Social Anxiety in Autistic People: Does the Clark and Wells Model fit?

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Journal of Autism and Developmental Disorders Pub Date : 2024-10-01 Epub Date: 2023-09-26 DOI:10.1007/s10803-023-06108-1
Alexander C Wilson, Fiona Gullon-Scott
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Abstract

Purpose: Cognitive behaviour therapy based on the Clark and Wells (1995) model is a first-line treatment for neurotypical people seeking support for social anxiety. While autistic people frequently report high social anxiety, it is unclear how appropriate the model is for this population.

Methods: Over 300 autistic and non-autistic adults completed an online survey measuring key variables of the Clark and Wells model (socially-related negative thoughts, safety behaviours, self-focused attention). Using multiple regression and structural equation modelling, we assessed whether these variables accounted for the link between autism and social fears.

Results: In multiple regression, autistic people experienced greater social fears than expected based on Clark and Wells variables, and safety behaviours were less predictive of social fears in autistic people. In structural equation modelling, Clark and Wells variables only mediated half the link between autistic traits and social fears. In exploratory analysis, we found that distress relating to uncertainty was an additional variable that needed to be taken into consideration in the relationship between autistic traits and social fears.

Conclusion: The Clark and Wells variables were relevant in autism, but did not fully explain elevated social fears in autistic people, which suggests that other factors are also important in accounting for social anxiety in autistic people. This means that therapy informed by the model may not be optimal for autistic people. We recommend further research developing adapted therapy for social anxiety in autistic people.

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自闭症患者的社交焦虑:克拉克和威尔斯模型适用吗?
目的:基于Clark和Wells(1995)模型的认知行为疗法是寻求社交焦虑支持的神经正常人群的一线治疗方法。虽然自闭症患者经常报告高度社交焦虑,但尚不清楚该模型对这一人群的适用性。方法:300多名自闭症和非自闭症成年人完成了一项在线调查,测量了克拉克和威尔斯模型的关键变量(与社会相关的消极思想、安全行为、自我关注)。使用多元回归和结构方程模型,我们评估了这些变量是否解释了自闭症和社会恐惧之间的联系。结果:在多元回归中,根据Clark和Wells变量,自闭症患者经历的社会恐惧比预期的要大,而安全行为对自闭症患者社会恐惧的预测能力较弱。在结构方程建模中,Clark和Wells变量只介导了自闭症特征和社会恐惧之间的一半联系。在探索性分析中,我们发现,在自闭症特征和社会恐惧之间的关系中,与不确定性相关的痛苦是一个需要考虑的额外变量。结论:Clark和Wells变量与自闭症相关,但不能完全解释自闭症患者社交恐惧的增加,这表明其他因素在解释自闭症人群社交焦虑方面也很重要。这意味着,该模型所提供的治疗可能不是自闭症患者的最佳选择。我们建议进一步研究开发针对自闭症患者社交焦虑的适应疗法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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