Helping Students Overcome Social Anxiety

Skills for Academic and Social Success (SASS)

Carrie Masia Warner, Daniela Colognori, and Chelsea Lynch

A Paperback Originale-bookprint + e-book
A Paperback Original
March 1, 2018
ISBN 9781462534609
Price: $35.00 $29.75
238 Pages
Size: 8" x 10½"
pre-order
e-book
March 1, 2018
EPUB and PDF ?
Price: $35.00 $29.75
238 Pages
pre-order
print + e-book
A Paperback Original + e-Book (EPUB and PDF) ?
Price: $70.00 $38.50
238 Pages
pre-order

Social anxiety disorder causes significant distress and academic impairment for many adolescents. This unique book gives front-line school professionals innovative, easy-to-use tools for identifying and intervening with socially anxious students in grades 6–12. It presents Skills for Academic and Social Success (SASS), a school-based intervention with demonstrated effectiveness. Case examples and sample scripts demonstrate how to implement psychoeducation, cognitive strategies, social skills training, exposure, and relapse prevention with groups and individual students. In a large-size format with lay-flat binding for easy photocopying, the book includes 22 reproducible handouts. Purchasers get access to a Web page where they can download and print the reproducible materials.

This title is part of The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.


“Until now, there has not been a good resource to assist school practitioners in addressing the highly prevalent problem of social anxiety in adolescents. Based on a solid foundation of evidence-based practices, this definitive book supplies critically needed guidance. Within a response-to-intervention framework, the authors show how to identify social anxiety, develop and implement interventions, provide schoolwide education, promote generalization of skills, and involve parents to increase their understanding and supportiveness. Without question, this book will be widely used in schools and will be an invaluable resource for graduate education. It also will help to fuel an interconnected training, practice, research, and policy agenda to reduce the impacts of social anxiety and improve students’ school success. Kudos to the authors!”

—Mark D. Weist, PhD, Clinical–Community and School Psychology Programs, University of South Carolina


“This book offers an engaging introduction to social anxiety and its prevention and intervention. It is well suited for a range of prospective and practicing school-based mental health providers. The case examples and session resources help the reader translate complex concepts in research and intervention into practical strategies that are highly applicable in school settings. With its clear and explicit descriptions, scripts, and reproducible tools, this is an excellent guide for professionals delivering evidence-based mental health services to adolescents in schools.”

—Sally L. Grapin, PhD, NCSP, Department of Psychology, Montclair State University
Table of Contents

I. Recognizing and Addressing Social Anxiety at School

1. What Is Social Anxiety?

2. Why Treat Social Anxiety at School?

3. Identifying Students Struggling with Social Anxiety

II. Promoting Skills for Academic and Social Success (SASS)

4. Educating Teenagers about Social Anxiety

5. Socially Anxious Thinking 101

6. Realistic Thinking

7. Go Ahead, Start the Conversation

8. Maintaining Conversations and Extending Invitations

9. The Secret to Meaningful Conversations: Listening to What Others Say

10. Your Needs Matter: Learn to Speak Up!

11. Facing Your Fears: Creating a Fear Ladder

12. Climbing the Ladder: Exposure Practice in School

III. Supplementary Strategies

13. Getting Parents Involved: How Can They Help?

14. School Social Events and Peer Facilitators

15. Classroom Strategies for Teachers

IV. Other Practical and Clinical Considerations

16. The Nuts and Bolts of Helping Anxious Students at School: Putting It All Together

17. Applying Intervention Skills to Other Anxiety Concerns

18. Keep It Up!: Ways to Maintain Student Progress


About the Authors

Carrie Masia Warner, PhD, is Professor of Psychology at Montclair State University in New Jersey, Research Scientist at the Nathan Kline Institute for Psychiatric Research, and Adjunct Associate Professor in the Department of Child and Adolescent Psychiatry at New York University Langone Medical Center. Dr. Masia Warner is an expert in pediatric anxiety disorders and school implementation of evidence-based interventions. She has systematically developed and evaluated interventions for children and adolescents in community settings, with a focus on enhancing the identification and treatment of teenagers with social anxiety by training front-line school professionals. She has published over 65 peer-reviewed articles and book chapters.

Daniela Colognori, PsyD, is Clinical Director of the Tourette Syndrome Clinic at the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey. She is also a founding partner at Specialized Psychological Services, a private clinical practice, where she provides cognitive-behavioral therapy for individuals with anxiety, mood, tic, and body-focused repetitive behavior disorders. Dr. Colognori’s research interests and publications focus on improving access to evidence-based interventions for youth with anxiety and mood disorders through partnerships with schools.

Chelsea Lynch, MA, is a graduate student in the Clinical Psychology doctoral program at Florida State University (FSU). She earned her MA in psychology at New York University (NYU), where she worked in the NYU Langone Medical Center’s Child Study Center on a randomized clinical trial evaluating the effectiveness of counselor-delivered cognitive-behavioral therapy for social anxiety in schools. Ms. Lynch has worked in clinical outpatient, residential, and forensic settings, and currently conducts psychological assessments and provides evidence-based treatment to adults and youth in the community through the FSU Psychology Clinic. Her research interests include evaluating psychological risk factors that contribute to the development and maintenance of co-occurring psychological disorders.
Audience

School and child clinical psychologists, counselors, and social workers working with students ages 11–17 (grades 6–12); also of interest to administrators.
May serve as a primary or supplemental text in graduate-level courses such as Counseling Interventions, Behavioral Interventions, and School Mental Health Promotion and Prevention.