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ABSTRACT: Abstract The objective of this study was to examine the relations among anxiety, inattention, and math/reading achievement, as well as the mediating/moderating role of inattention in the anxiety-achievement association both concurrently and longitudinally. Participants included 161 ethnically diverse children (aged 6-8) and their teachers. At the middle and end of first grade (approximately 5 months apart), students completed measures of anxiety and achievement while their teachers completed a measure of inattention. For the concurrent analyses, greater harm avoidance anxiety was associated with better attention, which was in turn related to better achievement. For the longitudinal analyses, mid-year inattention interacted with harm avoidance and separation anxiety to predict end of year reading fluency. For those rated as more attentive, greater separation anxiety symptoms were associated with decreased fluency performance while greater harm avoidance symptoms were associated with increased performance. Findings were discussed in terms of the importance of considering socioemotional variables in the study of children's academic achievement and the potential utility of early anxiety prevention/intervention programs, especially for children experiencing academic difficulties who also show internalizing behaviors.
Anxiety, stress, and coping 05/2012; · 1.55 Impact Factor
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ABSTRACT: The purpose of this study was to determine the effects of Hurricane Katrina on those with preexisting storm fear. Participants
were divided into two groups, those with a fear of storms and control participants with no reported fears of any specific
stimuli. Differences were examined on measures of exposure to and distress from trauma, fear, coping self-efficacy, and demographic
variables. The participants were 62 female undergraduate college students who completed an online survey examining the effects
of Hurricane Katrina. Despite no differences in the overall occurrence of trauma between the two groups, storm-fearful participants
reported significantly more overall distress from their exposure when compared to the non-fearful participants. Those with
storm-fears also reported significantly poorer coping self-efficacy following the storm than those who were not fearful. Overall,
individuals with a fear of storms reported experiencing greater psychological impact and poorer coping self-efficacy from
the same degree of storm exposure.
KeywordsFear-Coping behavior-Natural disasters-Severe weather phobia-Hurricanes-Anxiety
Current psychology (New Brunswick, N.J.) 04/2012; 29(4):307-319. · 0.45 Impact Factor
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ABSTRACT: The present study examined competing models of the bi-directional influences of anxiety and reading achievement. Participants were 153 ethnically-diverse children (84 male, 69 female) from general education classes evaluated in the winter and spring of their first-grade academic year. Children completed standardized measures of reading achievement involving decoding and fluency along with an anxiety rating scale. Hierarchical linear regression analyses revealed that separation anxiety symptoms were negatively predicted by fluency performance and harm avoidance symptoms were positively predicted by decoding performance. Fluency performance was positively predicted by harm avoidance and total anxiety (for girls only) symptoms, while decoding was not predicted by any anxiety subscale.
Child Psychiatry and Human Development 08/2011; 43(1):35-47. · 1.93 Impact Factor
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ABSTRACT: Growing evidence supports that the coping strategies that individuals utilize are a key predictor of distress following trauma. However, there is limited longitudinal research examining the relationship between psychological distress and coping over time, and even less research examining the possibility of reciprocal relationships between distress and coping, despite the fact that prior theoretical work posits such a relationship. The current study modeled the relationship between distress (PTSD and general distress) and maladaptive coping over time in a sample of 368 college women exposed to the mass shooting at Virginia Tech (VT). Participants completed web surveys regarding their distress, shooting-related coping, and shooting-related PTSD 2 months, 6 months, and 1 year following the shooting. They also completed measures of their psychological distress prior to the shooting as part of an unrelated study. A structural cross-lagged model with latent variables supported a reciprocal relationship between maladaptive coping and general psychological distress over time. In contrast, the cross-lagged model evaluating the relationship between PTSD and maladaptive coping supported that PTSD symptoms predicted coping over time, but there was no reciprocal relationship between coping and PTSD. Implications of the findings for future work examining adjustment following traumatic events are discussed.
