International Handbook of Social Anxiety: Concepts, Research, and Interventions Relating to the Self and Shyness

By W. Ray Crozier; Lynn E. Alden | Go to book overview

Chapter 8
Shyness in the Classroom
and Home

Mary Ann Evans

STABILITY OF SHYNESS ACROSS HOME AND SCHOOL

VERBAL PERFORMANCE

ACADEMIC ACHIEVEMENT

HELPING SHY CHILDREN IN THE CLASSROOM

SHYNESS AND ILLNESS

HOME BEHAVIOURS ASSOCIATED WITH SHYNESS

PARENTING SHY CHILDREN

CONCLUDING REMARKS

ACKNOWLEDGEMENT

REFERENCES

Shyness is both a very private and a very public thing—private in that it entails self-evaluations which may or may not be overtly expressed and public because it is most frequently revealed in interactions with unfamiliar others, unfamiliar settings, and uncertain situations. Because of the latter, researchers often study shy children in contexts such as play groups with new peers, novel toys and unfamiliar adults, and problem-solving tasks in research laboratories. However much of the child's life is experienced at home in interaction with parents and at school in classroom discourse. While classrooms may easily be construed as settings which may elicit shyness, we less often think of shyness as being an issue within the familiar and secure context of the home. Yet there are reasons why we should consider the behaviour of shy children in the latter setting. First, to the extent that shyness reflects a behavioural and biological predisposition to be wary, we can anticipate that some continuity will be expressed across home and school, and that there will be situations within the home that will elicit inhibition. Second, to the extent that shyness in children presents a challenge to care

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