills Center ever since coming here in 2015 and seeing its potential to impact the campus community and outside constituencies,” said Chatham-Carpenter. “Getting to celebrate its long history will allow people to see how it has had a great impact over the years. It’s important, as we celebrate, to acknowledge those who have been influential in building and growing the Center to what it is today.”

If you are interested in attending the celebration, you can RSVP via Google form . For those who cannot attend the event in person, the Department of Applied Communication will share recorded portions of the event on its social media pages and website.

For more information, contact Dr. April Chatham-Carpenter at [email protected] .

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