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An Introduction to the Developmental Psychopathology of Anxiety
Abstract
This chapter reviews the tenets of the developmentalpsychopathology perspective and to consider their implications forunderstanding the development, maintenance, and amelioration of childhoodanxiety disorders. Subsequently, based on these tenets, the chapterdescribes a broad framework for conceptualizing the various pathwaysassociated with the development of childhood anxiety disorders.
... Undersøgelser foretaget i Danmark viser, at ca. 11 % af normale danske børn i alderen 11-13 år giver udtryk for at have emotionelle vanskeligheder i nogen eller høj grad (Reinholdt-Dunne et al., submitted a). Selvom angst i barndommen er normalt og ofte går i sig selv efter 3-4 år, er der en vaesentlig del af børnene, der oplever, at angsten udvikler sig til en psykisk forstyrrelse (Vasey & Dadds, 2001). Data fra Danmark viser, at 5,7 % af børn og unge henvist til psykiatrien opfylder de diagnostiske kriterier for en angstlidelse . ...
... De faktorer, som forskningen har interesseret sig for i forhold til at forstå udviklingen og vedligeholdelse af angstlidelser hos børn og unge, er: genetik, temperament, tilknytning, emotionsregulering, kognitive faktorer, foraeldreadfaerd, og individuelle oplevelser (Vasey & Dadds, 2001). I det følgende gennemgås kort forskningsresultaterne for disse risikofaktorer og dernaest samspillet mellem risikofaktorer. ...
... Skal foraeldre inddrages i behandling af deres angste barn eller ej? Økonomisk set koster det mere, hvis man skal udvide et forløb med foraeldresessioner, og spørgsmålet er således, om det overhovedet er nødvendigt. Både teoretisk (Vasey & Dadds, 2001) såvel som empirisk (for review; Breinholst et al., in prep.) finder man inden for angstlitteraturen, at foraeldrevariable har en betydning for udvikling og vedligeholdelse af angstlidelser hos barnet. ...
Hvorfor udvikler nogle børn angst, mens andre børn kan møde verden uden angst? På trods af at angst er en naturlig og adaptiv del af ethvert barns udvikling, risikerer ca. 10 % af alle børn at udvikle en angstlidelse. Angsten bliver en lidelse, når den forstyrrer et barn i at udvikle sig gennem deltagelse i et alderssvarende børneliv. Gennem de seneste årtier er forskere i stigende grad begyndt at undersøge, hvilke faktorer der har indflydelse på udviklingen og vedligeholdelsen af angst. På baggrund af et udviklingspsykopatologisk perspektiv har man udviklet modeller, der søger at indfange kompleksiteten i angstlidelserne. Heri indgår barnets genetiske dispositioner, det tidlige samspil med forældre, negative livsbegivenheder, emotionsregulering, indre kognitive mekanismer som opmærksomhedsbias og fortolkning af omverdenen samt aktuelle familiemønstre. I artiklen gives et kort review af de væsentligste risikofaktorer, som man via forskning ved er særlig betydningsfulde for udvikling og vedligeholdelse af angst i barndommen, og det diskuteres, hvilke implikationer denne viden bør få for behandling af børn med angst.
... In other words, an increase in PA helps with anxiety and other emotions. [14][15][16] Many scholars have also shown through empirical studies that more PA is associated with higher emotional stability and lower anxiety levels. [17][18][19] For the standard of PA required for health, the World Health Organization (WHO) recommends that adults participate in moderate PA for at least 150 minutes per week, vigorous PA for 75 minutes per week, or a combination of both. ...
... 29 Based on PA's emotional effects theory and social withdrawal theory, it can be found that PA has some ameliorative and therapeutic effects on mental health problems such as anxiety and depression. [14][15][16] Several empirical studies have also demonstrated that PA can reduce levels of anxiety. In a survey of 11,110 adolescents in 10 European countries, higher levels of PA and sports participation contribute to lower levels of anxiety and depression in both males and females. ...
... Our study adopts the Chinese version modified by Duan in 1996, 40 including six dimensions and eighteen items. The six dimensions are health concerns (items 10, 15), energy (items 1,9,14,17), satisfaction and interest in life (items 6, 11), and depression or a happy state of mind (items 4, 12, 18), emotional and behavioral control (items 3, 7, 13), relaxation and tension (items 2, 5, 8, 16). On the scale, 1, 3, 6, 7, 9, 11, 13, 15, and 16 are reverse scoring items. ...
Purpose
To explore the role of subjective well-being in the relationship between physical activity (PA) and anxiety and whether the model is moderated by gender.
