Report on: Reducing Social Anxiety in First-year University Students || PSY 308 : Community Engagement

  

Reducing Social Anxiety in First-year University Students

Course Code: PSY 308 : Community Engagement

3rd B.S. Honours Examination 2024

Department of Psychology, University of Dhaka 

Submitted by

Durjoy Pramanik Dipto

Department of Psychology, University of Dhaka

Supervised by

Farjana Begum

Assistant Professor

Department of Psychology, University of Dhaka

EXECUTIVE SUMMARY

This report shows a detailed account of a community engagement program named “Reducing Social Anxiety in First Year University Students.” It is conducted as part of the Community Engagement (308) course. Community engagement connects theoretical knowledge with real-life issues. The project focused on first-year university students, a group that often experiences social anxiety due to major life changes. The purpose of the project was to raise awareness about social anxiety, helps to understand its symptoms and causes, reduce stigma and show simple coping strategies. The project was linked to SDG 3 (Good Health) and Well-Being and SDG 4 (Quality Education), which emphasize mental health promotion and successful academic adjustment. A community-based awareness approach was used here. It includes interactive workshops, short videos, discussions, and pretest–posttest questionnaires. 44 participants took part in the intervention program. Quantitative analysis showed that, there is a statistically significant improvement in participants’ knowledge and awareness after the intervention. Overall, this intervention program successfully met its objectives and shows the importance of mental health awareness.

Key Words: social anxiety, University students.

 

INTRODUCTION

Community engagement in psychology helps students to apply psychological knowledge to real-world problems. Community engagement is defined as “the process of working collaboratively with and through groups of people affiliated by geographic proximity, special interest, or similar situations to address issues affecting the well-being of those people” (Centers for Disease Control and Prevention [CDC], 1997, p. 9). The goals of community engagement are to expand communication, build trust and provide new support and partners. (CDC, 1997; Shore, 2006; Wallerstein, 2002). The Community Engagement (308) course is designed to help psychology students go beyond classroom learning and work directly with communities. By doing this they can understanding social problems, form empathy, and contribute to social change. Community engagement and assessment are important in education because they help connect classroom learning with real-life experiences. Through community engagement, students can apply what they learn in books to real social problems. Community assessment helps students understand the real needs of people. Instead of guessing problems, students learn to listen, observe, and collect information directly from the community. It also helps students develop social responsibility, empathy, and communication skills.

Mental health issues in university students have become a growing concern. Transitioning from school to college and then university often involves leaving home, adjust to academic pressure, creating social relationships, and managing the independence. These changes can be both stressful and painful and may trigger psychological difficulties, especially social anxiety. Many students assume that their fear are their own weaknesses and struggle silently.

Social anxiety

            Social anxiety refers to a persistent fear, anxiety, or avoidance of social interactions and situations in which an individual may be scrutinized or evaluated by others, leading to significant distress and functional impairment (Hofmann & DiBartolo, 2014). Social anxiety is especially common during young adulthood, a developmental period marked by major social, academic, and emotional transitions. Young adults frequently face new social roles, such as entering university, forming peer networks, participating in group work, and preparing for future careers. According to Hofmann and DiBartolo (2014), these increased social demands make young adults particularly vulnerable to social anxiety, as they are more sensitive to negative evaluation and social comparison during this stage of life.

Research shows that social anxiety often emerges in adolescence and continues into young adulthood if left untreated. In university settings, socially anxious students may fear speaking in class, participating in discussions, giving presentations, or interacting with peers and teachers. Hofmann and DiBartolo (2014) note that young adults with social anxiety tend to overestimate the likelihood and consequences of negative evaluation, which reinforces avoidance behaviors and maintains the disorder.

