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Transitioning from high school to college can be a challenge for many students, especially those with social anxiety disorder (SAD). SAD can negatively impact a student’s ability to effectively participate in school. Occupational therapy intervention could be useful to students with SAD but many do not seek out treatment due to fear of stigmatization or discrimination. Not seeking services may place students with SAD at risk of developing unhealthy coping strategies (e.g., avoidant behaviors, alcohol use). The availability of an online resource to support participation in school, without the need to disclose their condition, could be helpful to students with SAD. However, online resources that provide evidence-based, occupation-based approaches that students with SAD can employ to foster effective participation in school are not currently available.
The purpose of this project was too create an educational online resource for individuals with SAD that contains evidence-based occupation-based interventions that have been shown to decrease anxiety and promote adaptive habits and routines. The website, Student Mental Health Matters (SMHM), was created to promote the participation in therapeutic occupations that have been shown to reduce anxiety. Participation in these occupations may enable students to more effectively participate in the academic setting. Future studies on the effectiveness of Internet-based approaches to help students with SAD are warranted.
University of St. Augustine for Health Sciences
Medical Subject Headings
Phobia, Social, Students, Adaptation, Psychological, Occupational Therapy, Consumer Health Information, Mental Health,
Clinical Psychology | Occupational Therapy | Psychiatry and Psychology
Sanderson, V. M., Gerardi, S. M., & Callen, J. (2020, December 11). An Online Resource to Promote Well-Being Among College Students With Social Anxiety Disorder. Poster presented at the Virtual OTD Capstone Symposium, University of St Augustine for Health Sciences. https://soar.usa.edu/otdcapstonesfall2020/12