Shyness: Causes and Impact
Course #66384 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
As established in the literature, shyness is much more complex when compared to the common use of the term. Overall, individual studies have utilized their own working definition of shyness, and a general consensus of the construct is lacking. Shyness is an often frustrating condition with roots in developmental and attachment theories, while biology, physiology, and cognitive factors also contribute. In addition, and specific to shyness, rigid attributions are considered in that perceived social failures are resistant to change in the individual, and as such, negative social outcomes are expected. Despite the roots of shyness, the results of the unseen can manifest throughout the life of the individual and result in both short-term and long-term consequences.
- INTRODUCTION
- SHYNESS DEFINED
- ATTACHMENT THEORIES AND SHYNESS
- PARENT AND CHILD RELATIONSHIPS
- ATTRIBUTIONAL THEORIES AND SHYNESS
- GENETIC ORIGINS OF AND PHYSIOLOGIC RESPONSES TO SHYNESS
- SHYNESS AND GENDER DIFFERENCES
- SHYNESS AND COLLEGE-AGED STUDENTS
- TREATMENT OF SHY INDIVIDUALS
- CONCLUSION
- GLOSSARY
- Works Cited
- Evidence-Based Practice Recommendations Citations
This introductory course is designed for psychologists who may assist persons with their shyness.
To understand shyness from a biologic, psychological, social, and attributional perspective can help expand treatment options. The purpose of this course is to bring about awareness of the intricacy of shyness, which can assist clinicians in providing thorough treatment.
Upon completion of this course, you should be able to:
- Compare and contrast the working definitions of shyness and how it may affect treatment.
- Discuss the application of attachment theories to shyness, including the role of the parent-child relationship.
- Outline how attributional theories are used to better understand the causes of shyness.
- Analyze the role of genetics and physiologic response in the development of shyness.
- Identify differences in shyness according to gender and age.
- Describe various treatment approaches used in the care of shy clients.
Michael E. Considine, PsyD, LPC, is a licensed professional counselor in New Jersey and Delaware and a New Jersey Certified School Psychologist. He received his PsyD from Chestnut Hill College in Philadelphia, Pennsylvania, in 2009 and his Master's degree from Georgian Court College Graduate School in Lakewood, New Jersey. He works with children of all ages, adults, couples, and families with a wide range of emotional and behavioral issues. As a school psychologist, Dr. Considine also conducts full psycho-educational batteries and has acted as a consultant for parents of children with special needs. Most recently, he has been facilitating trainings and workshops for hospitals and schools. Dr. Considine is currently employed as an independent contractor through Mid Atlantic Behavioral Health in Newark, Delaware.
Contributing faculty, Michael E. Considine, PsyD, LPC, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Margaret Donohue, PhD
The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.