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Social Anxiety Disorder:

One of the Key Factors to a Student’s


Poor Academic Performance

A Research Proposal
In Partial Fulfillment of the Requirements in
Communication Skills 2

Submitted to:

Ms. Jacqueline Recaña

Submitted by:

Barrameda, Jemuel M.
Barrera, Ravin Jay S.
Camu, Tomas S., III
CHAPTER 1

INTRODUCTION

Have you ever felt like your heartbeat is racing and you’re running out of breathe

whenever you are in front of a large crowd? Or have you found yourself sweating hard

and your voice cracking whenever you are asked to talk in a group, even though you

are very much familiar of the topic being discussed? Or is it a constant occurrence to

you those stammering or stuttering, accompanied by trembling hands -- whenever

you’ve been asked to simply introduce your name during the first day of classes? That,

my dear readers, is a disorder we called as social anxiety or what formerly known as

social phobia.

Background of the Study

Social anxiety disorder (SAD) is the incontrollable fear of social situations and

performances -- resulting to emotional instability and impediment of one’s ability to

function accordingly, especially as marked by certain circumstances of the same kind.

In school setting, where everyone is engaged to group works, graded recitation, class

reporting, or, generally, where class participation is compulsory – it can be denied that

social interaction is inevitable and so the inability to control your fear as such greatly

affect one’s performance. The sad truth, at times, is that some of those affected with the

said disorder are not really slow-learners or poor academically – their high scores in

quizzes, projects and exams assert to this claim. For this reason, that this study has
been pushed through –not just to simply inform the readers of the existence of this

prevalence, yet, oftentimes, neglected anxiety; but, to give more information on how

tragic it is when it attacks its victims, especially that it involves different factors like

chemical imbalances inside one’s brain. The ways on how to alleviate it, if not put an

end to it, by simply using the newly- accepted strategy called Cognitive Behavioral

Intervention (CBI) or the inner-speech technique and the combined effort from the

teacher and the student’s parents, are to be discussed here as well.


CHAPTER 2

Review of Related Literature

Definition of Social Anxiety

One vital rudimentary step since it helps us to understand what is happening in

our bodies whenever we feel uneasiness in certain social situations is to learn that it has

a name: Anxiety. According to the study done by Ader and Ertkin (2010), there are facts

that we should be fully aware of to notify our mind of something we might be missing:

Fact no.1: Anxiety is normal and adaptive because it helps us prepare for danger (for

instance, our heart beats faster to pump blood to our muscles so we have the energy to

run away or fight off danger). Therefore, the goal is to learn to manage anxiety, not

eliminate it; Fact no. 2: Anxiety can become a problem when our body tells us that

there is danger when there is no real danger.

In point of fact, most people do feel anxious when they have to speak in front of

a large group. Social anxiety becomes a problem when it becomes quite distressing

and starts getting in the way of your ability to function and enjoy life.

The Anxiety and Depression Association of America has determined the most

common distinctive attribute of social anxiety as the ardent anxiety or fear of being

judged, negatively evaluated, or rejected whenever engaged in any social situations or

performances. Sadly, it is the third largest mental health care problem in the world

today based on the Social Anxiety Association. In the US alone, the latest government

epidemiological data show social anxiety affects about 7% of the population at any

given time. The lifetime prevalence rate (i.e., the chances of developing social anxiety
disorder at any time during the lifespan) stands slightly above 13%. In one survey, SAD

affects approximately 15 million American adults and is the second most commonly

diagnosed anxiety disorder following specific phobia. The average age of onset for

social anxiety disorder is during the teenage years. Although individuals diagnosed with

social anxiety disorder commonly report extreme shyness in childhood, it is important to

note that this disorder is not simply shyness that has been inappropriately given medical

attention. It is a pervasive disorder and causes anxiety and fear in most all areas of a

person's life. It is chronic because it does not go away on its own.

Social Anxiety vs. shyness vs. Panic Attack

A detailed description can be found from the write ups of Newcastle' North

Tyneside & Northumberland Mental Health NHS Trust: Department of Design and

Communication (2001) regarding social anxiety vis-a-vis shyness vis-à-vis panic attack.