Social anxiety has wide-ranging consequences for young adults’ academic, social, and psychological functioning. Academically, socially anxious students may avoid class participation, group activities, and leadership roles, which can negatively affect learning outcomes and academic performance. Over time, this avoidance may limit skill development and reduce confidence in academic abilities. Socially, young adults with social anxiety often experience loneliness, social withdrawal, and difficulty forming close relationships. Fear of rejection or embarrassment can prevent them from initiating conversations or maintaining friendships. Hofmann and DiBartolo (2014) highlight that such social isolation further strengthens negative self-beliefs and feelings of inadequacy. Psychologically, persistent social anxiety is associated with increased risk of depression, low self-esteem, and chronic stress. The constant fear of judgment creates emotional exhaustion and may reduce overall quality of life. If untreated, social anxiety in young adulthood can continue into later adulthood, affecting career development, workplace functioning, and interpersonal relationships.

 

Literature Review

Social anxiety has been widely studied in psychology, especially among young adults, as this developmental stage involves major social, academic, and personal transitions. Young adulthood, particularly the university period, is marked by increased social evaluation, identity formation, and performance demands. Research consistently shows that social anxiety is common during this stage and can interfere with academic success, peer relationships, and emotional well-being (Kessler et al., 2005). Studies suggest that the typical age of onset is during adolescence or early adulthood, making university students a high-risk group (Stein & Stein, 2008).

Several theoretical models explain social anxiety among young adults. The cognitive model proposed by Clark and Wells (1995) emphasizes negative self-beliefs, fear of judgment, and excessive self-focused attention during social situations. Similarly, Rapee and Heimberg’s (1997) model highlights how socially anxious individuals overestimate the likelihood and cost of negative evaluation. These cognitive patterns are especially strong in young adults who are frequently evaluated in academic and social settings.

Research has also identified common signs and symptoms of social anxiety in young adults. These include physical symptoms such as sweating, trembling, rapid heartbeat, and blushing; cognitive symptoms such as fear of embarrassment, negative self-talk, and overthinking; and behavioral symptoms such as avoidance of social situations, withdrawal, and low assertiveness (Beidel et al., 2014). Among university students, social anxiety often appears during class presentations, group work, meeting new people, or interacting with authority figures like teachers.

The nature and types of social anxiety in young adults vary. Some students experience performance-related social anxiety, such as fear of public speaking or presentations, while others experience interactional social anxiety, involving conversations, friendships, or social gatherings (Heimberg et al., 2014). Research indicates that these forms of anxiety can coexist and may worsen if left untreated, leading to academic disengagement, loneliness, and increased risk of depression (Aderka et al., 2012).

 

Key Concepts

Social anxiety disorder is a severe and persistent fear of social or performance situations in which embarrassment may occur (APA, 2013). People with social anxiety disorder have a strong and lasting fear of social or performance situations where they might be judged by others. The disorder was once called social phobia, but now it’s called social anxiety disorder. It begins in late childhood or adolescence and continue into adulthood (Comer, 2011).

The cognitive-behavioral model is based on the behavior and the cognition. It focuses at how behavior and thoughts (cognition) influence each other, and how this interaction affects a person’s thoughts, feelings, and emotions. From a cognitive perspective, social anxiety is connected with negative thinking. Students with social anxiety thinks that other people are constantly judging them. And from a behavioral perspective, social anxiety leads to avoidance. Students avoid gathering, stay silent or avoid group works.

Avoidance behaviors indicate staying away from situations which makes a person feel afraid and safety behaviors are actions people use to protect themselves from anxiety (Comer, 2011).

Exposure therapy is a treatment procedure where people are repeatedly exposed to the objects or situations they feared. In social anxiety disorder, therapists told to clients to enter feared social situations and stay. Afterward, therapists help them by challenging negative thoughts (Pelissolo, Abou Kassm, & Delhay, 2019).

Psychoeducation is a teaching method where people are learnt about their mental health problem. Clients learn about their problem, why it happens, and treatment methods, which reduces fear (Comer, 2011).

 

SDG Goals

This program aligns with two major Sustainable Development Goals SDG 3: Good Health and Well-Being and SDG 4: Quality Education.

