Running head: SOCIAL ANXIETY AND SHYNESS EQUITY 1

Social Anxiety and Shyness Equity

Michael R. McKenzie

University of Arkansas at Little Rock

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Social Anxiety and Shyness Equity

Imagine you are in high school, and one day you are asked to give a speech to an

audience of friends and classmates at a school event. You take time to prepare and practice what

you are going to say, and are ready for the big day. The much anticipated day has arrived, and

the moment has come for you to step onto the stage. You begin to feel extremely nervous. Your

heart begins to beat rapidly. You begin to tremor and sweat excessively. This feeling of

anxiousness or nervousness is actually very common. Fortunately, most people are able to work

through this type of anxiety, and do not allow it to prevent them from performing. However,

there are many people who cant overcome the anxiety they feel associated with being the center

of attention. The person Im referring to has difficulty dealing with almost any type of social

situation. This paper is focused on those individuals who suffer from the disorder called social

anxiety and severe shyness.

Most people get nervous in various social and business situations. Its common for

people to feel anxious when they are put in the spotlight like when they are about to give a

performance, give a speech or presentation, or go on that big interview. However, people who

suffer from social anxiety disorder will go to great lengths to avoid any situation that makes them

the center of attention. They are afraid of any social situation where others will be focused on

them in fear of being judged or acting in a way that is embarrassing or humiliating (Rosenblum,

2015). People who suffer from social anxiety disorder are over critical of their social

performance and anxious about negative evaluation on future occasions (Topham & Russell,

2012). They see themselves as having no desirable attributes for others to admire, which

reinforces low self-esteem. Those who suffer from social anxiety disorder need to be sure of
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being liked before they get close to anyone, thus rarely allow themselves to get close to others

(Beyond shyness and stage fright: Social anxiety disorder, 2003). They will suppress all feeling

and seem outwardly indifferent, and adopt a self-defeating policy of rejecting before they can be

rejected (Beyond shyness and stage fright: Social anxiety disorder, 2003). People who suffer

from social anxiety do wish to interact with others, but their fear debilitates them from doing so.

Shyness differs from social anxiety. Severe shyness is experienced primarily during

adolescence, but can continue all the way to adulthood. However, severe shyness can transition

into social anxiety. Similar to those who suffer from social anxiety, shy people do desire to

interact with others, but are reluctant to speak to unfamiliar people (Malouff, 1998). Shy

children will tend to look at the ground in social settings, may not speak when spoken to, go to

great lengths to avoid being called upon in class, and have their parents escort them to class each

day (Malouff, 1998).

There are two types of social anxiety. The first is most common. Its called specific

social anxiety, often called performance anxiety or stage fright, and arises in only a few

situations (Beyond shyness and stage fright: Social anxiety disorder, 2003). Many people feel

this type of anxiety when they give a speech or presentation in front of others. Its common with

athletes and performers who perform before large crowds. The second type of social anxiety is

much more severe. Its called generalized social anxiety. The anxiety associated with this type

can occur with almost any, if not all, social situations. People who suffer from generalized social

anxiety are withdrawn from most all social situations like going on a first date, attending an

interview, going shopping, eating out, going to church, or talking to a stranger. Children who

suffer from generalized social anxiety disorder fear strangers as well as other children and adults.
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They will refuse to go to school, cling to their parents, and only talk to family and a few close

friends (Beyond shyness and stage fright: Social anxiety disorder, 2003).

Generalized social anxiety is similar to another disorder called avoidant personality. Like

generalized social anxiety, people with this personality disorder are timid, uneasy, and self-

conscious. They are fearful of saying something inappropriate or foolish, easily intimidated by

criticism, misinterpret reactions that are neutral or friendly as hostile, and often try to suppress

all feelings, thus appearing to be outwardly indifferent (Beyond shyness and stage fright: Social

anxiety disorder, 2003). It is arguable that avoidant personality is a severe case of social anxiety

disorder; however those with avoidant personality fear risks of almost anything out of their

normal routine.

Anxiety before, during, and after events and avoidance of feared situations significantly

interfere with everyday life for those suffering from both types of social anxiety disorder

(Rosenblum, 2015). Social anxiety is a common disorder. According to a National Comorbidity

Survey, 13% of adults are afflicted with social anxiety disorder at some point in their life, while

8% are afflicted at any given point in time (Beyond shyness and stage fright: Social anxiety

disorder, 2003). People who experience social anxiety disorder are more prone to alcoholism,

depression, panic attacks, phobias, and other disorders. Adults with the disorder are seven times

more likely than average to be depressed, thirteen times more likely to attempt suicide, and twice

as likely to develop alcohol dependence (Beyond shyness and stage fright: Social anxiety

disorder, 2003). Students with this disorder are more likely to drop out of school, due to the

anxiety they feel in the social setting of school. Adults with social anxiety disorder are less

likely to advance in their carriers, and are less likely to get married. In addition, children who
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suffer from social anxiety disorder are more susceptible to experience a decrease in peer

acceptance and an increase in peer victimization.