These three are inseparable, if not interdependent to one another. They have irrefutable

similarities, but they have irrevocable differences as well. The following definitions

exemplify:

a. Social Anxiety- Social Anxiety Disorder is classified as a significant amount of

fear, embarrassment or humiliation in social performance-based situations, to a

point at which the affected person often avoids these situations entirely, or

endures them with a high level of distress.

b. Shyness- is considered a normal facet of personality that combines the

experience of social anxiety and inhibited behaviour, but is also described as

“stable temperament.” Shyness is classified as a personality characteristic.


c. Panic Attack- A panic attack is a sudden and intense feeling of terror, fear or

apprehension, without the presence of actual danger. The symptoms of a panic

attack usually happen suddenly, peak within 10 minutes and then subside.

However, some attacks may last longer or may occur in succession, making it

difficult to determine when one attack ends and another begins.

In the book entitled “Overcoming Social Anxiety and Shyness” by Butler (1999),

he stated a more comprehensive deviating attributes of shyness and social anxiety

disorder. Butler emphasized that shyness and social anxiety disorder are two different

things. As quoted: “Shyness is a personality trait. Many people who are shy do not have

the negative emotions and feelings that accompany social anxiety disorder. They live a

normal life, and do not view shyness as a negative trait. While many people with social

anxiety disorder are shy, shyness is not a pre-requisite for social anxiety disorder.”

To contest with the two, let us include the conventional definition of panic attack

we retrieved at an online source (https://adaa.org/understanding-anxiety/social-anxiety-

disorder#): “Panic disorder can occur with or without agoraphobia, or the fear of

experiencing panic attack symptoms in a situation that feels either physically difficult or

emotionally embarrassing to escape from. A person with panic disorder often fears

the physical symptoms of panic attacks, believing that they may have a medical issue

causing their discomfort. Over time, the person may feel more secure from these attacks

by remaining within certain areas or a self-determined safe zone, typically close to

home.”
Emotional Symptoms correlated to Triggering Situations

Dr. Thomas Richards of the Social Anxiety Institute indicated how people with

social anxiety react to different situations where they usually experience significant

distress as stated below:

1. Being introduced to other people

2. Being teased or criticized

3. Being the center of attention

4. Being watched or observed while doing something

5. Having to say something in a formal, public situation

6. Meeting people in authority ("important people/authority figures")

7. Feeling insecure and out of place in social situations ("I don’t know what to say.")

8. Embarrassing easily (e.g., blushing, shaking)

9. Meeting other peoples’ eyes

10. Swallowing, writing, talking, making phone calls if in public

Emotional symptoms involved anxiety, high levels of fear, nervousness,

automatic negative emotional cycles, racing heart, blushing, excessive sweating, dry

throat and mouth, trembling, and muscle twitches. In severe situations, people can

develop a dysmorphia concerning part of their body (usually the face) in which they

perceive themselves irrationally and negatively. Constant, intense anxiety (fear) is the

most common symptom.


Others Perceptions versus Clinical Insights

An unpublished article from WebMD: Better Information. Better Health. (2005-

2018) concerned itself to the most conspicuous perceptions of other individuals to those

SAD affected ones. In verbatim, it was posted like this:

“Oftentimes, people with social anxiety are seen by others as being shy, quiet,
backward, withdrawn, inhibited, unfriendly, nervous, aloof, and disinterested.
Paradoxically, people with social anxiety want to make friends, be included in groups,
and be involved and engaged in social interactions. But having social anxiety prevents
people from being able to do the things they want to do. Although people with social
anxiety want to be friendly, open, and sociable, it is fear (anxiety) that holds them back.
Because of anxiety, our faces may "freeze," we may be unable to smile, and we tend to
be too shy and inhibited. Other people see this, incorrectly, as being unfriendly, aloof,
and sometimes even arrogant. They read our faces and evaluate us negatively
because they cannot see inside us. They cannot see our feelings or read our
thoughts. They cannot tell we have anxiety. They judge us on how we act and while
we still have social anxiety, we usually act unfriendly or standoffish even though we
are really not like that. It is important to remember that they are not reacting negatively
to us as individuals but to how we are behaving at that specific time.”

