Cognitive Factors in Youth Social Anxiety - Research Proposal Example

Cognitive Factors in Youth Social Anxiety: The Role of Hostility and (Social) Hostility Evaluation Name Course Name and Code Instructor’s Name Date Table of Contents Table of Contents 2 Introduction 3 Background of the Study 3 Problem Statement 4 Research Question 4 Hypothesis 4 Research objectives 4 Significance of the Study 5 Literature Review 5 Methodology 8 Data Analysis 10 Limitations of the Study 10 References 11 Introduction Social anxiety is a psychiatric disorders and it is usually intense fear in social situations resulting in considerable distress and prevents functioning of individual effectively. Diagnosis of the social anxiety may either be general or specific disorder. Generalised disorder involves chronic, intense and persistent fear towards being judged by other individuals in the society and feeling humiliated or embarrassed by self’s actions. Specific anxiety disorder is based on specific situations that make an individual to feel embarrassed. Social anxiety has its roots in cognitive process and cognitive models. Cognitively, those individuals with social phobia are afraid of being presented to others. The individuals have set high performance levels for themselves and are self conscious. This results in an individual trying to create an impression towards self and others that they can accomplish activities effectively. Studies and research have been done on the topic of social anxiety but have either addressed children with an array of social anxiety while others have concentrated on adults with social anxiety. Therefore, the aim of this research is cognitive factors in youth social anxiety based on the role of hostility and social evaluation. Background of the Study Literature on social anxiety on children has never being addressed extensively. Young children in schools feel embarrassed because of social anxiety problems and it is important to develop enough information regarding the issue. Social psychology theory aims to create self presentation because a sufferer with the social anxiety problem may attempt to create a positive impression towards others even though they may self thought negatively (Schmertz, Masuda & Anderson, 2012). Moreover, lack of enough information on social phobia addressing young children social anxiety is another factor, which was considered before commencement of this study. Problem Statement The aim of this research is to expand information on the cognitive processes in children with social anxiety and focuses on a single step within the defined model of social information processing as a foundation of interpretation bias. This step is the second in the social information processing model, which is “interpretation of cue”. Moreover, the definition of ‘interpretation of cues’ is based on understanding of Crick and Dodge (1994). Research Question The role of hostility and social evaluation in cognitive process Hypothesis 1. There is relationship between hostility and social evaluation 2. Does interpretation bias plays an important role in a young social anxious person 3. There is a relationship between cognitive process and social anxiety Research objectives The goals of this study are: i. Investigation of theoretical construct of hostile intent as illustrated by young people ii. Analyse and understand the cognitive processes and psychopathological symptoms in children Significance of the Study The importance and outcome of the study include: 1. Understand relationship between social anxiety and cognitive deployment 2. Improve literature on social anxiety especially in young children 3. Analyse and discuss the importance of interpretation bias in social anxiety Literature Review The literature is awash with information on adult hostility but little information is available when it comes to young people (Clark & Beck, 2010). Attention bias is associated with those adults with social anxiety based on perceiving access of information that is negative socially such as criticism or threat evaluation compared to those adults who do not experience social anxiety (Ledley & Heimberg, 2006). Minimal research have been carried out on children with social anxiety since most of the research that have been carried out are based on group children studies involving children with various types of anxiety disorders. For example, Waters, Lipp and Spence (2004) utilised a modified dot-probe paradigm with anxious and non-anxious children. The participants from the research viewed pleasant pictures, neutral and fear related. The research showed that response towards fear related pictures was common to both non-anxious and anxious children (Schmertz, Masuda & Anderson, 2012). However, the difference between the participants was that anxious children liked the pleasant pictures compared to non-anxious children who liked the neutral pictures (Linder, Werner & Lyle, 2010). This illustrates that children have attentional bias towards information that is not likable. Moreover, children with anxiety disorders and non-anxiety disorders showed interpretation bias. For example, Chorpita, Albano and Barlow (1996) studied information processing and interpretation bias between non-clinical samples with children diagnosed with anxiety. The participants were given ambiguous situations questionnaire (ASQ). The information in the questionnaire consist of ambiguous situations that include threats such as somatic problem, physical threat, and social evaluation and the questionnaire was administered verbally to the participants (Silverman, Pina & Viswesvaran, 2008). The information analysed indicated that children with anxiety tried to avoid certain situations compared to non-anxious children (Ledley & Heimberg, 2006). This illustrates that when children experiencing certain situations then to illustrate interpretation bias. Even though literature on interpretation bias is minimal, continuous study on the topic would improve in understanding cognitive processes involved. The most commonly utilised framework in analysing social information processing model is the one which was redefined by Crick and Dodge (1994) in analysing children with aggressive disorders. The redefined model had six steps, which include interpretation of cues, encoding of cues, response decision, response access, clarification of goals and behavioural enactment (Schmertz, Masuda & Anderson, 2012). These cues are important in understanding better cognitive process of the young children. Hoglund and Leadbeater (2007) examined numerous social cognitive processes in teenagers with problems, which are adjustable; e.g. aggression, anxiety and depression. Analysis from the research indicated that feelings, understanding the thoughts and motivation of others played an important role and not hostile bias (Clark & Beck, 2010). This information indicates that basing research on a single platform such as that of cue interpretation does not improve quality of a given study (Treat, Weersing & Dirks, 2007). This means that social information processing strategy can help in understanding the cognitive process of social anxiety children. Therefore, in developing an instrument for research should account to different scenarios and this can only be achieved through reviewing literature. Generally, the social information processing model has been utilised to show how interpretation cue of ambiguous situation to anxious children within social