Anxiety, stress, and coping 05/2011; 24(3):273-90. · 1.55 Impact Factor
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ABSTRACT: This study examined the influence of a mass trauma (the Virginia Tech campus shootings) on anxiety symptoms and quality of life, as well as the potential vulnerability/protective roles of world assumptions and social support. Pre-trauma adjustment data, collected in the six months prior to the shooting, was examined along with two-month post-shooting data in a sample of 298 female students enrolled at the university at the time of the shootings. Linear regression analyses revealed consistent predictive roles for world assumptions pertaining to control and self-worth as well as family support. In addition, for those more severely exposed to the shooting, greater belief in a lack of control over outcomes appeared to increase vulnerability for post-trauma physiological and emotional anxiety symptoms. Implications of the results for research and intervention following mass trauma are discussed.
Journal of anxiety disorders 12/2010; 25(4):498-506. · 2.68 Impact Factor
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ABSTRACT: The transition from elementary to middle or junior high school is commonly regarded as a period of stress and turmoil for young adolescents, and has been associated with changes in anxiety and other psychological problems. However, less is known about risk and resilience factors that may predict these changes. This study examined changes in anxiety, as well as predictors of these changes among 77, predominantly Caucasian (88%), male and female (52%) adolescents from Grades 6 to 8. Repeated measures analysis of variance was conducted to examine the predicted grade and gender differences. Multiple regression analyses were conducted to examine the prediction of eighth grade anxiety symptoms by sixth grade self-worth, perceived social acceptance, and social support, as well as the potential moderating role of gender in these relations. Results suggested a significant decrease in anxiety, particularly social anxiety, over this period for boys but not girls. Examination of predictors of changes in anxiety suggested that, in general, global self-worth, social acceptance, and gender were each associated with overall and social anxiety. Findings are integrated with extant literature on developmental changes associated with anxiety and school transitions and clinical implications of these findings are discussed.
Anxiety, stress, and coping 10/2010; 23(5):493-513. · 1.55 Impact Factor
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ABSTRACT: The following study examined the reactions of university students to Hurricane Katrina. A group of 68 New Orleans area students who were displaced from their home universities as a result of the hurricane were matched on race, gender, and age to a sample of 68 students who had been enrolled at Louisiana State University (LSU) prior to the hurricane. All students were enrolled at LSU at the time they participated in an online survey, conducted 3 months following the hurricane. The survey included symptom measures of depression, anxiety, stress, posttraumatic stress disorder (PTSD), and other variables. Results indicated displaced students experienced more trauma exposure and greater subsequent distress, more symptoms of PTSD, and more symptoms of depression. Moreover, traumatic exposure and distress from the traumatic exposure were found to fully mediate depressive symptoms and posttraumatic symptoms in the displaced students.
Behavior therapy 09/2010; 41(3):340-9. · 2.85 Impact Factor
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ABSTRACT: Fear of anxiety has previously been found to be a predictor of overall symptoms of posttraumatic stress disorder (PTSD). The current exploratory study examines the relationship between fear of anxiety and symptoms of PTSD in a sample of adults exposed to Hurricane Katrina. Fear of anxiety was found to partially mediate the relationship between the severity of trauma and the severity of PTSD. Further, this mediation was found to operate differently by gender, with the mediation holding true for men but not for women. For both men and women, fear of anxiety was positively correlated with PTSD symptoms.
