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THE EFFECTIVENESS OF COGNITIVE-BEHAVIORAL THERAPY IN
ADOLESCENTS WITH SOCIAL ANXIETY DISORDER
João Pedro do Valle Varela1
Luís Filipe Silva Oliveira2
Victor Edas Corteletti Pereira Lopes3
Júlia Gaspar Calzolari4
Andressa Maria Eccard André5
Kaicki Tlo da Silva6
Henrique Djosci Coêlho de Sá7
Walter Teólo da Silva8
João Marcelo Pacheco Kokis9
Igor Peçanha Souza10
Abstract: Social anxiety disorder (SAD) is a prevalent condition among adolescents, characterized
by an intense and persistent fear of social situations or performance, which results in signicant
distress and impairment in daily activities. Adolescents with SAD often avoid social interactions,
which can negatively aect their academic, social and emotional development. Cognitive-behavioral
therapy (CBT) has been widely recognized as an eective approach to treating SAD, oering practical
1 Metropolitan College São Carlos
2 Faculty Medicine of Campos
3 Faculdade Estácio de Sá Campus Barra da Tijuca
4 Estácio de Sá Campus College Barra da Tijuca
5 Iguaçu University Campus V
6 Federal University of Espírito Santo
7 Resident of Family and Community Family Medicine of the University of Gurupi
8 University of Araraquara
9 Estácio de Sá Campus College Barra da Tijuca
10 Vila Velha University
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strategies to reduce anxiety symptoms and improve social functioning. This abstract will explore the
eectiveness of CBT in adolescents with social anxiety disorder, highlighting the main techniques used
and the clinical outcomes observed. The aim of this paper is to review and evaluate the eectiveness
of cognitive-behavioral therapy in the treatment of adolescents with social anxiety disorder. The aim
is to analyze the main techniques of CBT, the mechanisms by which it promotes anxiety reduction
and the results of clinical studies that show its eectiveness. In addition, the challenges and specic
considerations in applying CBT to this age group will be discussed. This literature review aims to
analyze the eectiveness of Cognitive-Behavioral Therapy (CBT) in the treatment of social anxiety
in adolescents. To this end, references from relevant studies and meta-analyses were selected and
reviewed, covering various approaches and results related to the topic. The selection of references
was based on the relevance and impact of the publications in the eld of psychotherapy and social
anxiety. CBT is a form of psychotherapy based on identifying and modifying dysfunctional patterns
of thought and behavior. In the context of SAD in adolescents, CBT aims to help patients recognize
and restructure irrational beliefs about themselves and social situations, develop appropriate social
skills and reduce avoidance of social interactions. With this in mind, the main CBT techniques include
cognitive restructuring, gradual exposure and social skills training. Cognitive restructuring involves
helping adolescents to identify negative automatic thoughts and replace them with more realistic
and balanced interpretations. Gradual exposure consists of exposing adolescents, in a controlled
and progressive way, to feared social situations, allowing them to face their fears and reduce the
associated anxiety response. Social skills training focuses on developing social competencies, such as
initiating and maintaining conversations, asking and answering questions, and dealing with criticism
and rejection in an assertive manner. Clinical studies have demonstrated the eectiveness of CBT in
reducing SAD symptoms in adolescents. Research indicates that adolescents who receive CBT show
a signicant decrease in levels of social anxiety, improved quality of life and greater participation in
social and school activities. For example, a study conducted by Masia Warner et al. (2005) showed
that adolescents who participated in a group CBT program had a notable reduction in social anxiety
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symptoms compared to a control group. Another study by Beidel, Turner and Morris (2000) showed
that individual CBT resulted in substantial improvements in adolescents’ social anxiety and social
functioning. Despite the promising results, the application of CBT to adolescents with SAD presents
specic challenges. Adherence to treatment can be hampered by adolescentsresistance to engaging in
therapy sessions and facing feared social situations. In addition, parental involvement and coordination
with schools are important components for successful treatment, as social and environmental support
is crucial for the generalization of therapeutic gains. Therefore, cognitive-behavioral therapy has
proven to be an eective approach for treating adolescents with social anxiety disorder. Cognitive
restructuring techniques, gradual exposure and social skills training are key to helping adolescents
overcome their fears and improve their social functioning. Clinical studies provide robust evidence that
CBT can signicantly reduce SAD symptoms and improve quality of life for adolescents. However, it
is essential to consider the challenges specic to this age group, including resistance to treatment and
the need for support from parents and schools. With a careful and collaborative approach, CBT can
provide lasting benets for adolescents with social anxiety disorder, promoting their emotional and
social well-being.
Keywords: Mental Health; Cognitive-Behavioral Therapy; Child and Adolescent Health.
INTRODUCTION
Cognitive behavioral therapy (TCC) has stood out as an eective approach to the treatment of
anxiety disorders, including social anxiety disorder (TAS) in adolescents. This disorder, characterized
by an intense and persistent fear of social situations, can cause signicant suering and functional
damage. TCC, with its focus on identifying and modifying dysfunctional thoughts and behaviors, is
widely recommended as a rst -rate treatment for the TAS. Studies show that CBT can signicantly
reduce the symptoms of social anxiety and improve the quality of life of aected adolescents (Hofmann
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et al., 2012).