settings (Ledley & Heimberg, 2006). Based on the understanding of interpretation bias, it has been shown that children with anxiety related problems interpret most information in a manner of hostility; even when the interpreting natural actions (Vassilopoulos & Banerjee, 2008). The information from numerous studies has indicated that anxious children interpret non-hostile social and ambiguous situations as more evaluative and critical compared to their peers with non-anxious disorders (Schmertz, Masuda & Anderson, 2012). In addition, those children who interpret neutral cues and ambiguous as negative while other children reacts to the situation with aggression and others become more anxious (Clark & Beck, 2010). According to the contents of interpretation cues, some important information within the social information processing model includes evaluations strategies (Ledley & Heimberg, 2006). Interpretation bias attributed to youth social anxiety includes cognitive assumption that other people within the society are critical or hostile towards self. Hence, the anxious child continues to anticipate and perceive social evaluation fro the self from the society (Clark & Beck, 2010). Therefore, the literature on this topic would be based on: Hostile thoughts about others – This is the major concern in social anxiety because the self thinks that other individuals view self negatively (Schmertz, Masuda & Anderson, 2012). Others according to self feel that whatever they do or accomplish usually has shortcomings even if the issue is successful accomplished. Therefore, this hostility is analysed extensively to understand the contributing factors and others conditions that are inherent. Hostile intentions toward self – A self can make assumptions that create impression that allows appraisal of relevant social situations as dangerous. The self can predict there are chances of failing to achieve any desired performance level and the self might start interpreting ambiguous social or benign cues as an indication of negative evaluation (Schmertz, Masuda & Anderson, 2012). When an individual appraise a situation in this manner, the social phobic situation continues to become more anxious. In such situation, a circle of misunderstanding and interlinked circles starts to emerge (Clark & Beck, 2010). These vicious circles results in maintenance of self distress and contributes to prevention of disconfirmation of any negative appraisals and beliefs. Therefore, the circle of perception and misunderstandings continuous to affect the individual for a long time. Methodology Methodology is an important section for any study or research because the method employed determines validity, credibility and quality of the completed research (Schmertz, Masuda & Anderson, 2012). This means an effective strategy should be devised to ensure the information collected confirms with the requirements of the study and also can improve literature base of the study. Participants The participants in this study would be recruited from local schools within Melbourne region. 200 participants between the ages of 9-12 years could be utilised in collecting applicable data. Procedure The approval for collecting the information and data would be obtained from the school management within the region and also permission could be obtained from other stakeholders including the organisation and the government bodies involved with research procedures. The management of the schools would be requested to distribute prerequisite information such as consent form and letters describing the study so that the children can receive information from parents or guardian. The parents and guardian would be requested to sign after reading the form. Incentive for the children would be provided to ensure they participate in the entire research after the parents or guardians have accepted the project. Measures and instrumentation Questionnaires and numerous self-report means would be completed by the participants. Some of the information collected from these questionnaires includes demographic variables, self-statement questionnaires, social evaluation, hostile intent based on CATS, and social anxiety (Schmertz, Masuda & Anderson, 2012). All these questionnaires would be utilised to ensure the information collected exhaustively define and illustrates the situation. Data Analysis The data collected requires an appropriate technique to analyse the information. This is because the information is based on social requirements plus the huge amount of information that should be analysed. Therefore, the data will be analysed with the help of SPSS, which is a statistical software. Limitations of the Study Numerous limitations and challenges are identified. The challenges include: One of the major problems is reliance on the children in self-reporting of the data. Moreover, the information could be collected with the help of pencil and paper measures and this approach is usually subjective. Some other demographic information is not exhaustively collected. The children may not have enough information on socioeconomic status. Another problem that may be experienced includes limited ethnic diversity. Valid and quality research requires collection of data that reflects difference participants condition and this can only be achieved through ethnic diversity. References Chorpita, B. F., Albano, A. M., & Barlow, D. H. (1996). Cognitive processing in children: Relation to anxiety and family influences. Journal of Clinical Child Psychology, 25(2), 170-176. Clark, D., & Beck, A. (2010). Cognitive theory and therapy of anxiety and depression: Convergence with neurobiological findings. Trends in Cognitive Sciences, 14(9), 418 – 424 Crick, N. R. & Dodge, K. A. (1994). A review and reformulation of social information processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74-101. Hoglund, W. L. & Leadbeater, B. J. (2007). Managing threat: Do social-cognitive processes mediate the link between peer victimization and adjustment problems in early adolescence? Journal of Research on Adolescence, 17(3), 525-540. Ledley, D. R. & Heimberg, R. G. (2006). Cognitive Vulnerability to Social Anxiety. Journal of Social and Clinical, 25(7), 755-778. Linder, J., Werner, N., & Lyle, K. (2010). Automatic and controlled social information processing and relational aggression in young adults. Personality and individual differences, 49(7), 778-783 Schmertz, S., Masuda, A., & Anderson, P. (2012). Cognitive Processes Mediate the Relation Between Mindfulness and Social Anxiety Within a Clinical Sample. Journal of Clinical Psychology, 68(3), 362-371. DOI: 10.1002/jclp.20861 Silverman, W. K., Pina, A. A., & Viswesvaran, C. (2008). Evidence-based psychosocial treatments for phobic and anxiety disorders in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 37, 105-130. Treat, T. A., Weersing, V. R., & Dirks, M. A. (2007). The situation specificity of youth responses to peer provocation. Journal of Clinical Child and Adolescent Psychology, 36,(4), 621-628. Vassilopoulos, S. P. & Banerjee, R. (2008). Interpretations and judgments regarding positive and negative social scenarios in childhood social anxiety. Behaviour Research and Therapy, 46, 870-876. Waters, A. M., Lipp, O.V., & Spence, S. H. (2004). Attentional bias toward fear-related stimuli: An investigation with non-selected children and adults and children with anxiety disorders. Journal of Experimental Child Psychology, 89, 320-337. Read More