Methods
We conducted a questionnaire survey by selecting 1153 college students from Shanghai Jiao Tong University in China, and data were analyzed using SPSS, Process, and AMOS.
Results
1) Correlation analysis showed that PA, subjective well-being, and anxiety were significantly related. Also, we found subjective well-being to differ significantly on the demographic variable registered residence. 2) Subjective well-being played a mediating role between PA and anxiety. 3) Gender played a moderating role in the direct effect of PA on anxiety, shown by the significant difference in the path coefficients between the male and female models (male: β = −0.03, p > 0.05, female: β = 0.10, p < 0.05).
Conclusion
Subjective well-being mediated the relationship between PA and anxiety, and gender moderated the mediating model. These findings highlight the importance of PA in reducing anxiety and increasing subjective well-being in the context of an epidemic.
... Temperamental inclinations toward anxiety constitute an important individual vulnerability factor in many etiological models of youth anxiety (e.g., Lonigan, Philips, Wilson, & Allan, 2011;Muris, 2006;Rapee, 2002;Vasey & Dadds, 2001). A large body of research has focused on behavioral inhibition (BI), which is characterized by shyness, withdrawal, avoidance, distress, and fear of unfamiliar people, objects, and events (Kagan, Reznick, & Gibbons, 1989), as a temperamental vulnerability for youth anxiety symptoms early in development. ...
... Third, we aimed to distinguish youths' anxiety trajectories based on specific qualities of youths' social contexts (i.e., stressful vs. supportive) from early to middle adolescence during middle school. In line with developmental theories (Cicchetti & Rogosch, 1996Muris, 2006;Vasey & Dadds, 2001) and with studies showing strong associations between psychosocial functioning in the school, peer, and family context and adolescent anxiety symptoms (e.g., Bögels & Brechman-Toussaint, 2006;Kingery et al., 2010;Seipp, 1991), we expected that anxiety trajectories would be distinguished by experiences in the new middle school context as well as in relationships with peers and parents throughout middle school. Specifically, we predicted that stable high or increasing anxiety trajectories would be characterized by stressful or unsupportive social contexts, whereas stable low or decreasing anxiety trajectories would be characterized by positive or supportive social contexts. ...
... This pattern of findings is in line with the idea that youth vary in the degree to which they are affected by experiences or changes in their environments (e.g., an important premise of the differential susceptibility hypothesis; Belsky, Bakermans-Kranenburg, & van IJzendoorn, 2007). Moreover, the findings support theoretical perspectives on continuity and change in youth psychopathology (Cicchetti & Rogosch, 1996 and specifically anxiety (Muris, 2006;Vasey & Dadds, 2001;Weems, 2008), which suggest that the trajectories followed by youth across development are affected by several factors within the individual and their (social) environment. ...
This study examined the impact of the middle school transition on general anxiety trajectories from middle childhood to middle adolescence, as well as how youths’ individual vulnerability and exposure to contextual stressors were associated with anxiety trajectories. Participants were 631 youth (47% boys, M age = 7.96 years at Time 1), followed for 7 successive years from second to eighth grade. Teachers reported on youths’ individual vulnerability to anxiety (anxious solitude) in second grade; youth reported on their anxiety in second to eighth grade and aspects of their social contexts particularly relevant to the school transition (school hassles, peer victimization, parent–child relationship quality, and friendship quality) in sixth to eighth grade. The results revealed two subgroups that showed either strongly increasing (5%) or decreasing (14%) levels of anxiety across the transition and two subgroups with fairly stable levels of either high (11%) or low (70%) anxiety over time. Youth in the latter two subgroups could be distinguished based on their individual vulnerability to anxiety, whereas youth with increasing anxiety reported more contextual stressors and less contextual support than youth with decreasing anxiety. In sum, findings suggest that the middle school transition has the potential to alter developmental trajectories of anxiety for some youth, for better or for worse.
... Where possible we consider developmental variations in these factors, their operation, and the roles they may play. Also, although we discuss them separately, these factors invariably operate through complex transactions with one another (Vasey & Dadds, 2001). Depending on the configuration of other factors in play, a given factor may lead to different anxiety disorders, other forms of psychopathology, or to no disorder at all. ...
... Parents may also foster anxiety in their child by being over-involved and exerting intrusive control over the child's experiences and behavior . For example, parents may limit their child's exposure to fear provoking stimuli, thereby interfering with the normal process of fear habituation or mastery (Vasey & Dadds, 2001). Similarly, they may foster vulnerability by failing to grant and support the child's autonomy, instead limiting contact with challenging situations or exerting intrusive control as the child copes with such challenges. ...
