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dc.contributor.authorHannesdottir, Dagmar Kristinen_US
dc.date.accessioned2014-03-14T20:36:27Z
dc.date.available2014-03-14T20:36:27Z
dc.date.issued2005-05-03en_US
dc.identifier.otheretd-05122005-100746en_US
dc.identifier.urihttp://hdl.handle.net/10919/32635
dc.description.abstractThe primary purpose of this study was to examine the nature of social skills in socially anxious children from a social learning theory perspective. The reasons why socially anxious children often perform poorly in social situations have not yet been fully resolved. Is it due to lack of social skills or are these children too inhibited and nervous in social situations to exhibit the skills they possess? Ninety-two elementary and middle school children (age 10-14 years) in Kopavogur, Iceland participated in the study and completed questionnaires on social phobia and anxiety, social skills, assertiveness, and self-efficacy and outcome expectancy in social situations with friends and strangers. Based on how socially anxious they reported to be on the Social Phobia and Anxiety Inventory for Children (SPAI-C), 59 children were selected for further study. Results showed that socially anxious children reported being less socially skilled, less assertive with strangers than with friends, and lower in self-efficacy and outcome expectancy than children in a normal comparison group. However, the socially anxious children were not rated as less skilled by parents or teachers than the other children. Implications for the assessment and treatment of children and adolescents with social anxiety are discussed.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartthesisDagmar.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectsocial skillsen_US
dc.subjectIcelanden_US
dc.subjectsocial anxietyen_US
dc.titleSocial Skills among Socially Anxious Children in Icelanden_US
dc.typeThesisen_US
dc.contributor.departmentPsychologyen_US
thesis.degree.nameMaster of Scienceen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
dc.contributor.committeechairOllendick, Thomas H.en_US
dc.contributor.committeememberDunsmore, Julie C.en_US
dc.contributor.committeememberScarpa-Friedman, Angelaen_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05122005-100746/en_US
dc.date.sdate2005-05-12en_US
dc.date.rdate2006-06-13
dc.date.adate2005-06-13en_US


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