Adolescence is a critical period of development, marked by biological, cognitive and social
changes, which makes adolescents particularly vulnerable to anxiety disorders. Early intervention is
essential to prevent symptom chronication and TAS -associated losses. TCC oers practical tools to
help adolescents face and overcome their social fears, promoting healthy and self -condence. Research
indicates that CBT can provide lasting improvements, with long -term benets after treatment ending
(Albano & Dibartolo, 2007).
In addition to being eective in treating TAS, TCC is a exible approach that can be adapted
to the individual needs of adolescents. This includes the integration of techniques such as gradual
exposure to dreaded situations, cognitive restructuring and social skill training. Customization of
treatment is crucial to maximizing the eectiveness and engagement of adolescents in the therapeutic
process. Evidence suggests that personalized TCC can increase treatment adherence and improve
therapeutic results (Beidel et al., 2014).
The positive impact of CBT on TAS treatment on adolescents is also reected in various
areas of patients’ lives, including academic performance, social relations and general mental health.
By reducing symptoms of social anxiety, TCC helps adolescents fully participate in school and social
activities, improving their opportunities for development and success. Literature points out that CBT can
have positive eects not only on social anxiety, but also on common comorbidities such as depression,
providing comprehensive treatment (Masia Warner et al., 2005). CBT is an evidence -based approach
that focuses on modifying distorted thoughts and untied behaviors. In adolescents with social anxiety
disorder, TCC helps identify and challenge irrational beliefs about negative evaluation by others and
replace them with more realistic and balanced thoughts. This approach also incorporates gradual
exposure exercises into feared social situations, allowing adolescents to face their fears in a controlled
and safe manner. Studies show that these techniques are highly eective in reducing the symptoms of
Social anxiety and improved daily functioning (Leigh & Clark, 2016).
Another important aspect of CBT is the development of social skills. Adolescents with
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social anxiety disorder often avoid social interactions, which can lead to a decit in the development
of essential social skills. CBT includes training of these skills, which helps adolescents feel more
comfortable and competent in social situations. This treatment component is crucial to increasing
self -condence and promote positive social interactions, contributing to the general improvement of
mental health and well-being (Spence & Rapee, 2016).
In addition, TCC can be eective in both individual and group congurations. Group
therapy oers an opportunity for adolescents to practice their social skills in a safe and supportive
environment while receiving feedback and encouragement from their colleagues. Research indicates
that group TCC can be as eective as individual therapy, with additional social support benets and
normalization of experiences. This type of treatment can be particularly useful in school environments,
where adolescents can access treatment in a convenient place (Puleo et al., 2011).
This present work will explore the eectiveness of TCC in adolescents with social anxiety
disorder, highlighting the main techniques used and observed clinical results, reviewing and evaluating
the eectiveness of cognitive behavioral therapy in the treatment of adolescents with social anxiety
disorder. It is intended to analyze the main techniques of CBT, the mechanisms by which it promotes
anxiety reduction and the results of clinical studies that show its eectiveness. In addition, specic
challenges and considerations will be discussed in the application of TCC for this age group.
MATERIALS AND METHODS
This bibliographic review aims to analyze the eectiveness of cognitive behavioral therapy
(CBT) in the treatment of social anxiety in adolescents. To this end, relevant studies and meta-analysis
references have been selected and reviewed, which cover various approaches and results related to the
theme. The selection of references was based on the relevance and impact of publications in the eld
of psychotherapy and social anxiety.
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● Inclusion and exclusion criteria
Inclusion Criteria:
1. Studies published between 2004 and 2016.
2. Publications in English.
3. Articles revised by pairs.
4. Studies that address the eectiveness of cognitive behavioral therapy (CBT) in the treatment
of social anxiety in adolescents.
5. Studies that use quantitative or qualitative methodologies.
6. Systematic revisions and meta-analysis.
Exclusion criteria:
1. Studies that do not directly address TCC.
2. Articles that have no direct relevance with social anxiety in adolescents.
3. Publications that are not available in full.
4. Studies that address other forms of treatment without direct comparison with CBT.
5. Case reports or studies with very small samples (n <10).
● Boolean markers
To perform the search in the databases, the following boolean markers were used:
- “Cognitive Behavioral Therapy” and “Social Anxiety” and “Adolescents”
- “CBT” and “Social Phobia” and “teenagers”
- “Ecacy” and “Cognitive Therapy” and “Youth” and “Anxiety”
● Nursening question
The guiding question of this study was: “What is the eectiveness of cognitive behavioral
therapy in the treatment of social anxiety in adolescents?”
