Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- About the Authors -- Acknowledgments -- Contents -- Part I. Recognizing and Addressing Social Anxiety at School -- 1. What Is Social Anxiety? -- Social Anxiety Defined -- What Does Social Anxiety Look Like? -- How Is Shyness Different from Social Anxiety? -- Impairment Associated with Social Anxiety -- Won’t They Grow Out of It? -- How Will This Book Help? -- Chapter Summary -- 2. Why Treat Social Anxiety at School? -- Why Should Schools Invest in Treating Social Anxiety? -- Response to Intervention and School‑Based Social Anxiety Treatment -- Do School‑Based Programs Increase Access to Treatment? -- Who Should Deliver School‑Based Mental Health Programs? -- How Do School Settings Enrich Treatment for Social Anxiety? -- How Do Schools Support Treatment in Groups? -- Are Students Open to Receiving Help at School? -- Chapter Summary -- 3. Identifying Students Struggling with Social Anxiety -- What Does Social Anxiety Look Like in the Classroom? -- What Does Social Anxiety Look Like in Other School Settings? -- How Can I Identify Socially Anxious Students? -- Universal Screenings -- Teacher Nominations -- Assessing Students Who Report Anxiety -- Inviting Students to Address Social Anxiety -- Lauren’s Story -- Chapter Summary -- Part II. Promoting Skills for Academic and Social Success (SASS) -- 4. Educating Teenagers about Social Anxiety -- Everyone Experiences Anxiety! Why? -- What Is Social Anxiety? -- Emotions and Physical Symptoms -- Thoughts -- Behaviors -- How Do Feelings, Thoughts, and Behaviors Work Together to Maintain Anxiety? -- Negative Thoughts → Anxious Emotions/Physical Symptoms → Avoidance -- Anxious Emotions/Physical Feelings → Negative Thoughts → Avoidance -- Past Avoidance → Negative Thoughts → Anxious Emotions/Physical Symptoms → Future Avoidance -- How to Talk about Social Anxiety with Students -- Conducting Psychoeducation in a Group Setting -- Common Challenges to Providing Psychoeducation -- Students Have Trouble Differentiating Feelings and Thoughts -- Students Are Hesitant to Disclose Anxious Symptoms -- Lauren’s Story -- Chapter Summary -- 5. Socially Anxious Thinking 101 -- How Does Cognition Develop in Adolescence? -- What Are They Thinking?: A Guide to Socially Anxious Thinking Traps -- Perfectionistic Expectations -- Rigid Social Rules -- Excessive Personal Responsibility -- Overestimation -- Catastrophizing -- Why Is Negative Thinking Problematic? -- Lauren’s Story -- Chapter Summary -- Appendix 5.1. Common Socially Anxious Thinking Traps -- 6. Realistic Thinking: Give It a Second Thought! -- What Is Realistic Thinking? -- How Is Realistic Thinking Different from Positive Thinking? -- Laying the Foundation for Giving It a Second Thought -- Step 1: Identify Specific, Negative Expectations -- Step 2: Identify Thinking Traps -- Step 3: Give It a Second Thought!: Are Your Initial Thoughts Realistic? -- Step 4: Apply These Skills to Various Situations --.
What Do These Steps Look Like All Together? -- Using Groups to Teach Realistic Thinking -- Practice, Practice, Practice! -- Common Challenges to Training Realistic Thinking -- Students Are Not Able to Identify Negative Thoughts or Predictions -- Students Do Not Provide Examples of Negative Thoughts -- Thoughts Are Framed in a Way That Is Difficult to Challenge -- Students Do Not Believe Alternatives to Their Negative Predictions -- Lauren’s Story -- Chapter Summary -- 7. Go Ahead, Start the Conversation -- Why Is Social Skills Training Important? -- Training Social Skills in School Groups -- Laying the Foundation for Social Skills Practice -- Initiating Conversations -- Step 1: When Is a Good Time to Start a Conversation? -- Step 2: What Do I Say to Start a Conversation? -- Step 3: Looking Friendly and Approachable -- Step 4: Role‑Playing Initiating Conversations -- Practice, Practice, Practice! -- Common Challenges to Initiating Conversations -- Students Are Reluctant to Practice Initiating Conversations -- Students Are Rigid in Using Social Skills -- Students Continue to Look Unfriendly -- Students Use Too Many Negative Statements -- Lauren’s Story -- Chapter Summary -- Appendix 7.1. Role-Play Scenarios for Practice—Initiating Conversations -- 8. Maintaining Conversations and Extending Invitations -- Laying the Foundation for Practicing Conversational Skills -- Enhancing Conversational Skills -- Step 1: Asking Open‑Ended Questions -- Step 2: Staying with a Topic -- Step 3: Switching