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A Brief Cognitive-Behavioral Treatment for Social
pscycology (pysc324)
Universitas Islam Malang
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A Brief Cognitive-Behavioral Treatment for Social Anxiety Disorder
Article · January 2005
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Dr. Eric Morris McGill University 7 PUBLICATIONS 416 CITATIONS SEE PROFILE
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A Brief Cognitive-Behavioral Treatment
for Social Anxiety Disorder
Eric P. Morris, David Mensink, and Sherry H. Stewart Dalhousie University
Introduction to Social Anxiety
Social anxiety disorder (SAD) is characterized by an intense and persistent fear of being regarded and subsequently judged negatively by others. The individual believes that he/she will act inappropriately or that his/her physiological symptoms of anxiety, such as sweating or heart palpitations, will be obvious to those around him/her and thus, lead to further embarrassment and critical appraisal (American Psychiatric Association, 2000). Those with elevated social anxiety will invariably attempt to avoid those situations which lead to distress, such as an office party, or will otherwise endure the experience with great duress.
SAD is the most frequently diagnosed anxiety disorder and is the third most commonly diagnosed psychological disorder; only depression and alcohol use disorder are diagnosed more frequently (Kessler et al., 1994).
The typical age of onset of SAD is approximately 13-15 years of age (Ballenger et al., 1998; Chartier, Walker, & Stein, 2003) but it has been diagnosed in children as young as 8 years of age (Beidel & Turner, 1998). If untreated, SAD has a chronic pattern that continues into adulthood.
An individual with SAD may be shy, have difficulty talking to authority figures, and have great difficulty in everyday social situations, such as purchasing a coffee. They will likely have poor estimations of their own social skills. Many individuals with SAD desire social companionship but fear looking foolish, to the point where they avoid social situations altogether or consume alcohol to deal with their anxiety.
Cognitive Behavioral Approach to Social Anxiety
Cognitive Behavioral Therapy (CBT) is the most commonly used psychosocial treatment and the most successful treatment for SAD; it is known as Cognitive Behavioral Group Therapy (CBGT) when applied in a group setting. CBT is a time-limited approach that provides clients with the cognitive and behavioral skills to manage, challenge, and subsequently reduce their social anxiety.
The CBT approach is a collaborative effort between the client and the therapist to effectively target the client’s anxieties (Heimberg, 2002). The main components used to treat social anxiety with CBGT include psycho-education, cognitive restructuring, exposure, and homework.
Psycho-education involves teaching clients about the relationship between thoughts, emotions and physiological reactions
Cognitive restructuring involves correcting negative or inaccurate cognitions. It is based on the premises that socially anxious clients have incorrect beliefs about the dangers that social situations pose, that they have flawed predictions about outcomes of these situations, and that they have inaccurate, biased processing while in social situations (e. “mental filter”) (Heimberg, 2002).
Exposure essentially consists of role playing activities designed to get patients facing feared situation. During the exposure activities, the clients must remain focused on the situation (not use safety behaviors such as distraction, which the patient believes help lessen
anxiety). By staying focused, they will experience heightened anxiety but will also experience a decrease in anxiety over time, as the physiological arousal associated with anxiety is finite and will eventually dissipate with time (Heimberg, 2002).
- Homework is designed to help the client identify distorted thoughts when they occur naturally and can consist of assigning exposure exercises clients can perform on their own. The homework assignments are geared and designed towards individual clients, due to the fact that the clients will likely experience different degrees of social anxiety and different social triggers for anxiety.
Several studies have examined which factors predict treatment outcome, including: 1) pre-treatment severity, such that lower pre-treatment anxiety predicts better treatment outcome (Otto et al., 2000), 2) homework compliance, such that greater compliance leads to better treatment results (Edelman & Chambless, 1995), 3) treatment outcome expectancy, such that positive expectations about outcome predict better results (Chambless et al., 1997), 4) frequency of negative/distorted thoughts during social interaction, in that those with less initial distorted thinking tend to demonstrate better results (Chambless et al., 1997) and finally, 5) social anxiety subtype (Brown et al., 1995), such that, the non-generalized subtype respond better to CBGT compared to the generalized subtype 1.
