Developmental Differences in Functioning in Youth With Social Phobia. Issue 5 (3rd September 2017)

• Record Type: Journal Article
• Authors: Hoff, Alexandra L.; Kendall, Philip C.; Langley, Audra; Ginsburg, Golda; Keeton, Courtney; Compton, Scott; Sherrill, Joel; Walkup, John; Birmaher, Boris; Albano, Anne Marie; Suveg, Cynthia; Piacentini, John
• Is Part Of: Journal of clinical child and adolescent psychology. Volume 46:Issue 5(2017)
• Page Start: 686
• Page End: 694
• Publication Date: 2017-09-03
• Subjects: Child psychology -- Periodicals; Child psychiatry -- Periodicals; Adolescent psychology -- Periodicals; Adolescent psychiatry -- Periodicals; Adolescent Psychology -- Periodicals; Child Psychology -- Periodicals; Psychology, Clinical -- Periodicals; Adolescent psychiatry; Adolescent psychology; Child psychiatry; Child psychology; Periodicals; 155.4
• DOI: 10.1080/15374416.2015.1079779
• Languages: English
• ISSNs: 1537-4416

Abstract

Abstract : Social phobia (SoP) in youth may manifest differently across development as parent involvement in their social lives changes and social and academic expectations increase. This cross-sectional study investigated whether self-reported and parent-reported functioning in youth with SoP changes with age in social, academic, and home/family domains. Baseline anxiety impairment data from 488 treatment-seeking anxiety-disordered youth (ages 7–17, N = 400 with a SoP diagnosis) and their parents were gathered using the Child Anxiety Impact Scale and were analyzed using generalized estimating equations. According to youth with SoP and their parents, overall difficulties, social difficulties, and academic difficulties increased with age, even when controlling for SoP severity. These effects significantly differed for youth with anxiety disorders other than SoP. Adolescents may avoid social situations as parental involvement in their social lives decreases, and their withdrawn behavior may result in increasing difficulty in the social domain. Their avoidance of class participation and oral presentations may increasingly impact their academic performance as school becomes more demanding. Implications are discussed for the early detection and intervention of SoP to prevent increased impairment over the course of development.