On the other hand, a Complementary Health Practice Review issue by

Beauchemin and Patterson (2008) dwells on the clinical aspects of this matter. Their

study divulged on how the people with social anxiety typically know that their anxiety is

irrational, is not based on fact, and does not make rational sense. Nevertheless, they

indicated that thoughts and feelings of anxiety persist and are chronic (i.e., show no

signs of going away.

SAD Victims at school setting

As said earlier, the average age of onset for social anxiety disorder is during the

teenage years and could be said has already been developed from unattended or

neglected extreme shyness from childhood. Various studies by professionals or

specialists in human we, the researchers believed that it would be easier for us to
discuss about the role of school in this trying times phase of the young victims. We can

enumerate their fight against this dilemma into two main genres:

a.) Outward manifestations: physiological or physical

b.) Inward battle: psychological state

A. Outward manifestations: physiological or physical

The physiological manifestations that accompany social anxiety may include

intense fear, racing heart, turning red or blushing, excessive sweating, dry throat and

mouth, trembling (fear of picking up a glass of water or using utensils to eat), swallowing

with difficulty, and muscle twitches, particularly around the face and neck.

Other physical symptoms, which often accompany the intense stress of social

anxiety disorder, are difficulty speaking and nausea or other stomach discomfort, sleep

problems and indigestion. These manifestations can most of the times seen during a

graded recitation, a reporting procedure, or even during board works.

B.) Inward battle: psychological state

As the common adage goes: “You are what you think” – we couldn’t ignore the

role of our mind in this disorder. Indeed, it might have started from a single thought and

just have grown into more complicated ones. We should not limit the discussion that

way because, admit it or not, the listed physiological of physical visible symptoms

heighten the fear of disapproval. By doing so, the affected ones, themselves, can

become an additional focus of fear, creating a vicious cycle: as people with social

anxiety disorder worry about experiencing these symptoms, the greater their chances

are of developing them. Irrational fears and self-consciousness are two of the typical

manifestations of people experiencing psychological and emotional dilemma. Irrational


fears don’t just circle from simple phobia such as being afraid of spiders or car crashes.

Rather, some anxiety is rooted in specific, irrational fears. If the fear starts to be

overwhelming or disruptive, it could be the sign of a particular type of anxiety disorder.

While some types of anxiety manifest themselves more in social situations. Self-

consciousness in a group is one sign of an anxiety disorder. If you find that you have

extreme doubt in everyday activities like making small talk at a party or eating and

drinking with a group of people, you might be experiencing the symptoms of a social

anxiety disorder. In school, students fail to interact well with their classmates or

groupmates due to stress on how to present their ideas well, in short, themselves.

Everyday dilemma: discriminations and stereotypes

Discrimination influences the daily life of its victims. Suicide rates is getting higher

and it has been argued that this in part is due to the negative outcomes of prejudice,

including negative attitudes and resulting social isolation (Bensoussan, 2012).

Children who are socially anxious become targets of bullies for a number of

reasons. Specifically, bullies tend to target children who exhibit the following:

 Have few friends or spend a lot of time alone

 Lack assertiveness

 Appear vulnerable and have low self-esteem

 Have poor social skills or problems developing friendships

 Children who have few friends are unable to defend themselves and those

with low feelings of self-worth may not stand up for themselves.


When this occurs among students, the discriminated adolescent is not the only

victim; the aggressor is also a victim, often feeling insecure and having social

relationship problems. In addition to the aggressor and the victim, there are the

witnesses to this situation, who remain silent as they are afraid to become the next

victim and, for this reason, also turn into aggressors at times.

Discrimination is not a problem restricted to the school environment; it also

occurs in families, in communities and in society in general.

Though stereotypes are not always and inevitably activated when we encounter

individuals with such difficulty expressing themselves in public or interacting in social

gatherings, there are times that we can and we do get past them, although doing so

may take some effort on our part (Bensoussan, 2012).