Brief-CBGT versus CBGT
The brief CBGT approach outlined in this manual was developed and based on the cognitive-behavioral techniques used in prior numerous studies. However, there are a number of differences between the CBGT approaches typically employed and the current brief treatment. The most obvious difference is the number of sessions clients attend. Heimberg and colleagues (1995) suggest that CBGT treatments for social phobia should be approximately 12 sessions lasting for about 21/2 hours each, compared to 6 sessions of 11/2 hours each in the current brief- CBGT. One of the primary goals of the present treatment protocol was to examine whether conducting a treatment for social anxiety in half the time typically needed could show similar effectiveness to the 12-session protocols. Also, Heimberg et al. (1995) suggest that 6 clients is an ideal group size but our group began with 10 clients. One of the main advantages of starting with a slightly higher group size than what is considered ideal is the issue of attrition. Most social anxiety groups will invariably have clients cease to attend sessions and if the group begins with 6, the attendance may drop off to the point where it is no longer a group but just a few individuals.
Our brief-CBGT is very similar in content to Heimberg et al.’s longer CBGT, in that earlier sessions involve psycho-education about social anxiety and group discussions of fears. Also, both treatment approaches involve identifying distorted thoughts and developing rational replies. Also, both the brief CBGT and typical CBGT involve exposure exercises designed to elicit the clients fear while allowing them to realize the fear is unfounded. The primary difference is the amount of time spent on each activity. Heimberg and colleagues (1995) note that sessions 3-
1 The generalized subtype is classified by fear of 3 or more social situations.
Social Anxiety Workshop: Session 1
The session begins by administering questionnaires to clients as they enter the workshop. We administered the Brief Social Phobia Scale (BSPS; Davidson, Potts, Richichi, Ford, Krishnan, & Wilson, 1991) and the Social Interaction and Anxiety Scale (SIAS; Mattick & Clarke, 1998) but there are a number of outcome measures that could be used, including the Fear of Negative Evaluation Scale and the Social Avoidance and Distress Scale (Watson & Friend, 1969).
Following the questionnaires, introductions are made, which includes:
o Who we the counselors are. o Clients are asked whether they feared anything about coming to the workshop, such as, fear of being in strange group. The fear of being in a group of strangers will be a common fear among members of the workshop and is a hallmark fear of those with SAD. o They are asked about what their goals are for the group.
Throughout the sessions, but more importantly in the earlier sessions, attempts are made to draw parallels between the group members in regards to symptoms and similar feared situations. This is done to foster a positive group alliance between the clients.
An overview of the coming sessions is discussed and any questions were addressed.
Feared Situations Questionnaire, developed by the authors, is administered
Discussion of Thoughts/Situations on the board. The board can be divided into two columns; on the left, the automatic thoughts are recorded, using examples from the class and on the right, the types of situations that elicit the thought.
An introduction to how thoughts affect the subsequent physiological reactions and behaviors is presented on the board. The explanation can be quite basic and just introduce the idea that thoughts, such as “I am going to fail”, can lead to physiological reactions, such as sweating. Many clients will have difficulty with the concept that thoughts affect physiological reactions, as many will believe that the feeling (e. chest pains) come before the thought. One of the best methods to improve understanding of the order of events is to repeat the relationship often and throughout the sessions.
Introduce the Vertical Arrow Technique on the board. An automatic thought is recorded at the top of the board, e. “I am going to fall and look foolish.” An arrow is drawn below this and the question is posed, “What is so bad about that?” and “What would that mean to you?” This line of question and answer continues until the underlying concern is revealed. Many clients are only aware of the surface fear, such as, “I will trip”, not the potential underlying concern.
Homework: Think about distorted thoughts you have during one anxiety provoking social situation that occurs between now and next session.
Social Anxiety Workshop: Session 2
Review Homework: Some of the examples can be reviewed on the board and clients are asked if they were able to develop any replies to the distortions. Some clients will not have done the homework. It is important to stress to the clients the importance of the homework assignments and how SAD is a pervasive issue which cannot be alleviated with simply 1 or 2 hours of therapy a week. The clients need to understand that if they are to lessen their social anxiety, they will have to work hard outside of the sessions, which includes completing the homework. One option is to collect $30 from everyone at the beginning of the first session and return $5 each week if they show up and complete their homework. There are some complications with this tactic but it will likely improve compliance.
The 10 Burns cognitive distortions are introduced, with the goal of providing the clients with examples of the types of thinking errors they were making. It should be noted to the clients that the 10 distortions do not represent all of the thinking errors possible but provide a good introduction to the topic of cognitive distortions.
The distortions that are found most often in those with SAD include, “all-or-nothing thinking,” “mind reading,” and “over-generalizing.”
Each client is provided with a copy of the list of distortions.