Topics -- Step 4: Extending Invitations -- Step 5: Role Plays to Practice Conversational Skills -- Practice, Practice, Practice! -- Common Challenges in Practicing Conversations -- Students Repeatedly Change a Conversation Topic Too Quickly -- Students Express Concern That It Is Too Soon to Invite Someone to Get Together -- Even with Encouragement, Your Student Will Not Invite a Peer to Get Together -- Students Believe It Is Their Responsibility to Ensure the Get‑Together Is Fun -- Lauren’s Story -- Chapter Summary -- Appendix 8.1. Answer Key—Is It Open or Closed? -- Appendix 8.2. Answer Key—Creating Open-Ended Questions -- Appendix 8.3. Role-Play Scenarios—Maintaining Conversations and Extending Invitations -- 9. The Secret to Meaningful Conversations: Listening to What Others Say -- Laying the Foundation: What Is Anxiety Interference? -- Classroom Interference -- Conversational Interference -- How Do I Train Students to Listen and Remember? -- Step 1: Memory Game -- Step 2: Personal Memory Game—Make It a Conversation! -- Step 3: Nonverbal Listening—What Does It Look Like? -- Practice, Practice, Practice! -- Common Challenges to Listening and Remembering -- Students Are Still Having Trouble Listening and Remembering in the Classroom -- Students Are Generally Having Trouble Remembering What Others Say -- Lauren’s Story -- Chapter Summary -- 10. Your Needs Matter: Learn to Speak Up! -- Laying the Foundation for Assertiveness Training -- Assertiveness Training -- Ste.
p 1: Assertive Nonverbal Communication Skills -- Step 2: Expressing Preferences or Needs -- Step 3: Making Requests and Getting Involved -- Step 4: Refusing Requests -- Step 5: Expressing Feelings -- Step 6: Assertiveness with Adults -- Step 7: Dealing with Bullies -- Practice, Practice, Practice! -- Common Challenges in Training Assertiveness -- Students Insist That Passive Communication Is Effective -- Students Continue to Have Trouble Communicating Assertively -- Family Members or Friends Do Not Respond Well -- Lauren’s Story -- Chapter Summary -- Appendix 10.1. Expressing Preferences or Needs -- Appendix 10.2. Making Requests and Getting Involved -- Appendix 10.3. Refusing Requests -- Appendix 10.4. Expressing Feelings -- Appendix 10.5. Assertiveness with Adults -- 11. Facing Your Fears: Creating a Fear Ladder -- How Does Exposure Work? -- How Do I Present Exposure to Students? -- Getting Started: Developing a Fear Ladder -- What Makes an Effective Fear Ladder? -- Include Items with a Range of Difficulty -- Include Classroom or Academic Activities -- Include School Engagement or Additional School‑Based Exercises -- Always Include Inviting Peers to Get Together -- Include Items That Expose Students to the Core Fear of Embarrassment or Rejection -- Fear Ladders in a Group Setting -- Lauren’s Story -- Chapter Summary -- Appendix 11.1. Example—Performance Fears Hierarchy -- Appendix 11.2. Example—Social Fears Hierarchy -- Appendix 11.3. Example—Combination of Social and Performance Fears Hierarchy -- 12. Climbing the Ladder: Exposure Practice in School -- What Makes an Exposure Effective? -- Sticking with It! -- One Step at a Time: Let’s Do This Gradually! -- Repeated Practice -- Getting Started: The First Exposure -- The Nuts and Bolts of Implementing Exposures -- Step 1: Choosing an Exposure Exercise -- Step 2: Break It Down—Get Specific! -- Step 3: Preparing in Advance -- Step 4: SUDs Ratings -- Step 5: After Exposure -- Integrating Exposures into the School Environment -- Conducting Exposure in a Group -- Practice, Practice, Practice! -- Common Challenges in Conducting Exposures -- Students Are Very Resistant to Conducting Exposure Exercises -- Students Are Using Effective Strategies to Avoid Exposure Exercises -- The Exposure Caused More Anxiety Than You Anticipated -- Exposures “Go Wrong” or Have Seemingly Negative Outcomes -- Students’ Anxiety Is Not Decreasing with Repeated Exposures -- Lauren’s Story -- Chapter Summary -- Appendix 12.1. Sample Group Exposures -- Appendix 12.2. Sample Classroom Exposures -- Appendix 12.3. Sample Exposures for Engaging with Peers -- Appendix 12.4. Sample Exposures to Support School Engagement -- Appendix 12.5. Sample Social Mistakes Exposures -- Appendix 12.6. Sample Interacting with Safe Strangers Exposures -- Part III. Supplementary Strategies -- 13. Getting Parents Involved: How Can They Help? -- How Do Parents View Social Anxiety? -- “Social Anxiety Is Just a Phase” -- “It’s Just Her Personality” -- “G.
