The Effectiveness of Metacognitive Therapy on Mind Reading, Autobiographical Memory, and Cognitive Emotion Regulation in Students with Social Anxiety Disorder

Document Type : Original Article

Authors

1 Master of Psychology, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran

2 Assistant Professor, Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

3 Assistant Professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

10.48308/apsy.2024.236968.1707

Abstract

Aim:The present study aimed to investigate the effectiveness of metacognitive therapy on mind reading, autobiographical memory, and cognitive emotion regulation in students with social anxiety disorder.
Method: The present research design was a pre-test, post-test, and follow-up with a Comparison group. The statistical population included female high school students with social anxiety disorder who had been referred to educational counseling centers in Sanandaj during the 2022-2023 academic year. A total of 30 students were selected using purposive sampling and randomly assigned to experimental and Comparison groups. The experimental group received eight 90-minute sessions of metacognitive therapy, while the Comparison group received no treatment. All participants completed social anxiety questionnaires, autobiographical memory tests, cognitive emotion regulation questionnaires, and the Reading the Mind in the Eyes Test at three stages: pre-test, post-test, and follow-up (four months after the post-test). Repeated measures ANOVA was used to analyze the data.
Results: The findings indicated that metacognitive therapy significantly reduced social anxiety in the experimental group (p < 0.01) and led to a significant increase in autobiographical memory, mind reading, and cognitive emotion regulation (p < 0.01). These effects were maintained over time.
Conclusion: Based on these findings, it is recommended that metacognitive therapy be implemented as an effective intervention in schools and counseling centers for students with social anxiety disorder.

Keywords

Main Subjects

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Besharat, M. A., & Bazzazian, S. (2014). Psychometri properties of the Cognitive Emotion Regulation Questionnaire in a sample of Iranian population. Advances in Nursing & Midwifery, 24(84), 61-79.  https://journals.sbmu.ac.ir/en-jnm/article/view/7360

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Colombo, D., Serino, S., Suso-Ribera, C., Fernández-Álvarez, J., Cipresso, P., García-Palacios, A., . . . Botella, C. (2021). The Moderating Role of Emotion Regulation in the Recall of Negative Autobiographical Memories. International journal of environmental research and public health, 18(13), 7122. https://doi.org/10.3390/ijerph18137122

Conway, M. A., & Pleydell-Pearce, C. W. (2000). The construction of autobiographical memories in the self-memory system. Psychological review, 107(2), 261. https://psycnet.apa.org/doi/10.1037/0033-295X.107.2.261

Capobianco, L., & Nordahl, H. (2023). A brief history of metacognitive therapy: From cognitive science to clinical practice. Cognitive and Behavioral Practice, 30(1), 45-54. https://psycnet.apa.org/doi/10.1016/j.cbpra.2021.11.002

Dryman, M. T., & Heimberg, R. G. (2018). Emotion regulation in social anxiety and depression: a systematic review of expressive suppression and cognitive reappraisal. Clinical psychology review, 65, 17-42.  https://doi.org/10.1016/j.cpr.2018.07.004

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Gkika, S., Wittkowski, A., & Wells, A. (2018). Social cognition and metacognition in social anxiety: A systematic review. Clinical Psychology & Psychotherapy, 25(1), 10-30. https://doi.org/10.1002/cpp.2127
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Heeren, A., Jones, P. J., & McNally, R. J. (2018). Mapping network connectivity among symptoms of social anxiety and comorbid depression in people with social anxiety disorder. Journal of Affective Disorders, 228, 75-82. https://doi.org/10.1016/j.jad.2017.12.003
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Lombardi, E., Valle, A., Bianco, F., Castelli, I., Massaro, D., & Marchetti, A. (2022). Supporting mentalizing in primary school children: the effects of thoughts in mind project for children (TiM-C) on metacognition, emotion regulation and theory of mind. Cognition and Emotion, 36(5), 975-986. https://doi.org/10.1080/02699931.2022.2067521
Lynch, H., McDonagh, C., & Hennessy, E. (2021). Social anxiety and depression stigma among adolescents. Journal of Affective Disorders, 281, 744-750. https://doi.org/10.1016/j.jad.2020.11.073
Levinson, C. A., Brosof, L. C., Vanzhula, I., Christian, C., Jones, P., Rodebaugh, T. L., . . . Weeks, J. W. (2018). Social anxiety and eating disorder comorbidity and underlying vulnerabilities: Using network analysis to conceptualize comorbidity. International Journal of Eating Disorders, 51(7), 693-709. https://doi.org/10.1002/eat.22890
Liebowitz, M. R. (1987). Social phobia. Modern problems of pharmacopsychiatry, 22(141), e173. https://doi.org/10.1159/000414022
Miers, A. C., & Warner, C. M. (2023). Adolescent social anxiety: Bridging cognitive and social behavioral perspectives through a developmental lens. In C. R. Martin, V. B. Patel, & V. R. Preedy (Eds.), Handbook of Lifespan Cognitive Behavioral Therapy (pp. 89-100): Academic Press. https://doi.org/10.1016/B978-0-323-85757-4.00042-0 
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Nordahl, H., Anyan, F., Hjemdal, O., & Wells, A. (2022). Metacognition, cognition and social anxiety: A test of temporal and reciprocal relationships. Journal of Anxiety Disorders, 86, 102516. https://doi.org/10.1016/j.janxdis.2021.102516
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Nordahl, H., & Wells, A. (2018). Metacognitive therapy for social anxiety disorder: An A–B replication series across social anxiety subtypes. Frontiers in psychology, 9, 540. https://doi.org/10.3389/fpsyg.2018.00540
Orlovsky, I., Ready, R. E., Gutchess, A., Heideman, K., & Martins-Klein, B. (2024). The role of autobiographical resilience memories in emotion regulation: an account of age differences in mnemonic and positive reappraisal. Experimental aging research, 50(5), 652-677. https://doi.org/10.1080/0361073X.2023.2254659
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