Chapter 9 Friendship And Love Exercise 91 Self Assessment
Chapter 9 Friendship And Love Exercise 91 Self Assessment Social Av
The statements below inquire about your personal reactions to a variety of situations. Consider each statement carefully. Then indicate whether the statement is true or false in regard to your typical behavior. Record your responses (T or F) in the space provided on the left. The Scale:
1. I feel relaxed even in unfamiliar social situations.
2. I try to avoid situations that force me to be very sociable.
3. It is easy for me to relax when I am with strangers.
4. I have no particular desire to avoid people.
5. I often find social occasions upsetting.
6. I usually feel calm and comfortable at social occasions.
7. I am usually at ease when talking to someone of the opposite sex.
8. I try to avoid talking to people unless I know them well.
9. If the chance comes to meet new people, I often take it.
10. I often feel nervous or tense in casual get-togethers in which both sexes are present.
11. I am usually nervous with people unless I know them well.
12. I usually feel relaxed when I am with a group of people.
13. I often want to get away from people.
14. I usually feel uncomfortable when I am in a group of people I don't know.
15. I usually feel relaxed when I meet someone for the first time.
16. Being introduced to people makes me tense and nervous.
17. Even though a room is full of strangers, I may enter it anyway.
18. I would avoid walking up and joining a large group of people.
19. When my superiors want to talk with me, I talk willingly.
20. I often feel on edge when I am with a group of people.
21. I tend to withdraw from people.
22. I don't mind talking to people at parties or social gatherings.
23. I am seldom at ease in a large group of people.
24. I often think up excuses in order to avoid social engagements.
25. I sometimes take the responsibility for introducing people to each other.
26. I try to avoid formal social occasions.
27. I usually go to whatever social engagements I have.
28. I find it easy to relax with other people.
Source: Watson & Friend (1969)
Scoring the Scale
The scoring key is reproduced below. Circle your true or false response each time it corresponds to the keyed response below. Add up the number of responses you circle, and this total is your score on the Social Avoidance and Distress (SAD) Scale. Record your score below.
- 1. False
- 8. True
- 15. False
- 22. False
- 2. True
- 9. False
- 16. True
- 23. True
- 3. False
- 10. True
- 17. False
- 24. True
- 4. False
- 11. True
- 18. True
- 25. False
- 5. True
- 12. False
- 19. False
- 26. True
- 6. False
- 13. True
- 20. True
- 27. False
- 7. False
- 14. True
- 21. True
- 28. False
My Score: [Insert your total score here]
What the Scale Measures
The Social Avoidance and Distress (SAD) Scale was developed by Watson and Friend in 1969 to assess individual differences in discomfort, fear, and anxiety associated with social situations. This scale primarily measures how much discomfort and avoidance an individual experiences, as well as their tendencies toward social withdrawal. The scale's validity has been supported by research demonstrating that higher scores correlate with decreased willingness to participate in group discussions and social events, and higher levels of anticipated social anxiety. The scale also reveals a strong negative correlation (- .76) between social avoidance (as measured by the SAD Scale) and the need for affiliation, indicating that individuals who score high on avoidance are less inclined to seek social bonds (Watson & Friend, 1969).
Interpreting Your Score
Based on data collected by Watson and Friend on over 200 university students, the norms indicate that scores can be categorized as follows: a high score ranges from 16 to 28, an intermediate score from 6 to 15, and a low score from 0 to 5. A higher score signifies a greater tendency toward social avoidance and distress, whereas a lower score suggests comfort and ease in social environments. Understanding one's score helps in identifying social comfort levels and possible areas for personal development or intervention, particularly in social anxiety or related issues.
Implications for Personal and Social Development
The understanding of social avoidance and distress is crucial for both clinical and personal growth contexts. For individuals scoring high on the scale, recognizing symptoms of social anxiety can prompt seeking appropriate psychological interventions, such as cognitive-behavioral therapy (CBT), which has been shown effective in reducing social anxiety symptoms (Heimberg et al., 2010). On a broader level, understanding one's social tendencies can foster improved social skills, better communication, and increased confidence in social situations, which are essential skills for personal relationships, academic pursuits, and professional success.
Additionally, the scale's information can inform social skills training programs, which aim to reduce avoidance behaviors through controlled exposure and social coping strategies (Cain, 2017). For society at large, increased awareness of social anxiety and avoidance behaviors promotes empathy and reduces stigma, fostering more inclusive environments where individuals feel safe to express their social needs and challenges.
References
- Cain, N. (2017). The Relationship Between Social Anxiety and Social Skills. Journal of Social Behavior and Personality, 45(7), 1023-1034.
- Heimberg, R. G., et al. (2010). Cognitive-behavioral therapy for social anxiety disorder: Current status and future directions. Journal of Anxiety Disorders, 24(4), 370-376.
- Watson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety. Journal of Consulting and Clinical Psychology, 33(4), 448-454.
- Leary, M. R. (2001). Social anxiety as an early warning system: A review. Psychological Bulletin, 127(4), 602-618.
- Spence, S. H., & Rapee, R. M. (2016). Anxiety disorders. In A. E. Kazdin (Ed.), Encyclopedia of clinical psychology (pp. 1-8). Wiley.
- Rapee, R. M., & Spence, S. H. (2004). The etiology of social phobia: Empirical evidence and an initial model. Clinical Psychology Review, 24(7), 737-767.
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
- Blöte, A. W., et al. (2014). Social anxiety in children and adolescents. Journal of Child and Family Studies, 23(4), 1078-1086.
- Clark, D. M., & Wells, A. (1995). A cognitive model of social phobia. In R. G. Heimberg et al. (Eds.), Social phobia: Diagnosis, assessment, and treatment (pp. 69-93). Guilford Press.
- Goldin, P. R., et al. (2009). Mindfulness meditation training in adults with social anxiety disorder. Psychiatry Research, 178(2), 138-143.