SDG 3: Good Health and Well-Being highlights that mental health is an essential part of overall health. By increasing awareness about social anxiety, this project helps students understand their emotional difficulties, reduces stigma, and encourages early support and healthy coping strategies. Promoting mental well-being among students supports their emotional balance and daily functioning.

SDG 4: Quality Education emphasizes the importance of inclusive, supportive, and student-friendly learning environments. When students struggle with fear, anxiety, or emotional distress, they often find it difficult to participate in class, interact with peers, and perform academically. By addressing social anxiety, this project helps students engage more confidently in academic activities and make better use of educational opportunities.

 

Objectives

            The main objective of this community engagement project was to increase awareness about social anxiety among first-year university students. Many students experience fear, nervousness, and discomfort in social situations but often do not understand why these feelings occur. This project aimed to help students clearly understand what social anxiety is and how it affects their academic and social life. Another important objective was to help students identify the common symptoms and causes of social anxiety. By learning about physical, cognitive, and behavioral symptoms, students were encouraged to recognize their own experiences in a healthy way. The project also aimed to reduce stigma around mental health and encourage open discussion. Finally, the project sought to introduce simple and practical coping strategies and inform students about available support services.

 

Rationale of the Study

The rationale of this community engagement study is based on the increasing mental health challenges faced by first-year university students. Entering university is a major life transition. Students come from different backgrounds, move away from familiar environments, and are expected to adjust quickly to new academic and social demands. During this period, many students experience fear, nervousness, and difficulty interacting with others, but these issues often remain unnoticed or misunderstood. Social anxiety is frequently seen as simple shyness or lack of confidence, which prevents students from seeking help. Without proper awareness and early support, social anxiety can negatively affect academic performance, social relationships, and overall well-being. This study is also important from an educational perspective. Community engagement allows psychology students to apply theoretical knowledge to real-life situations and understand community needs directly. By focusing on social anxiety among first-year students, the study supports mental well-being, reduces stigma, and promotes early intervention.

 

Methodology

Engagement Methods

In this program community-based awareness approach was used. The approach emphasized involvement, education, discussion, and shared experiences. This method includes: PowerPoint presentation, short videos, Group discussions, QNA sessions, Pretest and post-test. The program combined psychoeducation, interactive activities, and feedback-based evaluation to understand both the process and the outcome of the engagement.

In this program ethical rules were carefully followed. Participants were given a consent form and told the purpose, their participation was voluntary, and all information were shared keep confidential and no personal information were collected.

 

Participants

A total of 44 first-year university students were participated in the awareness program. Both male and female students were participated. A non-probability sampling method is used here which means participants are selected based on availability and willingness to participate. The Inclusion criteria were: willing to participate voluntarily in the program and enrolment as first-year students in university. And the Exclusion criteria were: students who did not complete pretest or post-test or both and unwilling to participate.

 

Procedure

At first the topic of the project was selected. The topic must link with psychology and Sustainable Development Goals (SDGs). After discussion with the course instructor the topic Social Anxiety was selected. After selecting the topic, the target community was selected. The program was based on first-year university students. Participants were selected using non-probability sampling method. A total of 44 first-year students participated. Then, to measure the effectiveness, a pretest and post-test questionnaires were developed for the program. The questions were designed in simple language so that students from all academic backgrounds could understand them easily. The program was conducted in a structured way and friendly manner.  At first, participants were welcomed. After that a consent form was given and participants fill that form. A quick poll activity was also used as an ice-breaker. This helped the participants to feel relaxed. After that pretest was conducted. Every participants were given a pretest questionnaire and told to fill that form. Next, an interactive session with PowerPoint presentation was taken on social anxiety. In the program session various aspects of social anxiety were discussed. Such as: what social anxiety is, what are the symptoms (Physical symptoms, Cognitive symptoms, and Behavioral symptoms), causes and contributing factors etc. Short videos and visual slides were shown to help participants to understand the concept. In the program coping Strategies were also taught such as: Deep breathing and grounding techniques, Mindfulness and staying present, Positive self-talk, Gradual exposure to feared social situations, Time management, and stress balance. About counselling services, faculty support, and mental health helplines was also shared. After completing the interactive presentation, a post-test was also conducted. All participants were again given a post-test questionnaire and told to fill that form. After that Feedbacks were also collected at the end of the program. After collecting all responses, the participants were told thank you.

