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Dedication Contributors Foreword Preface Acknowledgments Part I: Introduction Part II: Crisis and Response Chapter 2: Evidence-Based Interventions for Comprehensive School Crises Chapter 3: Evidence-Based Interventions to Support Youth Following Natural Disasters: Evidence-Based Principles and Practices Chapter 4: Evidence-Based Interventions for School Violence Chapter 5: Evidence-Based Interventions for Suicidal Behavior in Children and Adolescents Chapter 6: Evidence-Based Interventions for Childhood Grief in Children and Adolescents
Part III: Students With Educational Issues and Learning Disorders Chapter 7: Evidence-Based Interventions for Reading Disabilities in Children and Adolescents Chapter 8: Evidence-Based Interventions for Math Disabilities in Children and Adolescents Chapter 9: Evidence-Based Interventions for Written-Language Disorders in Children and Adolescents Chapter 10: Evidence-Based Interventions for Homework Compliance in Children and Adolescents Chapter 11: Evidence-Based Interventions for Working With Culturally Diverse Children and Families
Part IV: Children and Adolescents With Childhood Psychopathologies Part IV A: Externalizing Disorders Chapter 12: Evidence-Based Interventions for Anger and Aggression in Children and Adolescents Chapter 13: Evidence-Based Interventions for Bullying Among Children and Adolescents Chapter 14: Evidence-Based Interventions for Attention Deficit Hyperactivity Disorder in Children and Adolescents Chapter 15: Evidence-Based Interventions for Oppositional Defiant Disorder in Children and Adolescents Chapter 16: Evidence-Based Interventions for Conduct Disorder in Children and Adolescents Chapter 17: Evidence-Based Interventions for Children and Adolescents With Emotional and Behavioral Disorders
Part IV B: Internalizing Disorders: Anxiety Related Chapter 18: Evidence-Based Interventions for Obsessive-Compulsive Disorder in Children and Adolescents Chapter 19: Evidence-Based Interventions for Social Anxiety Disorder in Children and Adolescents Chapter 20: Evidence-Based Interventions for Selective Mutism for Children and Adolescents Chapter 21: Evidence-Based Interventions for Separation Anxiety Disorder in Children and Adolescents Chapter 22: Evidence-Based Interventions for Specific Phobias in Children and Adolescents Chapter 23: Evidence-Based Interventions for School Refusal Behavior in Children and Adolescents
Part IV C: Internalizing Disorders: Depressive Related Chapter 24: Evidence-Based Interventions for Major Depressive Disorder in Children and Adolescents Chapter 25: Evidence-Based Interventions for Persistent Depressive Disorder in Children and Adolescents Chapter 26: Evidence-Based Interventions for Pediatric Bipolar Disorder Chapter 27: Evidence-Based Interventions for Posttraumatic Stress Disorder in Children and Adolescents
Part V: Psychosocial Adjustment Chapter 28: Evidence-Based Interventions for Stress in Children and Adolescents Chapter 29: Evidence-Based Interventions for Children and Adolescents of Divorced Parents Chapter 30: Evidence-Based Interventions for Social Skill Deficits in Children and Adolescents Chapter 31: Evidence-Based Interventions for Self-Concept in Children and Adolescents Chapter 32: Evidence-Based Interventions for Promoting Subjective Well-Being in Children and Adolescents
Part VI: Physical Conditions and Health-Related Disorders Chapter 33: Evidence-Based Interventions for Eating Disorders in Children and Adolescents Chapter 34: Evidence-Based Interventions for Childhood Obesity Chapter 35: Evidence-Based Interventions for Tourette’s and Other Chronic Tic Disorders in Children and Adolescents Chapter 36: Evidence-Based Interventions for Elimination Disorders in Children and Adolescents: Enuresis and Encopresis Chapter 37: Evidence-Based Interventions for Asthma in Children and Adolescents
Part VII: Neuropsychological Disorders
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Chapter 19: Evidence-Based Interventions for Social Anxiety Disorder in Children and Adolescents
Dedication Contributors Foreword Preface Acknowledgments Part I: Introduction Part II: Crisis and Response Chapter 2: Evidence-Based Interventions for Comprehensive School Crises Chapter 3: Evidence-Based Interventions to Support Youth Following Natural Disasters: Evidence-Based Principles and Practices Chapter 4: Evidence-Based Interventions for School Violence Chapter 5: Evidence-Based Interventions for Suicidal Behavior in Children and Adolescents Chapter 6: Evidence-Based Interventions for Childhood Grief in Children and Adolescents