Seeking for Professional Help

A. Therapy for severe cases

One primary truth that we have to learn is that social anxiety is a treatable

condition. Therapy is often very effective at addressing the concerns experienced by

those with social anxiety. Ader, E., & Erktin, E. (2010) in their entry journal with a

working title “Coping as Self-regulation of Anxiety: A model for math achievement in

high-stakes tests” oriented the readers of one form of therapy that has shown to be

effective at treating the condition. They refer to cognitive behavioral therapy, in which

the therapist and the person in treatment work together to develop strategies to

overcome anxiety and establish new skills for the individual to continue to address the
condition individually. Cognitive restructuring, during which the person in treatment

works to identify negative beliefs in order to combat them, is often a helpful way for a

person to examine the inner self and any beliefs that may contribute to social anxiety.

Social skills training, still according to the duo, may also take place in therapy,

giving those in treatment stronger conversation and listening skills as well as practice

with assertiveness.

Exposure to both social situations that a person tends to avoid (in vivo

exposure) and disliked sensations that occur as a result of one's anxiety (interceptive

exposure) may also be helpful in reducing social anxiety. When one is frequently

exposed to an intimidating situation or unpleasant sensation with no negative results,

the anxiety regarding that situation or feeling will often diminish.

Some psychiatrists may prescribe anti-anxiety medications, or in some cases,

an antidepressant, along with therapy. However, medication has been shown to not be

as effective as therapy at treating social anxiety, especially when taken alone.

B. Cognitive Behavioural Intervention for students

To be able to meet this goal of student’s improvement, if not abrupt change in his
or her behaviour, the given partnership is highly advised:

b.1 Teacher- involvement in the process, genuine concern to the betterment of the
student with SAD
A good read that we could say has stated the above matter intricately is the article

entry from Vantage Point: Behavioral Health and Trauma Healing. Let me cite a

segment from it:

”Teachers are expected to do so much with students in only six hours a day. It
would be an easy job if all they had to do was teach the subject matter and go home.
But their jobs are far greater.

Teachers can take steps in their classroom to help recognize mental health
issues in students.

They can educate themselves and others on the symptoms of mental health
issues, provide a safe environment, encourage good health, and help students access
mental health resources. PBS News explains that students spend six or more hours a
day at school and it is inevitable that teachers will encounter the mental health issues of
students.

A teacher’s perceptions of mental health disorders, their role in regards to a


student’s mental health disorders and the barriers to helping a student is important to
their success.

If a student is dealing with social anxiety, it may be harder for them to participate
in a class group discussion. If a student has an eating disorder, they will not feel
comfortable during the class food party. If a student has been through a trauma such as
sexual abuse the night before, they are certainly not going to care how to solve word
problems in math. Teachers can make a difference just by recognizing signs and
symptoms students are exhibiting.”

For starters, they advised to implement a program like the "FRIENDS" group

program in your classroom or school. This program is designed to prevent anxiety and

depression for children ages 4 through 16.

Another good strategy for the teacher that could help younger children is to read

storybooks about shyness, self-esteem and bullying. For older children, read novels or

watch movies with the same content.


Patterned from Cognitive Behavioral Therapy, we want to introduce the Cognitive

Behavioral Intervention that deals with the simultaneous roles of the teacher and

students. The role of the teacher is to encourage and inspire the student to admit that

he or she has something to do with the problems, though we cannot set aside the role

of chemicals imbalances in our brains from where the inner speech technique is

expected to work. This strategy instills in the students the mindset that they are the

ones controlling their set of thoughts.

The student with SAD may require social skills training or instruction in relaxation

techniques delivered by a special education teacher or other team member.

b.2 Student - Compliance to the procedure (cooperation)

There is a clear connection between mental health and academic performance.

It is an indisputable concept. The condition of the students with SAD is something to be

taken seriously by the students themselves. The lists of enhancement strategies

prepared by the school management, handed down to the designated instructors will be

put into waste if the student is not willing to cooperate. The students and the teachers

should work hand- in-hand to achieve a common goal – the student’s freedom from the

imprisonment of his own set of mind.

b.3 Parents/ immediate family members – emotional and moral support

Some kids' social and academic problems sprung from specific mental disorders,

including SAD. According to substantial data, the family plays a very vital role in the

development of such illnesses. The following exemply:


Living in poverty. This tends to be a particular problem when a child comes

from a low-income family but attends a school with many wealthier students. It may help

to remind the child that most of the things wealthier people buy their kids are trivial in

importance: Does a designer label on your jeans' butt really matter? Really worth 1000

versus a 50 pair?" That can teach values that many wealthy parents only wish they had

taught their children who grew up to be obscenely materialistic, valuing the showy over

the substantive, the pecuniary over the human.