 

FINDINGS AND ANALYSIS

Participation Metrics

Total 42 first-year university students participated in the program. In the program, all participants completed: the pretest, and the post-test, and the feedback form. After analysing the pre-test and post-test questionnaires, 2 were incomplete and were removed. As a result, data from 42 participants were used for analysis. In 42 participants, 28 were female (66.67%) and 14 were male (33.33%).

A demographics form was also added with the informed consent form, and information such as name, age, institution, gender, resident hall, department, session, year, hometown, and contact details were collected. All participants were from first year, the same session, and the same university (University of Dhaka). The participants of this program came from different regions of the country. This shows the diverse backgrounds of first-year students at the University of Dhaka.

 

Findings

The pre-test and post-test scores were compared to evaluate the awareness of social anxiety. A paired sample t-test was conducted. This test is suitable for examining mean differences within a single group of people in two different times. SPSS software was used for this analysis.

The pretest score shows the participants level of knowledge and awareness before attending the program. The mean of pretest score was 59.69 and the scores ranged from 40 to 72. The standard deviation of pretest was 5.82. The result was shown in the table-1. These results shows that most students had moderate but incomplete understanding. While some students had basic ideas about anxiety, many lacked clear knowledge. This confirms that first-year students start university with limited mental health awareness, especially regarding social anxiety.

The post-test score shows the participants level of knowledge and awareness after attending the program. The mean of post-test score increased to 66.74 and the scores ranged from 52 to 75. The standard deviation was 5.89, similar to the pretest, that show consistent learning. The increase in mean score indicates a clear improvement in knowledge and awareness. The result was shown in the table-1.

To compare the pretest and post-test results a paired sample t-test was conducted to find out whether the difference between pretest and post-test results was statistically significant. Here the t-score was (t = -8.66, df = 41 and p < .001). The p-value of less than .001 means that the difference between pretest and post-test results was statistically significant and this change did not happen by chance. The result was shown in the table-2.

To further confirm the result, a Wilcoxon Signed Ranks Test (non-parametric test) was also conducted for analysis. Here the scores are (Z = -5.24, p < .001). Here, 37 participants showed increased scores while 4 showed decreased scores and 1 showed no change. The p-value of less than .001 means that the difference between pretest and post-test results was statistically significant and this change did not happen by chance. The result was shown in the table-4 and 5. From both statistical tests it confirms that the program had a strong positive impact on participants awareness and understanding of social anxiety.

In the analysis, gender-based comparisons were also conducted for both pretest and posttest. In the score of pretest by gender, the male mean score was 59.71 and female mean score was 59.68. In the score of post-test by gender, the male mean score was 67.21 and female mean score was 66.50. From the mean scores, it shows that, both male and female students started with almost same level of awareness. And after the program, both groups improved in the same way. There was no major gender difference in learning can be seen. The result was shown in the table-3.

 

Table 1

  SPSS Output Table for Paired Sample Statistics for Pre-test and Post-test Scores

		Mean	N	Std. Deviation	Std. Error Mean
Pair 1	Pretest	59.6905	42	5.81624	.89747
	Posttest	66.7381	42	5.88532	.90813

 

  Table 2

  SPSS Output Table for Paired Sample t-test for The Pre-test and Post-test Scores

		Paired Differences					t	df	Sig
Pair 1	Pretest-Posttest	Mean	Std. Deviance	Sd. Error Mean	95% Confidence Interval of The Difference		-8.662	41	.000
		-7.04762	5.27281	.81361	Lower	Upper
					-8.69074	-5.40449

 

