A Psychoeducational School-Based Group Intervention for Socially Anxious Children

This study investigated the impact of a psychoeducational group for social anxiety aimed at elementary children. An 8-week psychoeducational program based on empirically validated risk factors was designed. Interventions included cognitive restructuring, anxiety management techniques, and social ski...

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Bibliographic Details
Published in:The Journal for specialists in group work 2013-12, Vol.38 (4), p.307-329
Main Authors: Vassilopoulos, Stephanos P., Brouzos, Andreas, Damer, Diana E., Mellou, Angeliki, Mitropoulou, Alexandra
Format: Article
Language:English
Subjects:
Ambiguity
Anxiety
Anxiety Disorders
Behavior Modification
Children
Childrens Depression Inventory
Cognition
Cognitive Restructuring
cognitive-behavioral
Elementary School Students
Foreign Countries
Greece
group counseling
Group dynamics
Group Therapy
Interpersonal Competence
Intervention
Likeability
Management
Measures (Individuals)
Pretests Posttests
Psychoeducational Methods
Risk
Risk factors
Schemata (Cognition)
School based
Social anxiety
Social Competence
Social skills training
Socialization
Stress Variables
Training
Validity
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Summary:This study investigated the impact of a psychoeducational group for social anxiety aimed at elementary children. An 8-week psychoeducational program based on empirically validated risk factors was designed. Interventions included cognitive restructuring, anxiety management techniques, and social skills training. Pre- and posttest data from 3 groups conducted over the course of 3 months were combined for a total of 40 participants. Results indicate completion of the group led to a significant decrease on scales measuring social anxiety and negative interpretation of ambiguity, as well as a significant increase in children's self-reported likeability. Implications for practice and future research are discussed.
ISSN:0193-3922
1549-6295
DOI:10.1080/01933922.2013.819953