Fear of social rejection or disapproval is normal like other fears, so researchers are not

clear as to what causes social anxiety. One possible cause for social anxiety disorder might be

genetic. Another cause could derive from parents, siblings, or others harshly and frequently

teasing and criticizing a child (Malouff, 1998). Although researchers are not sure what causes

social anxiety disorder, they believe it is a combination of biological and environmental factors

(Rosenblum, 2015).

Physical symptoms can occur with both types of social anxiety. When someone with

social anxiety disorder becomes stressed or anxious due to a social situation they might

experience one or more of the following symptoms: heart palpitations, excessive sweating,

blushing, dry throat and mouth, shaky voice, trembling, nausea, shortness of breath, or

lightheadedness (Rosenblum, 2015). Being fearful of someone judging them harshly and the

fear of doing or saying something embarrassing can cause someone with social anxiety disorder

to experience an increased intensity with any of these symptoms.

Social anxiety disorder is treatable. Unfortunately, most people who suffer from social

anxiety disorder never seek treatment due to their fear of meeting new people. Social anxiety

disorder appears to be more common in women, but men are more likely to seek help for it

(Beyond shyness and stage fright: Social anxiety disorder, 2003). Most people with social

anxiety disorder can be helped by cognitive-behavioral therapy (Rosenblum, 2015). In

cognitive-behavioral therapy people look at how their thoughts affect their reactions and they can

change their way of thinking about others and themselves. It is suggested cognitive-behavioral
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therapy is most effective when done in a group setting (Rosenblum, 2015). Those individuals

with specific social anxiety disorder might benefit from exposure therapy. The person receiving

this treatment is gradually exposed to the social situation that brings them stress. As the person

is more frequently exposed, the more at ease and comfortable they become. Over time they

begin to realize their fears are not needed, and become confident they can succeed. Finally,

several kinds of drugs have been found effective in social anxiety disorder like selective

serotonin reuptake inhibitors, paroxetine, sertraline, amongst others (Beyond shyness and stage

fright: Social anxiety disorder, 2003).

Finally, there are many strategies teachers can utilize to help make the learning

experience for students with social anxiety disorder or shyness more equitable. It is important

that teachers do not label a student as being shy, and prevent others of doing the same. When a

student hears they are shy, they might further try to fulfill the role they have been labeled. In

addition, it is important that teachers be consistent in their behavior around a student with social

anxiety disorder. As previously stated, people who suffer from social anxiety disorder want to

interact with others, but they have to become comfortable with a person first. By being

consistent in behavior and positive at all times, it is likely a student with the disorder will

eventually become more receptive to the teacher.

The following are just a few strategies a teacher might try in helping students suffering

from social anxiety disorder or shyness become more outgoing. The teacher could describe a

situation where they were nervous or bashful, and how they handled the situation. Children view

parents and teacher superior to them, the child will feel better about their own shy behavior. The

teacher does not tell the student to do anything in this strategy, but simply describes what worked
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for them (Malouff, 1998). Another strategy might be for the teacher to help a student set goals

for a more outgoing behavior, and help the student measure their progress. For example, the

teacher might help the student to set a goal to say hello to one new peer each day, and help the

student track their progress. As the student repeats this activity each day they will become more

comfortable with meeting new people. This will also help the student build self esteem. A

teacher can also describe how being more outgoing can benefit a student. Children who expect

to benefit from a behavior tend to engage in the behavior (Malouff, 1998). The teacher can also

pair a student with social anxiety disorder or shyness with other students in the class to

collaborate during in class group work. However, the teacher should avoid pairing with certain

personality types. Finally, the teacher should take the opportunity to praise other students in

class for outgoing behavior in the presence of the child (Malouff, 1998).

In conclusion, social anxiety and shyness is felt by almost everyone at some point in their

lives. Although researchers cant identify what causes it, it is important to know proven

effective treatments are available. With proper attention and cooperation between teachers and

parents at an early age can significantly help a child with social anxiety disorder or shyness

become more outgoing.

References
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Beyond shyness and stage fright: Social anxiety disorder. (2003). Havard Mental Health Letter,

20(4), 1-4.

Malouff, J. (1998). Helping Young Children Overcome Shyness.

Rosenblum, L. (2015). Social Anxiety Disorder: Not Just Shyness. Health Library: Evidence-

Based Information.

Topham, P., & Russell, G. (2012). Social anxiety in higher education. The Psychologist, 25(4),

280-282.