Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis.
Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis.
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研究综述：儿童和青少年社交焦虑与社会认知之间的关系：系统回顾和荟萃分析。
DOI：
10.1111/jcpp.13310
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Pearcey S
中科院分区：
文献类型：
--
作者：
Pearcey S
研究背景儿童社交焦虑障碍（Childhood Social Anxiety Disorder，SAD）是一种常见的危害性疾病。推荐的治疗是一种特定形式的认知行为疗法（CBT），其中包括社交技能训练，虽然它们似乎比更一般的治疗更有效，但尚不清楚社交技能训练是否是改善结果的关键组成部分，特别是考虑到儿童社交焦虑和社交技能缺陷之间关系的证据不一致。这可能部分是由于其可观察特征的重叠，并且因为关联的性质可能在不同的情况下（例如，根据儿童年龄）有所不同。另一种方法是研究社交焦虑与支撑社交技能的社交认知能力之间的关联。本文旨在探讨儿童和青少年社交焦虑与社会认知之间的关联，并考察这种关系的概念和方法调节因素。方法对1980年至2019年间发表的论文进行系统筛选。50项研究中确定了一个效果大小可以计算社交焦虑和社会认知之间的关系，其中包括15,411名儿童和青少年。ResultsA整体显着，但中度影响（r=-0.15）被确定，其中增加社交焦虑与较低的社会认知能力。适度分析揭示了研究中的特定关联，这些研究检查了7岁以上患有和不患有ASD的参与者之间的社交焦虑，以及评估社交焦虑与心理理论（ToM）特定方面之间关系的研究。社交焦虑和情感recognizing.ConclusionsSignificant协会之间的社会焦虑和社会认知能力之间的关系被认为是由升高的社会焦虑ASD儿童，和那些在特定方面的ToM，但不是更广泛的社会技能，如情感识别的困难。这加强了准确识别和治疗ASD人群中社交焦虑的重要性。此外，神经型人群中社交焦虑的治疗可能受益于针对心理理论的特定方面，而不是情绪识别和其他广泛的社交技能。
BackgroundChildhood Social Anxiety Disorder (SAD) is common and impairing. The recommended treatment is a disorder specific form of cognitive behavioural therapy (CBT) that includes social skills training and, whilst they appear to be more effective than more general treatments, it is not clear whether social skills training is the critical component involved in improved outcomes, particularly given that evidence for the relationship between social anxiety and social skills deficits in children is inconsistent. This may be partly due to an overlap in their observable features, and because the nature of the association may vary in different contexts (e.g. according to child age). An alternative approach is to examine the association between social anxiety and the social cognitive capacities that underpin social skills. This paper aims to examine the association between social anxiety and social cognition in children and adolescents, and examine conceptual and methodological moderators of this relationship.MethodsPapers published between 1980 and 2019 were screened systematically. Fifty studies were identified from which an effect size could be calculated for the relationship between social anxiety and social cognition, including 15,411 children and adolescents.ResultsAn overall significant, but moderate effect (r= −.15) was identified, where increased social anxiety was associated with lower social cognitive ability. Moderation analyses revealed specific associations within studies examining social anxiety among participants with and without ASD who were older than 7 years old, and studies assessing the relationship between social anxiety and specific aspects of Theory of Mind (ToM). No significant association was identified between social anxiety and emotion recognition.ConclusionsSignificant associations between social anxiety and social cognitive abilities appear to be accounted for by elevated social anxiety among children with ASD, and those with difficulties in specific aspects of ToM but not broader social skills, such as emotion recognition. This reinforces the importance of accurately identifying and treating social anxiety within ASD populations. In addition, treatments for social anxiety among neurotypical populations may benefit from targeting particular aspects of ToM rather than emotion recognition and other broad social skills.
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DOI：
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发表时间：
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