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THEORETICAL FOUNDATION
Social Anxiety Disorder (TAS) in adolescents is a condition that can signicantly impact
personal, social and academic development. Teenagers with TAS often have intense fear of being
negatively judged in social situations, which can lead to isolation and evasion of activities that are
essential for healthy development. Cognitive behavioral therapy (TCC) has been eective intervention
to help these adolescents overcome their anxieties. CBT focuses on identifying and modifying negative
automatic thoughts and dysfunctional beliefs that perpetuate social anxiety. Techniques such as
cognitive restructuring allow adolescents to challenge their negative assumptions and develop a more
balanced and realistic view of their social skills and acceptance by others (In-Albon & Schneider,
2007).
A central component of the TCC for TAS is gradual exposure, which involves the systematic
practice of facing hierarchically and controlled social situations. Through repeated and gradual
exposure, adolescents learn to reduce the fear response associated with these situations, which results
in a signicant decrease in anxiety symptoms. Studies have shown that exposure is one of TCCs
most eective components for TAS, providing a lasting improvement of symptoms and an increase in
social condence (Korte et al., 2012).
In addition to cognitive restructuring and gradual exposure, TCC for TAS adolescents
includes social skill training. This training helps adolescents develop and practice skills necessary
for successful social interactions, such as starting and maintaining conversations, asking questions
and expressing opinions. Through rolling and other interactive techniques, adolescents can gain
condence in their social skills, which is essential for reducing anxiety in social situations. The
literature indicates that social skill training is a valuable complement to CBT, improving therapeutic
results (RODEBAUGH et al., 2004).
TCC’s eectiveness in reducing TAS symptoms in adolescents also extends to improvements
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in areas of comorbidity, such as depression and other forms of anxiety. Adolescents with TAS often
have depressive symptoms due to social isolation and low self -esteem. CBT addresses these symptoms
with an integrative approach that aims not only at social anxiety, but also negative thoughts and
behaviors associated with depression. Research shows that CBT can lead to a signicant reduction in
symptoms of depression, as well as social anxiety, providing comprehensive treatment (Herbert et al.,
2009).
Additionally, TCC -based technological interventions, such as online therapy programs,
have become increasingly popular and aordable. These interventions oer a viable and eective
alternative to adolescents who may not have easy access to face -to -face therapists or who prefer
anonymous online therapy. Studies suggest that online TCC can be as eective as face -to -face
therapy in reducing TAS symptoms, with the additional benet of being more accessible and exible.
TCC Online allows adolescents to participate in treatment at their own pace and the comfort of their
homes, increasing adherence to treatment and positive results (Andrews et al., 2010).
CONCLUSION
It is concluded that cognitive behavioral therapy (TCC) proves to be a highly eective
intervention for the treatment of social anxiety disorder (TAS) in adolescents, providing a structured
and evidence-based approach that addresses both anxiety and comorbidities symptoms addresses
associated, such as depression. TCC uses specic techniques such as cognitive restructuring, gradual
exposure and social skill training to help adolescents identify and modify negative thoughts and
untied behaviors. These techniques not only reduce the symptoms of social anxiety, but also promote
self -condence and social competence, allowing adolescents to participate more fully in their daily
and social activities.
TCC’s eectiveness is supported by numerous studies that show signicant and lasting
improvements in the symptoms of TAS in adolescents. Gradual exposure is particularly eective,
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allowing adolescents to face their fears in a controlled and systematic manner, resulting in a decrease
in the fear response associated with social situations. Social skills training, in turn, enables adolescents
with the tools necessary for successful social interactions, increasing their trust and reducing social
avoidance.
In addition to traditional interventions, TCC has also beneted from technological advances
with online therapy programs showing eectiveness comparable to face -to -face therapy. These
technological interventions oer an aordable and exible alternative for adolescents facing barriers
to access to treatment, expanding the reach and viability of TCC.
In short, CBT represents a comprehensive and adaptable approach to the treatment of TAS in
adolescents, providing a solid basis for improving mental health and well-being. The continuation of
research and development of new CBT modalities, including technological interventions, is crucial to
further expanding the access and eectiveness of this vital therapy. With proper treatment, teens with
TAS can achieve signicant recovery, improving their quality of life and future perspectives.
BIBLIOGRAPHIC REFERENCES
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Albano, A. M., & DiBartolo, P. M. (2007). Cognitive-Behavioral Therapy for Social Phobia in
Adolescents: Stand Up, Speak Out Therapist Guide. Oxford University Press.
Beidel, D. C., Turner, S. M., Young, B. J., Ammerman, R. T., Sallee, F. R., & Cros-by, L. (2014).
Psychopathology of adolescent social phobia. Journal of Abnormal Psychology, 123(1), 50-60.
Masia Warner, C., Fisher, P. H., Shrout, P. E., Rathor, S., & Klein, R. G. (2005). Treating adolescents
with social anxiety disorder in school: An attention control trial. Journal of Child Psychology and
Psychiatry, 46(2), 142-152.
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Leigh, E., & Clark, D. M. (2016). Cognitive-Behavioral Therapy for Social Anxiety Disorder in
Adolescents: A Development Case Study. Behavioral and Cognitive Psychotherapy, 44(1), 28-41.
Spence, S. H., & Rapee, R. M. (2016). The etiology of social anxiety disorder: An evidence-based
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