The moderated effects of video feedback for social anxiety disorder
Open accessAbstract
Despite initially positive results, video feedback for social anxiety has never been shown to reduce social anxiety in a controlled experiment with diagnosed participants, and only once with undiagnosed participants. Previous studies arguably did not detect such an effect because of limited assessment of anxiety and potential moderators. We tested video feedback with cognitive preparation among treatment-seeking participants with a primary diagnosis of social anxiety disorder. In Session 1, participants gave an extemporaneous speech and either received the intervention or not. In Session 2, 6-14 days later, participants gave a second extemporaneous speech. The intervention improved self-perception of performance, particularly for those participants with the most unrealistically negative impressions of their performance (i.e., high self-observer discrepancy). In addition, the intervention reduced anticipatory anxiety for the second speech for participants with high self-observer discrepancy. These findings extend previous results regarding video feedback and suggest that the intervention may be useful for people with social anxiety disorder and higher self-observer discrepancies for a specific task.
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Viewing a video of oneself is only useful in changing self-evaluation of performance and/or anxiety in social anxiety if done from a third-party reappraising perspective.
“viewing a video of oneself is only useful in changing self-evaluation of performance and/or anxiety in those with social anxiety if one does so from the reappraising perspective of a third party”
From United we stand: emphasizing commonalities across cognitive-behavioral therapies. (2013) · cites this paper as Rodebaugh et al., 2010
The Method (2.4 Procedure; page not provided) says participants were instructed to watch their speech video as though it showed a stranger. The Discussion (section 4; page not provided) reports benefits for self-perception and, among participants with high self-observer discrepancy, anticipatory anxiety. But the study did not compare viewing perspectives, so it does not establish that a third-party perspective is the only way video viewing can help. (LLM, conf=0.88)
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- Authors
- Rodebaugh, T. L., Heimberg, R. G., Schultz, L. T., & Blackmore, M.
- Affiliations
- Washington University in St. Louis (US)
- Temple University (US)
- Corresponding author
- Rodebaugh, Thomas L.
- Venue
- Journal of Anxiety Disorders
- Publisher
- Elsevier BV
- Published
- 2010-10
- Volume
- 24
- Issue
- 7
- Pages
- 663-671
- ISSN
- 0887-6185 (ISSN-L)
- PMC
- PMC2922463
- OpenAlex
- W1983815959
- Cited by
- 38
- References
- 39
- Citations by year
- 2026: 3 · 2025: 2 · 2023: 1 · 2022: 2 · 2021: 1 · 2017: 2 · 2016: 6 · 2015: 8 · 2014: 4 · 2013: 6 · 2012: 1
- FWCI
- 3.75
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Anxiety Disorders (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R01MH064481)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Social Sciences › Psychology › Clinical Psychology › Psychological Treatments and Assessments
- Social Sciences › Psychology › Clinical Psychology › Stuttering Research and Treatment
- Keywords
- video feedback, social anxiety disorder, cognitive preparation, anticipatory anxiety, speech performance, moderated effects
- MeSH terms
- Adult, Anxiety, Female, Humans, Male, Phobic Disorders, Psychiatric Status Rating Scales, Surveys and Questionnaires, Self Concept, Severity of Illness Index, Video Recording, Cognitive Behavioral Therapy, Treatment Outcome, Feedback, Psychological
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