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Dissertation/Thesis Abstract

Social Anxiety Disorder: Fear of Scrutiny by Whom?
by Cooper, Tristin J., M.A., Southern Illinois University at Edwardsville, 2014, 56; 1557647
Abstract (Summary)

Social Anxiety Disorder, among the most prevalent mental health diagnoses in the United States (Bruce & Saeed, 1999), and a common concern for many college students who seek counseling ("Anxiety," 2013), has been vaguely defined by the DSM-5. The purpose of the present study was to examine the metaperceptions (i.e., how individuals think others perceive them) of high and low socially anxious college students in regard to different relationships to explore whether level of anxiety mattered in the formation of metaperceptions and to determine whose scrutiny socially anxious people specifically fear. A sample of 211 North American participants between the ages of 17 and 39 completed both the Social Phobia Inventory as well as a revised version of the Brief Fear of Negative Evaluation Scale targeted toward one of three relationships: classmates, professors, or a real or imaginary therapist. A significant difference was found when comparing classmates to a therapist (classmates having the largest effect size), suggesting that different relationships cause different levels of fear of scrutiny and differential formations of metaperceptions. This research served as a starting point to differentiate between the types of relationships causing the formation of negative metaperceptions, and future research should expand upon these relationships. Clinicians and counselors may find this information useful in the treatment of clients with Social Anxiety Disorder.

Indexing (document details)
Advisor: Pomerantz, Andrew
Commitee: Pawlow, Laura, Segrist, Dan
School: Southern Illinois University at Edwardsville
Department: Psychology
School Location: United States -- Illinois
Source: MAI 53/01M(E), Masters Abstracts International
Subjects: Social psychology, Psychology
Keywords: Anxiety, Disorder, Metaperceptions, Relationships, Scrutiny, Social
Publication Number: 1557647
ISBN: 978-1-303-95441-2
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