Administer Feared Situations Questionnaire. This questionnaire was designed to provide the therapists with a better idea of which types of situations elicit the most social evaluative fear in the clients. The answers to these questions are discussed in the group and similarities between client situations are highlighted. Once again, similarities are drawn between clients because many of those with SAD feel unique in their fears and it is comforting and relieving to learn that others share very similar fears. Also, clients typically enjoy sharing with the group situations they fear so they are given this opportunity on several occasions.
The Steps for Moderating Negative Feelings worksheet, developed by the authors, is administered, which explicitly outlines the process of identifying, analyzing, and correcting negative thoughts. Each of the points on the worksheet is to be discussed among the group and any questions are addressed.
Homework: Clients are asked to divulge something about themselves to a stranger. Individuals with social anxiety often avoid small talk and this exercise was designed to demonstrate to clients that most people are receptive to small talk and that it is not something that needs to be feared. An example involves telling the person who serves you your coffee that you could really use this coffee because you have had a hard day or little sleep.
Social Anxiety Workshop: Session 3
- Discuss homework. It is likely that many of the clients won’t discuss their specific examples immediately; but be patient and pick clients who you know are confident enough to share their experiences with the group and invite them to speak first.
The role plays typically last approximately 10min with about 15min of preparation time. They should involve several repetitions of the role play because invariably, the first time the client performs the situation, they will act as they would normally would and the situation ends very quickly. This is a good way to start because once the entire role play has been completed, the client will be able to see explicitly how they were able to improve throughout the duration of the role play. With each repetition, the therapists encourage the client on how to tackle the situation or how to improve upon it (for example, if a client is doing a speech as her role play, she should be encouraged to make eye contact, stand straight and smile to his/her audience).
The Subjective Units of Distress (SUD) ratings are taken just prior to commencing the role play and are recorded on the board. SUD ratings are a simple tool used to provide a rough approximation of the client’s anxiety level. SUD ratings typically consist of a vertical line with “0” at the bottom and “100” at the top and clients are told that 100 is the most anxious they have been while 0 is the least anxious. They are then asked where their anxiety is at the moment. Subsequent SUD ratings are recorded half way through the role play and when the role play has finished. This is done on the board to provide evidence to the client that though their anxiety started off high, it plateaus and then declines to normal levels. 3
Following the completion of the role play, the clients are asked about the automatic thoughts they experienced and whether they had applied any of their cognitive strategies to these thoughts. Feedback is also elicited from the group on the client’s performance (the feedback is typically positive and encouraging).
3 A SUD rating of 50-60 is recommended for the initial role plays. Thus, the exposure should be anxiety provoking
but not to the degree that the client is too fearful to participate.
Appendix
Cognitive Distortions (Burns, 1989)
All-or-Nothing Thinking : You look at thinks in absolute, black and white categories. For example, “I won’t fit in” or “I won’t know anyone at the party”.
Mental Filter: You dwell on the negatives and ignore the positives. For example, remembering only the person who didn’t acknowledge your hello as opposed to remember the dozens of people who did respond kindly.
Overgeneralization : You view a negative event as a never-ending pattern of defeat. For example, “This always happens to me, nothing ever works out.”
Discounting the positive : You insist that your accomplishments or positive qualities don’t count. For example, “She only smiled at me because she felt it would be polite.”
Jumping to Conclusions : You conclude things are bad without any definite evidence. For example, “I know I am going to get in trouble because why else would my boss want to talk to me.”
a) Mind reading: You assume that people are reacting negatively to you. b) fortune-telling: You predict that things will turn out badly.
Magnification or minimization : You blow things way out of proportion or you shrink their importance. For example, “I was destroyed when those people saw me trip coming up the stairs.”
Emotional Reasoning : You reason from how you feel: “I feel like an idiot, so I must be one.”
8_. “Should” statements_ : You criticize yourself or other people with “shoulds”, “shouldn’ts”, and “musts”.
9_. Labeling_ : Instead of saying, “I made a mistake,” you tell yourself, “I am a jerk”, or a loser.
- Blame : You blame yourself for something that you weren’t entirely responsible for, or you blame other people and overlook ways that you contribute to a problem. For example, “I let the conversation get awkward.”
Steps for Moderating Negative Feelings
The quality and degree of your feelings are determined by an interaction between events, situations and your personal interpretations of events, situations. Negative feelings can be moderated or reduced by changing your thoughts using the following 5-step procedure listed below:
Identify and write down your thoughts. These are the thoughts which precede, increase and are associated with the negative feelings you experience.
Further specify and write down your implications or personal meanings attached to these thoughts. It might be helpful to use the vertical arrow technique to help specify these implications. Attempt to identify your "back of the mind" or "automatic" thoughts.
