Course Description

*This selection is for the Final Exam only. Access to the book, Helping Students Overcome Social Anxiety: Skills for Academic and Social Success (SASS), is required to complete the exam. If you already have access to the book, click the "Buy" button above to continue. To order the e-Book from Guilford Press (which enables you to take the course immediately), click here. To order the paperback book from PRP, click here.

This program will offer front-line school professionals, child clinical psychologists, social workers, and counselors innovative, easy-to-use tools for identifying and intervening with socially anxious students in grades 6–12. It presents Skills for Academic and Social Success (SASS), a school-based intervention with demonstrated effectiveness. Case examples and sample scripts demonstrate how to implement psychoeducation, cognitive strategies, social skills training, exposure, and relapse prevention with groups and individual students.

10 CE credits/hours, 72 questions

Target Audience

Psychologists | School Psychologists | Marriage & Family Therapists | Mental Health Counselors | Social Workers

Learning Level


Learning Objectives

  • Summarize the definition of social anxiety.
  • Explain why social anxiety treatment should take place at a school setting.
  • Recognize symptoms of socially anxious students.
  • List and apply the skill strategies for academic and social success (SASS).
  • Educate parents, peers, and teachers on social anxiety and how they can get involved in the treatment program.
  • Apply intervention skills flexibly to other types of fears and general worries.
  • Summarize a plan and techniques that will help students maintain wellness as well as cope with relapse when it occurs.


  1. 1
    • Statement of Understanding (downloadable/printable)

  2. 2
    • "Helping Students Overcome Social Anxiety" - Final Exam Questions (downloadable/printable)

    • Final Exam

  3. 3
    • Evaluation Questionnaire

About the Presenters

Carrie Masia Warner, PhD

Carrie Masia Warner, PhD, is a Professor of Psychology at Montclair State University in New Jersey, Research Scientist at the Nathan Kline Institute for Psychiatric Research, and Adjunct Associate Professor in the Department of Child and Adolescent Psychiatry at New York University Langone Medical Center. Dr. Masia Warner is an expert in pediatric anxiety disorders and school implementation of evidence-based interventions. She has systematically developed and evaluated interventions for children and adolescents in community settings, with a focus on enhancing the identification and treatment of teenagers with social anxiety and training front-line school professionals. She has published over 65 peer-reviewed articles and book chapters.

Daniela Colognori, PsyD

Daniela Colognori, PsyD, is Clinical Director of the Tourette Syndrome Clinic at the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey. She is also a founding partner at Specialized Psychological Services, a private clinical practice, where she provides cognitive-behavioral therapy for individuals with anxiety, mood, tic, and body-focused repetitive behavior disorders. Dr. Colognori’s research interests and publications focus on improving access to evidence-based interventions for youth with anxiety and mood disorders through partnerships with schools.

Chelsea Lynch, MA

Chelsea Lynch, MA, is a graduate student in the Clinical Psychology doctoral program at Florida State University (FSU). She worked in the NYU Langone Medical Center’s Child Study Center on a randomized clinical trial evaluating the effectiveness of counselor-delivered cognitive-behavioral therapy for social anxiety in schools. Ms. Lynch has also worked in clinical outpatient, residential, and forensic settings. She currently conducts psychological assessments and provides evidence-based psychological treatment to adults and youth in the community as a student therapist in the FSU Psychology Clinic. Her research interests include evaluating psychological risk factors that contribute to the development and maintenance of co-occurring psychological disorders.