SOCIAL PHOBIA IN MIDDLE CHILDHOOD & ADOLESCENCE

     In today’s society, there are numerous issues that children of middle age (6-11 Years) may have to face while going through this particular stage of developmental growth. One specific disorder that I have chosen for further review and/or discussion is “Social Phobia.” There are several children who have previously or are currently living with this devastating and life altering disorder. One major symptom of this disorder which can be observed during middle childhood is the total lack of interest or desire to associate with other children, adults and/or teachers. If untreated during this age span, social phobia can also be carried in to the next stage of developmental growth, which is known as adolescence (12-18 Years).

According to (Bukatko, D. 2008, p. 532) many “believe that adolescence is a time of storm and stress, emotional turmoil and extreme moodiness” therefore, as a parent or other caregiver, it is crucial to offer valid and beneficial information when communicating with a teenager about his or her mental thought processes.  Some of these thought processes include disclosure of personal opinion, individual emotions, beliefs and/or values. These issues can also negatively affect an adolescents overall developmental growth if they are not discussed openly in a safe and loving environment. However, the reality is that as a society we are so busy with work and home related duties that sometimes the child’s voice goes unheard for several years during crucial stages of developmental growth. This work will discuss a much broader review about abnormal developmental growth relating to social phobia by addressing these written publications:

1. Bronfenbrenner’s Ecological System’s Theory

2. Sigmund Freud’s Theory of Psychosexual Development

3. Social phobia in youth: The diagnostic utility of feared social situations.

Bronfenbrenner’s Ecological System’s Theory

According to (p. Bukatko, 2008, p. 28), Bronfenbrenner’s Ecological System’s Theory suggests that “development is influenced by experiences arising from broader social and cultural systems as well as a child’s immediate surroundings.” This means that a child’s overall development is determined not only through an individual biological and psychological makeup but also his or her family members, school, friends, neighborhood, and many other factors. According to his Ecological Model, the following four influential interrelated levels along with bidirectional and reciprocal relationships may occur and affect both middle childhood and/or adolescent stages of developmental growth:

MICROSYSTEM – This is determined by the child’s physical and social environment. It includes his or her home, family members, schooling, and neighborhood which the child will experience on a regular basis. If any of these factors are often negative or under-developed, then it could cause the child to withdraw from that portion of society and/or environment. Over time, this continuous or sporadic withdrawal may than cause periods of social phobia.  
MESOSYSTEM – This depicts all of the opportunities and expectations within the family unit. One example of how this level may negatively affect a child is if parents separate and he or she is forced to move between homes. The child may than find it difficult to relate to or build normal social relationships, due to experiencing abnormal or discontinued one’s at home. This could also cause the child to withdraw from peers in some or all social situations. If this peer avoidance continues for a long period of time, he or she could than develop social phobia. 
EXOSYSTEM – This includes factors which relate to a parent’s social, economic, political, religious and/or other environmental settings. An example of this could be if a parent takes work frustrations out directly on the child. The child could mentally process this frustration as possible personal anger or rejection. Over time, the child could start to gain an uneasy mistrust toward that parent which could than cause an uncontrollable desire to withdraw from that particular individual. If the child continuously spends time in his or her room versus with that parent, then he or she may also acquire social phobia.

MACROSYSTEM – This includes all of the influential attitudes within the child’s culture. According to (Bukatko, D. 2008, p. 337), one example is “gender stereotypes are the expectations or beliefs that individuals within a given culture hold about the characteristics of women and men.” There are also two different classifications among gender stereotypes. These are known as “Instrumental” for males and “expressive” for females. Parents may also inevitably instill these cultural beliefs upon their children. These beliefs may then become a permanent part of their child’s mental development. Two examples of gender stereotypes that parents may believe and therefore instill are that males should be masculine and out spoken or that females should be dainty and soft spoken. If a child learns these beliefs but sexual preference or personal opinion differs, than this could cause him or her to avoid the individual loved ones who think differently. This avoidance and/or sense of non-belonging could cause eventual social phobia. This social phobia could also lead to a more severe mental disorder, if left untreated.