Table 3

  Comparison Between Male and Female Students’ Scores

		N	Mean	Std. Deviation	Variance	Minimum	Maximum	% of Total Sum
Pretest	Male	14	59.71	5.89	34.681	50	72	33.3%
	Female	28	59.68	5.89	34.671	40	70	66.7
Posttest	Male	14	67.21	5.32	28.34	59	75	33.3%
	Female	28	66.50	6.22	38.78	52	75	66.7

 

Table 4

Wilcoxon Signed Ranks Test result
		N	Mean Rank	Sum of Ranks
Posttest - Pretest	Negative Ranks	4	6.63	26.50
	Positive Ranks	37	22.55	834.50
	Ties	1
	Total	42

 

Table 5

Test Statistics of Wilcoxon Signed Ranks Test
	Posttest - Pretest
Z	-5.241
Sig. (2-tailed)	.000

 

Qualitative Patterns

By analysing participants responses, discussions, and feedback, various qualitative patterns were recognized. One major theme was lack of prior awareness and knowledge on mental health. Many students were open to shared that before the program they have a limited knowledge or no knowledge at all about social anxiety. The program helped them to understand that social anxiety better. Another strong theme was seen in the participants that, fear of judgment and embarrassment. Students told worrying about being judged. This fear is seen to be a common experience in first-year students.

 

Impact Assessment

The impact of the program can be understood by both tangible and intangible ways. The clearest tangible outcome of this program was the increase in awareness and knowledge. The rate of increase in awareness and knowledge can be shown through the pretest and posttest data. The mean score increased from 59.69 in the pretest to 66.74 in the posttest.

It indicates a meaningful improvement. The Statistical analysis also confirmed that, this improvement was significant. Various intangible outcomes were also seen. Participants showed a positive change in attitude toward mental health and if needed many students showed increased willingness to seek help.

 

Challenges

In spite of the positive results, various challenges were seen during the community engagement process. Some of them are: mental health stigma, hesitation and silence, short time etc. At the beginning, many students were shy and can’t speak openly about their feelings. Another major challenge was mental health stigma. Some students felt uncomfortable while discussing social anxiety. And the short time was also a challenge. For limited session time, in-dept discussions were not always possible.

There challenges can be addressed by using ice-breaking activities, keeping a friendly, non-judgmental tone, normalizing anxiety as a common experience, and share common experiences, and encouraging to seek further support by counseling services.

 

 

RECOMMENDATIONS

Based on the analysis, findings and feedback, various recommendations can be suggested to get better outcomes. At first, the time of program can be extended or divided into multiple sessions and also longer or follow-up sessions would allow. Participant involvement can be improved by introducing group activities. Using smaller groups may help quieter students feel more comfortable. Role-plays can also be used in the future programs.  To maintain a long-term engagement, the awareness about mental health should become a continuous process rather than a one-time event. By creating support groups or mental health clubs can also help maintain a long-term engagement.

 

CONCLUSION

The community engagement program, “Reducing Social Anxiety in First Year University Students,” represented how psychological knowledge was used to address real-life issues which was faced by university students. In the community engagement program first-year students are selected as a participant because they are the most vulnerable group of people due to big changes in life events. The program introduced a short, well-planned awareness session to make a meaningful difference. The improvement in pretest and posttest results showed that, students had gained better knowledge and awareness about social anxiety.

Various important takeaways can be identified from this project. Many first-year students experience social anxiety but they don’t have proper knowledge about it or how to manage it. Interactive activities and real-life examples play an important role in increasing awareness and engagement. And by making a healthy and non-judgmental atmosphere students can open up easily and feel secure.

ACKNOWLEDGMENT

Sincere acknowledgment is extended to Madam Farjana Begum, Assistant Professor, Department of Psychology, University of Dhaka, for giving the guidance and support which made program successful. Deep gratitude is also conveyed to all the first-year university students who give their valuable time in the program. Their honest, and active involvement made the program became successful. And finally, program was successfully completed ecause of the consistent effort, teamwork, and commitment of all group members of the program.

 

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