Changing cognitive processes based on internal and external cues in children with social anxiety disorder

Conditions: F40.1
Social phobias

Registration Number: DRKS00018880

Lead Sponsor: Friedrich-Schiller-Universität Jena

Brief Summary: Not available

Detailed Description: Not available

Recruitment & Eligibility

Status: Enrolling by invitation

Sex: All

Target Recruitment: 92

Inclusion Criteria

Inclusion criteria for social anxiety disorder group (cf. e.g., Asbrand, Blechert et al., 2016; Krämer et al., 2012): age 9-14 years, social anxiety disorder as primary diagnosis, informed consent of both parent and child to participate in the study; children with comorbid mental disorders will be included

Inclusion criteria for healthy control group: age 9-14 years, no current or past mental disorders.

Exclusion Criteria

Exclusion criteria for social anxiety disorder group: autistic disorder, suicidal tendencies, insufficient knowledge of the German language, cognitive ability below IQ = 80 (assessed by school affiliation); intake of drugs which potentially change psychophysiological parameters (e.g., anxiolytics, beta blockers).

Exclusion criteria for healthy control group: current or past mental disorders, insufficient knowledge of the German language, cognitive ability below IQ = 80 (assessed by school affiliation); intake of drugs which potentially change psychophysiological parameters (e.g., anxiolytics, beta blockers).

Study & Design

Study Type: observational

Study Design: Not specified

Primary Outcome Measures

Name	Time	Method
anticipatory rumination, self attention, post-event processing<br><br>Diagnostics by means of clinical-psychological interview (Child-DIPS) as well as cross-disorder and disorder-relevant questionnaires (SPAIK; SASC-R-D; SDQ; DIKJ; LSAS-SR; BSI-18; PSS); questionnaires on parental parenting behavior (FASA; CPB-Q)<br><br>Lab appointment 1 with speech task: reaction time experiment, physiological arousal (EDA; ECG), eye movements (eye tracking), questionnaires (Thoughts Questionnaire for Children; Focus of Attention Questionnaire; SISST-PS, assessment of situational anxiety using VAS).<br><br>Lab session 2 with speech task and parental support vs. positive self-instruction: physiological arousal (EDA; ECG), eye movements (eye tracking), questionnaires (Thoughts Questionnaire for Children; Focus of Attention Questionnaire; SISST-PS, assessment of situational anxiety by VAS).

Secondary Outcome Measures