Journal of Traumatic Stress 08/2010; 23(4):519-22. · 2.72 Impact Factor
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ABSTRACT: Unfortunately, many individuals will be exposed to traumatic events during their lifetime. The experience of loss and gain of valued resources may represent important predictors of psychological distress following these experiences. The current study examined the extent to which loss and gain of interpersonal and intrapersonal resources (e.g., hope, intimacy) predicted psychological distress among college women following the mass shooting at Virginia Tech (VT). Participants were 193 college women from whom preevent psychological distress and social support data had been obtained. These women completed surveys regarding their psychological distress, coping, and resource loss and gain 2- and 6-months after the VT shooting. Structural equation modeling supported that resource loss predicted greater psychological distress 6 months after the shooting whereas resource gain was weakly related to lower levels of psychological distress. The study also revealed that social support and psychological distress prior to the shooting predicted resource loss, and social support and active coping with the shooting predicted resource gain. Implications of the results for research examining the roles of resource loss and gain in posttrauma adjustment and the development of interventions following mass trauma are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Psychological Trauma Theory Research Practice and Policy 08/2009; 1(3):206-219. · 0.89 Impact Factor
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ABSTRACT: In the present review, we examine one of the critical issues that have been raised about evidence-based treatments and their portability to real-world clinical settings: namely, the presence of comorbidity in the participants who have been treated in these studies and whether the presence of comorbidity predicts or moderates treatment outcomes. In doing so, we examine treatment outcomes for the four most commonly occurring childhood psychiatric disorders: Anxiety disorders, affective disorders, attention deficit/hyperactivity disorder (ADHD), and oppositional defiant disorder (ODD)/conduct disorder (CD). For each of these disorders, we first review briefly the prevalence of comorbidity in epidemiological and clinical samples and then highlight the evidence-based treatments for these disorders. We next determine the effects of comorbidity on treatment outcomes for these disorders. For the most part, comorbidity in the treated samples is the rule, not the exception. However, the majority of studies have not explored whether comorbidity predicts or moderates treatment outcomes. For the not insignificant number of studies that have examined this issue, comorbidity has not been found to affect treatment outcomes. Notable exceptions are highlighted and recommendations for future research are presented.
Clinical psychology review 01/2009; 28(8):1447-71. · 4.90 Impact Factor
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ABSTRACT: The interview is a critical component of the psychological assessment of a child. In addition to the standard unstructured
interview, several structured interviews have been developed for use with children and their parents/caregivers.1 This chapter
is designed to introduce and familiarize the reader with not only which interviews are available for use when assessing children,
but also with techniques appropriate and effective for use during interviews when a child is the identified client. We discuss
considerations in using interview procedures with children who have disabilities as well as other factors related to the use
of interviews, such as language dominance. Considerations for basic report writing are also described.
12/2008: pages 55-88;
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ABSTRACT: Anxiety problems in youth are common, suggesting the need for developmentally appropriate and psychometrically sound measures in this area. The Multidimensional Anxiety Scale for Children (MASC) was created with this goal in mind, but has yet to be examined with samples representative of youth typically seen in clinical settings. Two hundred and sixty-two outpatient youth with mixed clinical presentations completed the MASC, a measure that includes a total anxiety score, as well as subscale scores for social anxiety, harm avoidance, separation anxiety/panic, and physical symptoms of anxiety. Internal consistency, means, and factor structure were comparable to that reported previously. Model invariance was supported across gender, diagnosis, and age. The MASC total score significantly differentiated children who received anxiety disorder diagnoses from those who did not. The social anxiety subscale significantly predicted social phobia and the harm avoidance subscale significantly predicted generalized anxiety disorder. Further support was found for the MASC. However, caution should be exercised given mixed discriminant ability findings. That is, the MASC seems best suited as a screening instrument for anxiety and when used in conjunction with a multiple method/informant assessment approach.
Depression and Anxiety 12/2007; 25(11):942-50. · 4.18 Impact Factor
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ABSTRACT: The purpose of this article is to provide a comprehensive review and a conceptual integration of research examining the potential role of learning from parents in the development of child anxiety. Specifically, research in this area is discussed within the framework of three specific mechanisms: parental modeling, information transfer, and parental reinforcement of anxious/avoidant behavior. Implications of the research in this area are discussed, as well as limitations and directions for future research.
Clinical Child and Family Psychology Review 10/2007; 10(3):213-31. · 3.13 Impact Factor
