Social Anxiety and Interpersonal Communication, Research Paper Example

Background and Overview

The term “social anxiety” (SA) refers to a spectrum of psychological conditions that, in the most basic sense, are characterized by feelings of fear and embarrassment in social situations (Montessi et al., 2012). The severity of SA varies from low or moderate to the pathological; in its worst manifestations it is quantified as “social anxiety disorder” (SAD) a condition which is one of the most-frequently diagnosed psychiatric conditions (Kreifelts et al, 2014). Individuals with SA exhibit symptoms at varying levels of severity and seriousness; some may be inordinately embarrassed by social situations, while others may be affected to the degree that they find it difficult to leave the house. SA is associated with significant economic costs related to the inability to function effectively in work environments and the larger impact it can have on the quality of life for those suffering from this disorder (Kreifelts et al.).

In its milder manifestations, SA is something that virtually everyone experiences at some time or another (Leary & Kowalski, 1995). Some common triggers of typical SA include public speaking, job interviews, and interactions with strangers in unfamiliar social settings (Leary & Kowalski). It bears noting that SA is not the only form of anxiety that is experienced in some social or public settings; as Leary and Kowalski (1995) note, “if you are anxious because you are being followed by a street gang or because you think the pilot of your plane is intoxicated, other people are causing your anxiety, but we would not characterize your feelings as social anxiety.” This assertion helps to underscore the specific nature of SA, and to demonstrate that it is based on internalized feelings and responses that are not associated with any specific external threat. The common settings which can trigger SA, such as those involving some form of public performance or that draw attention to a subject, are associated with concerns or fears over the prospect of being evaluated by others” (Leary & Kowalski). Being evaluated in social settings does not rise to the same threat level as being followed by gang members, though for those with SA both scenarios can trigger feelings of anxiety.

From a psychological standpoint SA is associated with biased cognition (Kreifelts et al.), meaning that individuals with SA perceive and process social cues and triggers to ne inordinately threatening. Neuropsychological studies using brain imaging techniques have found increased brain-activity responses to social cues, and individuals with SA tend to demonstrate a negative bias for facial or vocal cues that would typically be viewed as non-threatening (Kreifelts et al.). Such physiological responses trigger activity in the central nervous system and the limbic system; such responses are commonly referred to as “fight-or-flight syndrome,” and would be considered to be normal responses to genuinely threatening situations (Kreifelts et al.). Typical fight-or-flight responses include a number of emotional and physical signs or symptoms; along with fearful emotional responses, individuals with SA may experience blushing, increased heart rate, and sweaty palms or overall body sweat (Leary & Kowalski). In short, individuals with SA tend to experience “fight-or-flight” responses that are disproportionate to actual threats in social or public settings.

Social Anxiety and Interpersonal Relationships

Because SA is triggered by social settings and social interactions, it is not uncommon for those with more severe manifestations of the condition to develop strategies and habits that make it possible to avoid such triggers. Those who experience low or moderate levels of SA may find ways to cope with the associated feelings and responses while still engaging in social situations. For example, individuals who experience feelings of “stage fright” before making a public presentation or performance may still make their presentations or give their performances. Individuals with more severe manifestations of SA, by contrast, are likely to find ways to avoid engaging in such social settings. Individuals with SA triggered by public spaces or settings, or interactions with strangers or others who appear to pose a threat, may develop routines or strategies that allow them to avoid (or at least minimize) these threatening situations. These responses can have significant consequences for those who suffer from severe levels of SA, from employment- or career-related negative outcomes to extreme social isolation and loneliness (Leitenberg, 1990).

There are a number of subtypes of SA, and among the most common manifestations of SA is “communication apprehension.” This specific form of social anxiety is associated with “real or imagined” communication with others (Tardy, 1988); for those with communication apprehension, interacting with others can be enough to trigger the associated responses. For other individuals with SA it is the prospect of real-life interactions that triggers the associated responses. As with all manifestations of SA, communication apprehension must be contextualized in order to determine its severity; for example, a slight degree of social anxiety in an individual who is meeting face-to-face with an authority figure would not be considered unusual, while an individual who experiences a high degree of anxiety simply by imagining such a meeting may have a more severe manifestation of SA.

SA can have a significant impact on interpersonal relationships. For those with higher degrees of social anxiety the distorted perceptions of social threats can be exacerbated by the real responses of others. Individuals with SA, for example, may present outward cues or behaviors that prompt others to perceive their behavior as unusual (Heerey&Kring, 2007). The social cues and responses of others with such perceptions can further trigger feelings of SA, leading to a potential self-perpetuating cycle. The individual with communication apprehension, for example, may show outward signs of fear or exhibit other behaviors that would be considered unusual, causing others to respond to this behavior in a negative manner. These negative responses from others may then reinforce or amplify the original feelings of SA. For those with SA these types of negative responses may lead to the development of more elaborate coping strategies or trigger greater levels of symptoms (Heerey&Kring).

