A Psychoeducational School-Based Group Intervention for Socially Anxious Children

Abstract

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.

Keywords:

• children
• cognitive-behavioral
• group counseling
• social anxiety

Notes

Note. N = 40. SASC–R = Social Anxiety Scale for Children-Revised; CDI = Children's Depression Inventory.

**p < .01, two-tailed.

Note. SASC–R = Social Anxiety Scale for Children-Revised; CDI = Children's Depression Inventory.

*t-test is significant at the .05 level, two-tailed; **t-test is significant at the .01 level, two-tailed.

Additional information

Notes on contributors

Stephanos P. Vassilopoulos

Stephanos P. Vassilopoulos, Ph.D., is an assistant professor in the Department of Primary Education at the University of Patras.

Andreas Brouzos

Andreas Brouzos, Ph.D., is a professor in the Department of Primary Education at the University of Ioannina.

Diana E. Damer

Diana E. Damer, Ph.D., is a clinical psychologist and program director at the Counseling and Mental Health Center at The University of Texas in Austin.

Angeliki Mellou

Angeliki Mellou, M.Sc., and Alexandra Mitropoulou, M.Sc., are former master students in Psychology-Counseling in the Department of Primary Education at the University of Ioannina.