(PS5-B42) An Open Pilot of a Culturally-adapted School-based, Cognitive-behavioral Intervention for Black High School Students with Social Anxiety

Social Anxiety (SA), a debilitating fear of negative evaluation in social and performance situations, is associated with pervasive impairments in academic and social functioning. SA can be influenced by sociocultural factors, and one that is particularly relevant to Black youth is their frequent experiences of discrimination. Experiencing constant discrimination can lead to internalizing racist messages and exacerbate Black youths’ fear of negative evaluation in social situations (Chapman et al., 2013; Levine et al., 2014). Further, internalizing racist messages about their abilities and worth may lead Black students to underperform academically due to fears of confirming negative racial stereotypes about intellectual ability (Smalls et al., 2007). Although school-based intervention for social anxiety has been documented to be effective (Masia Warner et al., 2016), potential race-related variables that may intensify social anxiety in Black youth have received minimal attention in treatment. This pilot study aims to assess the feasibility, acceptability, and potential value of a culturally-adapted school-based intervention for Black students.

The current intervention was adapted from an established evidence-based intervention for socially anxious youth (Skills for Academic and Social Success; Masia Warner et al., 2018). Cultural adaptations to session content were informed by 1) focus groups consisting of students and parents from the community and 2) collaborations with a community development team (consisting of expert consultants) and the research team. Adaptations included sessions on racial empowerment, cognitive strategies to extract internalized negative stereotypes, and culturally-sensitive assertiveness training. Twelve participants (M_age = 15.8 years; SD = 1.27) were recruited from an urban high school to participate in the newly adapted intervention. Participants were screened for SA utilizing the Anxiety Disorders Interview Schedule for DSM-V: Child version and the SCARED Social Phobia items (M_score = 7.58; clinical cut off = 8). Participants completed measures on social anxiety, racial identity, academic engagement, everyday experiences of discrimination, and heightened vigilance before and following the adapted school-based intervention.

Paired samples t-tests will be conducted to examine changes in social anxiety, racial identity, and academic engagement from pre- to post-intervention. Linear regressions will be conducted to examine whether a change in racial identity is associated with decreased social anxiety and increased academic engagement. The current study will highlight the need for culturally adapted interventions for minoritized populations that address specific cultural risk factors such as racism and discrimination.