Social belonging and anxiety in black adolescents: Outcomes of a culturally adapted school-based intervention
Presentation Type
Abstract
Faculty Advisor
Samantha Eastwick
Access Type
Event
Start Date
25-4-2025 1:30 PM
End Date
25-4-2025 2:29 PM
Description
Social anxiety (SA) is a common adolescent mental health condition characterized by persistent fear and avoidance in social situations, that can hinder relationships, academics, and overall well-being (American Psychiatric association, 2022). Social belonging, the feeling of acceptance within one's social environment, has been noted to serve as a protective factor for SA in adolescents (Pickering, 2019). However, Black adolescents often report lower social belonging due to racism and discrimination, increasing their SA risk (Bottiani et al., 2017; Kline, 2021). This study examines the impact of a culturally adapted implementation of SASS, a school-based SA intervention designed to address the unique needs and barriers of Black adolescents (Masia Warner et al., 2024). Participants (N = 15) were identified by administering measures including the Screen for Child Anxiety Related Disorders (SCARED; Birmaher, 1999) and Sense of Social Fit Scale (SSF; Walton & Cohen, 2007), and completed the 12-week school-based program designed to enhance academic and socio-emotional functioning and reduce SA symptoms. Results of the correlation between SSF scores and SCARED scores at baseline indicated SA ratings to be moderately negatively correlated with social belonging ratings (r = -.343, p = 0.210); results of the ANCOVA with treatment responder status on post-intervention ratings of social belonging indicated a significant effect F(2, 9) = 4.46, p = .045, partial η2 = .50). These findings highlight the need to implement culturally responsive SA interventions in school settings to build social belonging and address SA in Black adolescents (Boyd, 2025).
Social belonging and anxiety in black adolescents: Outcomes of a culturally adapted school-based intervention
Social anxiety (SA) is a common adolescent mental health condition characterized by persistent fear and avoidance in social situations, that can hinder relationships, academics, and overall well-being (American Psychiatric association, 2022). Social belonging, the feeling of acceptance within one's social environment, has been noted to serve as a protective factor for SA in adolescents (Pickering, 2019). However, Black adolescents often report lower social belonging due to racism and discrimination, increasing their SA risk (Bottiani et al., 2017; Kline, 2021). This study examines the impact of a culturally adapted implementation of SASS, a school-based SA intervention designed to address the unique needs and barriers of Black adolescents (Masia Warner et al., 2024). Participants (N = 15) were identified by administering measures including the Screen for Child Anxiety Related Disorders (SCARED; Birmaher, 1999) and Sense of Social Fit Scale (SSF; Walton & Cohen, 2007), and completed the 12-week school-based program designed to enhance academic and socio-emotional functioning and reduce SA symptoms. Results of the correlation between SSF scores and SCARED scores at baseline indicated SA ratings to be moderately negatively correlated with social belonging ratings (r = -.343, p = 0.210); results of the ANCOVA with treatment responder status on post-intervention ratings of social belonging indicated a significant effect F(2, 9) = 4.46, p = .045, partial η2 = .50). These findings highlight the need to implement culturally responsive SA interventions in school settings to build social belonging and address SA in Black adolescents (Boyd, 2025).
Comments
Poster presentation at the 2025 Student Research Symposium.