Although, Bronfenbrenner’s Ecological System’s Theory does have different levels which determine a child’s overall development, there are similar factors within all four, which could cause a disorder like social phobia. These are the environmental influences which include family, friends, school, education, and other factors that determine a child’s whole self and being. One example of similar influence that could cause social phobia is that this lack of normal developmental growth may occur due to people who are continuously involved with the child. There are also several different unique distinctions which define each of the developmental levels within this model and could cause social phobia. These obvious differences also occur when a child moves from one level of development to another. One example of this is that a child will experience higher levels of individual expectations during the mesosystem versus the microsystem. If these expectations within the mesosystem are higher than those of the microsystem then the child may not experience social phobia until that level occurs.

Sigmund Freud’s Theory of Psychosexual Development

Although, there are several child development theories which exist, I believe that Sigmund Freud’s Theory of Psychosexual Development really compliments Bronfenbrenner’s Ecological Theory when considering how the lack of normal developmental growth, may cause disorders such as social phobia. My reason for this is because Freud’s theory was based on 5 stages of childhood sexuality which may create and/or initiate many facets of a child’s overall personality. According to his theory, during stages 4 and 5 these mental processes occur:

4th. LATENCY PERIOD – starts at five years of age (or middle childhood) to adolescence and is a period when his or her libidinal energy is either submerged or possibly expressed.

5th. GENITAL – this starts during adolescence and it will continue through adulthood. During this time, mature genital satisfaction will or will not occur.

After learning more details about Freud’s 4^th and 5^th stages, I really think that his theory appears to be extremely rational when discussing how an adolescent could acquire social phobia at least toward the opposite sex. This is because, if the child misses the opportunity to experience both of these crucial stages in a normal healthy manner, than he or she may not develop the mental ability to understand and comprehend the true concept of social and/or sexual interaction. The growing adolescent may then carry his or her misconstrued way of thinking well in to adulthood.   

Social phobia in youth: The diagnostic utility of feared social situations

One other specific article which further addressed that children may suffer from disorders such as social phobia is called, Social phobia in youth: The diagnostic utility of feared social situations. According to (Puliafico, Comer, Kendall, Philip, 2007. p. 1), “Research indicates that 1%–9% of the general youth population and up to 32% of clinical child samples meet social phobia (SP) criteria.” A comprehensive study was conducted and the results determined that there are several children and/or parents who suffer from fear during normal social situations or activities. This article also confirmed my theory that social phobia is a widespread childhood disorder, which needs further research in an effort to offer increased mass awareness and aide.  

After reviewing the previous information, it is apparent that there have been several theories and other valuable resources which address how social phobia may occur due to abnormal developmental stages of growth. Three of these more valid and viable sources are Bronfenbrenner’s Ecological System’s Theory, Sigmund Freud’s Theory of Psychosexual Development, and Social phobia in youth: The diagnostic utility of feared social situations. My ultimate goal for this written work was to also bring awareness to those who may need further information about the devastating and life altering childhood disorder known as social phobia. I also hope that this information might help those who may have a child and/or loved one who is showing symptoms of this mental disorder. This way, an immediate intervention might be conducted and the child will get the desperate help that he or she needs before it’s too late.

  

References:

Bukatko, D. (2008) Child and adolescent development, a chronological approach. Ohio; Cengage Learning. 

Kaplan Course Page (2010) Child and Adolescent Psychology: Unit 3/Theories of Child Development: Key Concepts 2. Retrieved on February 17, 2011 at http://kucourses.com

US: American Psychological Association. “Social phobia in youth: The diagnostic utility of feared social situations.” Puliafico, Anthony C.; Comer, Jonathan S.; Kendall, Philip C.; Psychological Assessment, Vol 19 (1) Mar, 2007. Retrieved from the Kaplan Library: PsycARTICLES.