Examine and analyze 1 and 2 above. Look for errors of thinking, distortions, unclear or vague thinking, etc. in your written down thoughts. You might which to use the Cognitive Distortions Handout to help you identify distortions.
Construct Specific Personal Replies. The replies you construct and develop are more accurate, realistic, and, indeed, more true than your distorted thoughts. In addition, they specifically address your personal thoughts and implications. In effect, your replies reconstruct the way you think about events and situations in a more clear, detailed, and accurate manner.
Strengthen Your Replies. This can be done through repetition, rehearsal, and use both when you alone and thinking about events, situations and when you are actually participating in a variety of practical events, situations.
For this process to work, it is of utmost importance that you identify the back of the mind or automatic thoughts associated with negative feelings AND that your revised thinking is realistic, accurate and not only an empty counter to the original thoughts AND that you clearly believe your reconstructed thinking.
SELF-ESTEEM EXERCISE
Take a few moments and write down one aspect that you really like about yourself for each component and one aspect you would like to change. This may be the same sub-component as change is dependent on acceptance.
COMPONENTS OF THE SELF PHYSICAL
INTELLECTUAL
______________________________________________
______________________________________________
EMOTIONAL
______________________________________________
______________________________________________
SOCIAL
______________________________________________
______________________________________________
SPIRITUAL
______________________________________________
______________________________________________
OTHER: ______________________________________
SOCIAL CONFIDENCE AND SELF-ESTEEM:
SELF ESTEEM DEFINED
Self esteem can be understood as a construct which consists of a complex interplay or interaction between how one thinks about oneself and how one processes or thinks about feedback or information from one’s environment; how one thinks others think about oneself.
How do you define self-esteem? What does the word evoke in you?
SELF ESTEEM APPLIED
Another way to think about self esteem is to answer the following questions: What would I be doing differently if healthy self esteem were completely evident in my life? How would this show up in my day to day life?
Some answers to these questions generated by participants are:
¾ “I would go out to more social events.” ¾ “I would be more assertive.” ¾ “I would ask __________________ (name) out on a date.” ¾ “I would feel less anxious in various social situations.”
References
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR (Text Revision). Washington, DC : American Psychiatric Association
Beidel, D., & Turner, S. (1998). Shy children, phobic adults: Nature and treatment of social phobia. Washington, DC, US: American Psychological Association, xiii, pp. 324
Brown, E., Heimberg, R., & Juster, H. (1995). Social phobia subtype and avoidant personality disorder: Effect on severity of social phobia, impairment, and outcome of cognitive behavioral treatment. Behavior Therapy, 26 , 467-486.
Burns, D. (1989). The feeling good handbook: using the new mood therapy in everyday life. New York: W. Morrow, p 587.
Chambless, D., Tran, G., & Glass, C. (1997). Predictors of response to cognitive- behavioral group therapy for social phobia. Journal of Anxiety Disorders, 11 , 221-240.
Chartier, M., Walker, J., & Stein, M. (2003). Considering comorbidity in social phobia. Social Psychiatry & Psychiatric Epidemiology, 38 , 728-734.
Davidson, J., Potts, N., & Richichi, E. (1991). The brief social phobia scale. Journal of Clinical Psychiatry, 52 , 48-51.
Edelman, R., & Chambless, D. (1995). Adherence during sessions and homework in cognitive-behavioral group treatment of social phobia. Behaviour Research & Therapy, 33, 573-577.
Heimberg, R. (2002). Cognitive-behavioral therapy for social anxiety disorder: Current status and future directions. Biological Psychiatry, 51 , 101-108.
Heimberg, R., Juster, H., Harlan, R., & Hope, D. (1995). Cognitive-behavioral group treatment: Description, case presentation, and empirical support. In: Social phobia: Clinical and research perspectives. Stein, Murray B. (Ed.). Washington, DC, US: American Psychiatric Association. pp. 293-321.
Kessler, R., McGonagle, K., & Zhao, S. Lifetime and 12-month prevalence of DSM-III--R psychiatric disorders in the United States: Results from the National Comorbidity Study. Archives of General Psychiatry, 51 , 8-19.
Mattick, R., & Clarke, J. (1998). Development and validation of measures of social phobia scrutiny fear and social interaction anxiety. Behaviour Research & Therapy, 36 , 455- 470.
Watson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety. Journal of Consulting & Clinical Psychology, 33, 448-457.
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A Brief Cognitive-Behavioral Treatment for Social
Course: pscycology (pysc324)
University: Universitas Islam Malang