Part III: Students With Educational Issues and Learning Disorders Chapter 7: Evidence-Based Interventions for Reading Disabilities in Children and Adolescents Chapter 8: Evidence-Based Interventions for Math Disabilities in Children and Adolescents Chapter 9: Evidence-Based Interventions for Written-Language Disorders in Children and Adolescents Chapter 10: Evidence-Based Interventions for Homework Compliance in Children and Adolescents Chapter 11: Evidence-Based Interventions for Working With Culturally Diverse Children and Families
Part IV: Children and Adolescents With Childhood Psychopathologies Part IV A: Externalizing Disorders Chapter 12: Evidence-Based Interventions for Anger and Aggression in Children and Adolescents Chapter 13: Evidence-Based Interventions for Bullying Among Children and Adolescents Chapter 14: Evidence-Based Interventions for Attention Deficit Hyperactivity Disorder in Children and Adolescents Chapter 15: Evidence-Based Interventions for Oppositional Defiant Disorder in Children and Adolescents Chapter 16: Evidence-Based Interventions for Conduct Disorder in Children and Adolescents Chapter 17: Evidence-Based Interventions for Children and Adolescents With Emotional and Behavioral Disorders
Part IV B: Internalizing Disorders: Anxiety Related Chapter 18: Evidence-Based Interventions for Obsessive-Compulsive Disorder in Children and Adolescents Chapter 19: Evidence-Based Interventions for Social Anxiety Disorder in Children and Adolescents Chapter 20: Evidence-Based Interventions for Selective Mutism for Children and Adolescents Chapter 21: Evidence-Based Interventions for Separation Anxiety Disorder in Children and Adolescents Chapter 22: Evidence-Based Interventions for Specific Phobias in Children and Adolescents Chapter 23: Evidence-Based Interventions for School Refusal Behavior in Children and Adolescents
Part IV C: Internalizing Disorders: Depressive Related Chapter 24: Evidence-Based Interventions for Major Depressive Disorder in Children and Adolescents Chapter 25: Evidence-Based Interventions for Persistent Depressive Disorder in Children and Adolescents Chapter 26: Evidence-Based Interventions for Pediatric Bipolar Disorder Chapter 27: Evidence-Based Interventions for Posttraumatic Stress Disorder in Children and Adolescents
Part V: Psychosocial Adjustment Chapter 28: Evidence-Based Interventions for Stress in Children and Adolescents Chapter 29: Evidence-Based Interventions for Children and Adolescents of Divorced Parents Chapter 30: Evidence-Based Interventions for Social Skill Deficits in Children and Adolescents Chapter 31: Evidence-Based Interventions for Self-Concept in Children and Adolescents Chapter 32: Evidence-Based Interventions for Promoting Subjective Well-Being in Children and Adolescents
Part VI: Physical Conditions and Health-Related Disorders Chapter 33: Evidence-Based Interventions for Eating Disorders in Children and Adolescents Chapter 34: Evidence-Based Interventions for Childhood Obesity Chapter 35: Evidence-Based Interventions for Tourette’s and Other Chronic Tic Disorders in Children and Adolescents Chapter 36: Evidence-Based Interventions for Elimination Disorders in Children and Adolescents: Enuresis and Encopresis Chapter 37: Evidence-Based Interventions for Asthma in Children and Adolescents
Part VII: Neuropsychological Disorders
10.1891/9780826127952.0019
Authors
- Peterman, Jeremy S.
- Shiffrin, Nina D.
- Crawford, Erika A.
- Kagan, Elana R.
- Read, Kendra L.
- Kendall, Philip C.
Abstract
Social anxiety disorder (SAD) is characterized by a marked fear or anxiety about social situations in which the child or adolescent perceives that he or she may be scrutinized by others. This chapter reviews the current state of treatment for youth with SAD, beginning with a brief discussion of the etiology of social anxiety, followed by an overview of the empirical support for cognitive behavioral interventions. It reviews three empirically supported interventions for social anxiety in youth, such as the Coping Cat, cognitive behavioral group therapy for adolescents (CBGT-A), and social effectiveness therapy for children and adolescents (SET-C). The Many factors, including genetic, neurobiological, cognitive, and environmental, have been implicated in the development of SAD. The most efficacious psychological treatment for SAD is cognitive behavioral therapy (CBT). Despite SAD’s pervasiveness and multiple causes, efficacious cognitive behavioral treatment exists and is effective.
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