Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis.

In school, shyness is associated with psychosocial difficulties and has negative impacts on children's academic performance and wellbeing. Even though there are different strategies and interventions to help children deal with shyness, there is currently no comprehensive systematic review of av...

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Autores principales:	Reinie Cordier, Renée Speyer, Natasha Mahoney, Anne Arnesen, Liv Heidi Mjelve, Geir Nyborg
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/0d7cf50bb88a45b7bddcc504d9acc627
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spelling	oai:doaj.org-article:0d7cf50bb88a45b7bddcc504d9acc6272021-12-02T20:09:22ZEffects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis.1932-620310.1371/journal.pone.0254117https://doaj.org/article/0d7cf50bb88a45b7bddcc504d9acc6272021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0254117https://doaj.org/toc/1932-6203In school, shyness is associated with psychosocial difficulties and has negative impacts on children's academic performance and wellbeing. Even though there are different strategies and interventions to help children deal with shyness, there is currently no comprehensive systematic review of available interventions. This systematic review and meta-analysis aim to identify interventions for shy children and to evaluate the effectiveness in reducing psychosocial difficulties and other impacts. The methodology and reporting were guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and checklist. A total of 4,864 studies were identified and 25 of these met the inclusion criteria. These studies employed interventions that were directed at school-aged children between six and twelve years of age and described both pre- and post-intervention measurement in target populations of at least five children. Most studies included an intervention undertaken in a school setting. The meta-analysis revealed interventions showing a large effect in reducing negative consequences of shyness, which is consistent with extant literature regarding shyness in school, suggesting school-age as an ideal developmental stage to target shyness. None of the interventions were delivered in a classroom setting, limiting the ability to make comparisons between in-class interventions and those delivered outside the classroom, but highlighting the effectiveness of interventions outside the classroom. The interventions were often conducted in group sessions, based at the school, and involved activities such as play, modelling and reinforcement and clinical methods such as social skills training, psychoeducation, and exposure. Traditionally, such methods have been confined to a clinic setting. The results of the current study show that, when such methods are used in a school-based setting and involve peers, the results can be effective in reducing negative effects of shyness. This is consistent with recommendations that interventions be age-appropriate, consider social development and utilise wide, school-based programs that address all students.Reinie CordierRenée SpeyerNatasha MahoneyAnne ArnesenLiv Heidi MjelveGeir NyborgPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 7, p e0254117 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Reinie Cordier Renée Speyer Natasha Mahoney Anne Arnesen Liv Heidi Mjelve Geir Nyborg Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis.
description	In school, shyness is associated with psychosocial difficulties and has negative impacts on children's academic performance and wellbeing. Even though there are different strategies and interventions to help children deal with shyness, there is currently no comprehensive systematic review of available interventions. This systematic review and meta-analysis aim to identify interventions for shy children and to evaluate the effectiveness in reducing psychosocial difficulties and other impacts. The methodology and reporting were guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and checklist. A total of 4,864 studies were identified and 25 of these met the inclusion criteria. These studies employed interventions that were directed at school-aged children between six and twelve years of age and described both pre- and post-intervention measurement in target populations of at least five children. Most studies included an intervention undertaken in a school setting. The meta-analysis revealed interventions showing a large effect in reducing negative consequences of shyness, which is consistent with extant literature regarding shyness in school, suggesting school-age as an ideal developmental stage to target shyness. None of the interventions were delivered in a classroom setting, limiting the ability to make comparisons between in-class interventions and those delivered outside the classroom, but highlighting the effectiveness of interventions outside the classroom. The interventions were often conducted in group sessions, based at the school, and involved activities such as play, modelling and reinforcement and clinical methods such as social skills training, psychoeducation, and exposure. Traditionally, such methods have been confined to a clinic setting. The results of the current study show that, when such methods are used in a school-based setting and involve peers, the results can be effective in reducing negative effects of shyness. This is consistent with recommendations that interventions be age-appropriate, consider social development and utilise wide, school-based programs that address all students.
format	article
author	Reinie Cordier Renée Speyer Natasha Mahoney Anne Arnesen Liv Heidi Mjelve Geir Nyborg
author_facet	Reinie Cordier Renée Speyer Natasha Mahoney Anne Arnesen Liv Heidi Mjelve Geir Nyborg
author_sort	Reinie Cordier
title	Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis.
title_short	Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis.
title_full	Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis.
title_fullStr	Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis.
title_full_unstemmed	Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis.
title_sort	effects of interventions for social anxiety and shyness in school-aged children: a systematic review and meta-analysis.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/0d7cf50bb88a45b7bddcc504d9acc627
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Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis.

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