... Simultaneously, relief from the child's intense reactions is likely to be a potent source of negative reinforcement when others permit or foster such avoidance. Thus, those around the anxious child may come to be controlled by the short-term reduction of the child's anxiety, at the expense of the child's ultimate mastery of anxiety and the demands of anxiety-provoking situations (Vasey & Dadds, 2001). ...
Anxiety and fear are common in childhood and adolescence, with their focus typically reflecting important developmental themes and challenges (Muris & Field, 2011) that are largely consistent across cultures (Ollendick, Yang, King, Dong, & Akande, 1996). As such, anxiety is an adaptive emotion that prepares the individual to detect and deal with threats, thereby fostering survival (Marks & Nesse, 1994). However, high levels of anxiety have strong potential to interfere with development, raising risk for a wide range of maladaptive outcomes, including impaired interpersonal and academic functioning (Rapee, Schniering, & Hudson, 2009). Consequently, such problems have strong potential to initiate negative developmental cascades.
... Lorsqu'ils ne sont pas traités, les symptômes anxieux à l'enfance peuvent devenir chroniques et plus difficilement réversibles à l'âge adulte (Bittner et al., 2007). Dans l'optique de favoriser la prévention, la détection et le (Cicchetti & Cohen, 2006;Vasey & Dadds, 2001). À ce jour, plusieurs facteurs ont été identifiés comme étant simultanément impliqués dans l'émergence des troubles anxieux et des manifestations anxieuses chez l'enfant (p. ...
... Il est désormais reconnu que la compréhension des mécanismes par lesquels l'anxiété infantile se développe, persiste et se maintient doit considérer un large éventail d'influences et surtout, les interactions complexes, dynamiques et transactionnelles des facteurs de risque et de protection à travers le développement (Vasey & Dadds, 2001). ...
Les troubles anxieux et les symptômes associés s’avèrent être reconnus comme l’une des formes de psychopathologies vécues le plus fréquemment chez les enfants et les adolescents (Costello, Mustillo, Erkanli, Keeler, & Angold, 2003). Le degré de sécurité d’attachement est considéré depuis longtemps comme un facteur ayant une influence fondamentale sur le développement de l’enfant et dans l’émergence de psychopathologie (DeKlyen & Greenberg, 2008; Kobak, Cassidy, Lyons-Ruth, & Zir, 2006), s’avérant ainsi une variable importante pour comprendre l’émergence des troubles anxieux pendant l’enfance (Colonnesi et al., 2011). La présente étude de cas multiples s’avère la première à utiliser des mesures représentationnelles afin d’observer l’attachement auprès d’une population clinique d’enfants d’âge scolaire ayant un trouble anxieux (Child Attachment Interview) et chez leur mère (Adult Attachment Interview). Trois principaux objectifs, tous de nature exploratoire, sont visés: 1) procéder à une analyse approfondie des profils d’attachement chez les enfants ayant un trouble anxieux et leur mère, tant sur le plan des catégories que des dimensions d’attachement; 2) décrire les correspondances entre les représentations d’attachement de la mère et de son enfant; 3) examiner les associations entre les types de représentations d’attachement mère-enfant et les types de symptômes anxieux chez l’enfant. Pour ce faire, des mesures de ces deux variables ont été prises auprès de six enfants âgés entre 8 et 15 ans et leurs mères, recrutés au sein d’une clinique de troisième ligne spécialisée en traitement des troubles anxieux. Les résultats démontrent que la majorité des enfants ayant un trouble anxieux présente une insécurité des représentations d’attachement, accompagnée principalement d’une tendance à l’attachement détaché. Concernant les dimensions d’attachement, la majorité des enfants anxieux présente d’importants déficits liés à l’ouverture émotionnelle. De plus, toutes les mères présentent des représentations d’attachement se situant sur le continuum de la préoccupation, impliquant des stratégies d’hyperactivation (de modérées à élevées). Les mères des enfants ayant un attachement sécurisant composent avec des représentations d’attachement préoccupées par des évènements traumatiques. Ensuite, peu de correspondances intergénérationnelles sont observables. Une tendance à présenter des stratégies d’attachement complémentaires est plutôt relevée, particulièrement concernant des stratégies d’hyperactivation chez la mère (pôle préoccupé) et de désactivation chez l’enfant (pôle détaché). Par ailleurs, peu d’associations spécifiques sont identifiées entre les représentations d’attachement et les troubles anxieux, mis à part la présence d’insécurité chez les enfants ayant un trouble d’anxiété de séparation. Enfin, une importante tendance aux difficultés d’ordre psychosomatique est observée chez les enfants ayant un trouble anxieux. À la lumière de ces principales tendances relatives à l’attachement, des pistes cliniques seront proposées afin de soutenir l’intervention des équipes traitantes auprès des enfants composant avec un trouble anxieux et de leur mère.