Family member's malaise. Many kids are sad because their parents

fight, divorce, or are chronically ill. Some kids blame themselves for the problem. Key is

in the obvious: persistently but lovingly reminding the child that it is not his/her fault.

Even high achievers worry they're not good enough. Few kids can be the best in

their class in even one thing, let alone everything. And half of students, by definition, are

below average. Some suppressed feelings about that, which may be healthy given the

difficulty of rising from academically below-average to above-average. But for the child

who is continually plagued by their academic inferiority despite effort, a parent's best

approach might be to offer modest help with homework, perhaps a tutor, and trying to

ensure the child's teacher each year is kind and good with struggling kids.

The wise parent will observe the child, for example, during recess, to see why s/he is

not making good friends. The parent might even query popular, kind-hearted kids in the

class to get candid feedback about the child. Of course, parents should try to

encourage good friendships by inviting desirable kids home and on family outings.
Problems arising

Most teachers do not claim to be experts in the field of mental health and they

will most likely say this is one area that they need improvement.

One specific area of improvement for teachers is their level of training they

receive regarding mental health disabilities among students. Fortunately, teachers have

access to many avenues of training. Educating teachers needs to be a priority.

There are many things teachers can learn about mental health among students.

Recognize the difference between bad behavior and mental health issue. Recognize

warning signs. Connect the student to resources. Work with parents. By doing so,

teachers can help the students feel welcome and encourage them to learn, help parents

feel confident in where they are sending their child for a proper education, and the

teacher to feel confident in how to handle children with problems. It is not okay for a

teacher to call student names, to constantly punish one kid for a particular behaviour

that all kids may be doing, or for a teacher to neglect a child because he or she does

not want to deal with their mental health issue.

With regards to the students, it would be such a pill if the affected ones would not

budge in or cooperate. Noncompliance will hinder the possible recovery or improvement

on the part of the victims.

The part of the parents in this honing procedure should also be very clear. They

should be the backup their kids to help them make feel that they are truly understood
and not an outcaste especially in comparison with their siblings. An article in Reader’s

Digest stated that sibling’s rivalry added to adult depression that is one of the causes of

SAD if not attended at its early stage. Another lapse of the parents or siblings are the

hesitation to approach their loved ones who are suffering the disorder. Either they

consider them as just acting out or they are too self-absorbed and find no time to sit with

them, to talk thinks out, to let them confide to them and air their sentiments. The moral

and emotional support from the family could make a promising start of a new phase of

life for them, if only the formal got a good grasp of the real condition of the affected

ones.

Helping Kids Calm Themselves

Once we have been empathic to children, and they know we have heard their
worries, we can help them to calm themselves down. One way to do this is by helping
them slow their breathing. Encouraging children to take three long, slow deep breaths,
can be a simple way of changing their physical tension and pattern of brain
activity. Practising breathing slowly when they are not worried first is best, then we can
help them do it while worried.

We can also help children to calm themselves by having a list of calm words
they can use. Gently ask children to use sentences like “I can cope”, “This is not
terrible” and “I’m okay”. It is often useful to prepare these calm words in advance by
writing them down. For some children, writing out some reasons why they can cope, and
some evidence for why things are not terrible can be very useful.

You might like to take some time with your worried child to write down a list of
these reasons. For example, “five reasons why I can cope when someone says
something mean”, “5 reasons why it is not terrible if I don’t understand my homework” or
“5 reasons why I will be okay going into school by myself”. Then in the worried
situation, ask the child to say “I’m okay” and think about the list.
We need to help worried children to solve problems and make plans
themselves.

When parents or adults give lots of advice or suggestions to kids it means they
don’t have the opportunity to solve problems themselves. Sometimes worried kids get
more and more hooked on advice and reassurance from others.