Although SA is typically associated with a range of specific social settings or triggers, it can have broader implications for friendships, romantic relationships, familial relationships, and other forms of personal relationships. Individuals with SA may be disinclined to offer personal revelations or engage in deep emotional connections with others out of the same fear of embarrassment that is associated with social settings and interactions (Heerey&Kring). According to Montesi et al. (2012), many individuals with SA report “less sexual satisfaction in their intimate partnerships than non-anxious individuals.”  As communication is often considered to be a significant factor in determining the degree of satisfaction partners derive from sexual intimacy (Montesi et al.), this lack of satisfaction among individuals with SA may be predicated by the inability or disinterest in engaging in intimate communication with partners. Sharing or communicating about personal information may be difficult for individuals with SA; this can undermine the ability for such individuals to develop and maintain not just intimate sexual or romantic relationships, but also non-sexual or platonic friendships.

SA can have significant and lasting consequences, as the behaviors associated with it can undermine accomplishments across a range of settings. Children with SA, for example, may do poorly in school as compared to their non-anxious peers, as their difficulty in communicating or their fear of social settings may affect their ability to learn or to otherwise function in the classroom (Cowden, 2009). For younger individuals with SA it may be the responsibility of teachers, family members, and other adult figures to not only indentify the presence of SA and its effects, but to develop communication and coping strategies that can help young SA sufferers overcome the limitations imposed by SA (Cowden). In more serious cases, SA is associated with learning disabilities (LD) , though it can be difficult for teachers to recognize the correlation between LD and SA (Cowden). In such instances, research has demonstrated that the implementation of communication strategies by educators may help to mediate or even resolve the worst effects of SA in children (Cowden).While interventions for children with SA may be helpful, it can be more difficult for adults or peers to assume responsibility for the use of communication strategies by adolescents or adults with SA (Sisman, Yoruk&Elereen, 2013).

Communication Strategies

In recent years a significant amount of attention has been given to the ways that adolescents and young adults with SA use social media and the Internet as a means of coping with their condition. For some individuals with SA who have difficulty with face-to-face encounters, the potential for relative anonymity and the physical distance imposed by social media may offer conditions in which those with SA can communicate more openly without experiencing the same fear triggered by real-world interactions. The broad range of social media and interactive forums promulgated by the Internet include platforms such as Facebook and Twitter as well as services such as instant messaging (IM), email, and cell-phone texting. When using such media or other platforms, individuals with SA may benefit from the ability to exert a significant degree of control in terms of those with whom they choose to interact, the image they present of themselves to others, and the subjects of discussion. In the context of social media, the outward signs of social awkwardness that have been shown to feed a cycle of negative responses can be more easily sublimated, a condition which may alleviate some or all of the SA triggers for some individuals.

Further Research

The capacity for social media and other Internet and digital platforms to potentially alleviate issues related to SA may also have some downsides. Individuals with SA who find respite in social media may develop strategies to replace real-life interactions and relationships with those conducted online (Sisman, Yoruk&Elereen). This poses a potential conundrum for psychologists or others who attempt to treat SA by suggesting the use of social media and similar tools. This represents possible avenues for further research, as the potential benefits and negative consequences of using social media for SA sufferers are not yet clearly understood. Much of the extant literature on the subject is focused on assessing how those with SA use social media and what consequences this has for such individuals. It may be useful to explore ways that social media can be used specifically for the purpose of treating SA, using strategies that are aimed at tying social media and real-life interactions together for the purpose of ameliorating real-life SA triggers.

Works cited

Cowden, P. ‘Communication And Conflict: Social Anxiety And Learning’. the proceedings of Academy of Organizational Culture: Communications and Conflict 14.2 (2009): 16–19. Print.

Heerey, Erin A, and Ann M Kring. ‘Interpersonal Consequences Of Social Anxiety.’. Journal of abnormal psychology 116.1 (2007): 125. Print.

Kreifelts, Benjamin et al. ‘They Are Laughing At Me: Cerebral Mediation Of Cognitive Biases In Social Anxiety’. PloS one 9.6 (2014): 99815. Print.

Leary, Mark R, and Robin M Kowalski. Social Anxiety. 1st ed. New York: Guilford Press, 1995. Print.

Leitenberg, Harold. Handbook Of Social And Evaluation Anxiety. 1st ed. New York: Plenum Press, 1990. Print.

Montesi, Jennifer L et al. ‘On The Relationship Among Social Anxiety, Intimacy, Sexual Communication, And Sexual Satisfaction In Young Couples’. Archives of sexual behavior 42.1 (2013): 81–91. Print.

Sisman, Bilal, Sinan Yoruk, and Ali Eleren. ‘Social Anxiety And Usage Of Online Technological Communication Tools Among Adolescents’. Journal of Economic and Social Studies 3.2 (2013): 101–115. Print.

Tardy, Charles H. A Handbook For The Study Of Human Communication. 1st ed. Norwood, N.J.: Ablex Pub. Corp., 1988. Print.