The Course of Anxiety-Specific Cognitive Bias Following Daycare/Inpatient Treatment in Youths with Social Phobia and School Absenteeism

Author:

Veit Lisa1ORCID,Jungmann Stefanie Maria12ORCID,Freitag Christine Margarete1ORCID

Affiliation:

1. Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Frankfurt, Goethe University, Frankfurt am Main, Germany

2. Department of Clinical Psychology, Psychotherapy and Experimental Psychopathology, Johannes Gutenberg University Mainz, Germany

Abstract

Abstract: Social phobia (SP) is a common mental disorder in youth often accompanied by absence from school, which may require daycare or inpatient intervention (DC/IN). Objective: The present explorative study investigates changes in anxiety-specific implicit assumptions and interpretation bias following DC/IN. Methods: The study included 16 youths with SP ( M age = 15.8 [ SD = 1.24], females: 62.5 %) participating in DC/IN. We assessed the main outcomes using the Implicit Association Test and Affective Misattribution Procedure. Results: A large effect was shown for reducing implicit assumptions of feeling anxious ( p = .142; η 2 p = .171) and for reducing the implicit interpretation bias ( p = .137; η 2 p = .162). No change was indicated by effect size in implicit assumptions of feeling socially rejected ( p = .649; η 2 p = .016). Social phobia symptoms initially correlated with changes in implicit assumptions of feeling anxious ( r = .45). Conclusion: Effect sizes indicate that implicit anxiety-specific assumptions and interpretation bias descriptively improved following DC/IN. Thus, DC/IN may lead to meaningful improvements of anxiety-specific cognition in some individuals with high SP symptoms, emphasizing the relevance of cognitive behavioral approaches in the treatment of SP. Several limitations are discussed.

Publisher

Hogrefe Publishing Group

Subject

Psychiatry and Mental health,Clinical Psychology,General Medicine,Pediatrics, Perinatology and Child Health

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