Instead of giving advice, when children tell us they are worried or sad about
something, our response – once we have expressed care and concern – should be to
ask a question which helps them think. Helpful questions might be: “what do you think
might work?”, “what might make this a little better?”, “what do you think your options
are”, “what do you think would help?” and so on.

Children will often not have the answers the first time we ask them these
questions, but with coaching (“do you think THIS or THIS might be better?”) and
practise they will improve, and learn important skills.
CHAPTER 3

METHODOLOGY

Participants

Data will be derived from a complete enumeration survey to be undertaken in the

year 2018 covering random senior high and college students at a small private

university (total student population: >1000) in Manila, the Philippines. Roughly half of

the 20 classes will be surveyed in the middle of Term 1 and the other half in the middle

of Term 2. A total of 300 Filipino students anonymously will complete the 10-page self-

accomplished questionnaire. Only the questionnaires of 300 students will be considered

for the purpose of this report. Our sample represents about 15% of the university’s total

undergraduate student population.

Measures

We will utilize the USDI to measure depressive symptoms as a continuous

variable. The USDI, developed by Khawaja & Kelly, measures the academic

motivational aspect of depressive symptoms in addition to physical and cognitive-

emotive dimensions. The USDI has 3 sub-scales having a total of 30 statements:

lethargy (9 statements on lethargy, concentration difficulties and task performance);

cognitive-emotional (14 statements on suicide ideation, worthlessness, awkwardness

and solitude); and academic motivation (7 statements on class attendance and

motivation to study) (Table 1). Statements have score-bearing response options ranging
from “none at all” (1) to “all the time” (5). The USDI has a high level of internal

consistency.

Ethical standards

The study should be approved by the ethics review committee of the university.

After evaluating the contents of the survey instrument, the Committee should assess

that the study would have no known risk to research participants. Verbal consent will be

obtained; however, students will be informed that they could decline participation and

that they could stop completing the questionnaire if they wished to. The benefits of the

study (i.e., findings would be used to draw attention towards mental health in Filipino

students) will especially stressed in order to trigger a sense of social responsibility and

citizenship, and therefore, research participation among students. These instructions

will be written on the cover page of the survey instrument that was administered. On the

same cover page, we will also include our full names and contact numbers in which we

enjoined students to ask us questions about the study and related matters.

We will not seek the consent of the students’ parents anymore. The survey will

focus on real-life conditions (e.g., feeling uneasy in social situations, nausea, trembling

hands, cracking voice) which are normally shared between and among Filipino

students. During our pre-test of the questionnaire, student-respondents might perceive

the topic of the study as personally acceptable, once they’ve felt they would not be

asking their parents for permission should they decide to discuss it. The foregoing

ethical standards, especially with respect to studies with no known harmful risks and the
waiving of a signed certification of consent, will be in line with the practices of most

Institutional Review Boards elsewhere.

Procedure

We will conduct the research using the cases we find online during our free time.

Each case has its importance and rationale, and the anonymity and confidentiality of the

study. Each case will be studied properly and reached its conclusion.

Analysis

Using the Statistical Package of Psychological Tests, differences in the mean

depressive symptoms scores were examined based on social and demographic

characteristics. The characteristics that were statistically significantly related with higher

levels of anxiety symptoms were further examined at the sub-scale levels. The analysis

of variance was used.


CHAPTER 4

CONCLUSION

The present survey is a pioneering large-scale research on the social and

demographic factors of higher levels of social anxiety symptoms among Filipino

university students. These initial findings can help guide the development of a campus-

based prevention program at the university surveyed. Towards addressing anxiety

symptoms, that more often than not results in depression, poor academic performance,

dropping out and sadly, suicide in students -- lifestyle and factors related to financial

condition and parental and peer relationships are important considerations for

identifying those at greater risk. More researches are needed in building additional local

knowledge on the topic.


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https://www.webmd.com/anxietypanic/guide/mental-health-social-anxiety-disorder#1

YellowPages: The most outward signs and symptoms of troubling anxiety disorders (2018).
Retrieve from https://www.yellowpages.ca/tips/the-most-outward-signs-and-symptoms-
of-troubling-anxiety-disorders/

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