... In addition to a child's own biological and psychological characteristics, work in developmental psychopathology underlines the importance of socio-environmental factors across the lifespan, such as perinatal and postnatal risk and resilience factors (Cicchetti & Cohen, 1995;Nobile et al., 2009;Vasey & Dadds, 2001). Hence, risk factors need be accounted for in the study of trajectories that link child internalization to adolescent internalizing conditions. ...
... Indeed, developmental theory has identified several factors that can predispose children to or protect them from developing anxiety disorders or depression. Biological and genetic factors, child temperament, cognitive biases or vulnerabilities, stressful life events or early childhood experiences, emotional regulation skills, parental mental health, and parental practices have all been identified as factors that can contribute to or protect from developing anxiety or depression (Abela & Hankin, 2007;Avenevoli, Knight, Kessler, & Merikangas, 2007;Vasey & Dadds, 2001). Furthermore, although anxious or depressive symptoms can be observed in early childhood, internalizing disorders, such as social phobia, generalized anxiety and depression tend to appear around middle childhood and preadolescence (Avenevoli et al., 2007;Wagner, 2001), with increasing rates in adolescence (Costello, Mustillo, Erkanli, Keeler, & Angold, 2003). ...
This study tested the specificity of associations between childhood multi-trajectories of shyness, anxiety and depression symptoms and adolescent social phobia, generalized anxiety disorder (GAD) and depression, as well as functional impairment. A population sample of 1596 singletons was followed over 15 years. Mothers rated child shyness, anxiety and depression between 1½ and 8 years-old. Adolescents self-reported symptoms of social phobia, GAD and depression at 15 years-old. Multi-trajectories of childhood internalizing symptoms showed developmental heterogeneity. Controlling for perinatal risk factors, low anxiety and depression in childhood were associated with lower GAD, depression and impairment in adolescence. Higher childhood shyness was associated with adolescent social phobia. Higher shyness in girls was a protective factor for GAD, depression and impairment due to depression, while low shyness in boys was linked to higher risk for GAD and impairment due to depression. Our results underline the importance of distinguishing between shyness and different internalizing symptoms.
... Within a risk and protective factors framework, multiple influences impact the development, exacerbation, and amelioration of psychopathology in youth (Vasey & Dadds, 2001). Risk factors often influence the chances for harm and increase the probability of onset and/or maintenance of problems. ...
... exploring the likelihood of negative events occurring) and instead, may simply provide reassurance or remove them from the anxiety producing situation as these may be quicker solutions. Furthermore, Vasey and Dadds (2001) point out that parents who are overprotective (e.g. alerting their child to potential environmental dangers), create a bias towards thought processes that are maladaptive, leading their children to rely on reassurance seeking behaviors. ...
The current study examined the moderating role of coping strategies on psychological outcomes at varying levels of parental support in a sample of clinically anxious youth. Youth (N = 174, mean age 11.89) completed the Children’s Coping Strategies Checklist, Child and Adolescent Social Support Scale, Multidimensional Anxiety Scale for Children and Children’s Depression Inventory. Data was gathered at a large, university-based anxiety disorders treatment clinic. This nonexperimental design analyzed the use of active and avoidant coping strategies as a moderator of anxiety and depression, while controlling for parental support. Results revealed active coping strategies did moderate the relationship between parental support and anxiety, however, not as expected while the significant moderation role of avoidance coping was mixed. Findings showed that anxious youth with more parental support and more active coping were at risk for higher levels of anxiety, yet protected from higher depression. Avoidant coping strategies did moderate in a manner that was predicted for higher anxiety symptoms. Results suggest increased need for parental involvement in the treatment of anxiety disorders in youth.
... To overcome the limitations of earlier reviews, we propose a new review of the literature with the objective of providing an up-to-date integrative and critical analysis of concurrent or successive heterotypic comorbidity between either anxiety or disruptive disorders and depression, focusing on age and sex as targeted variables. Targeting age and sex as the principal variables in this review is pertinent because it may enable formulating hypotheses about potential age-and sex-related comorbid correlates for future research and orient specific treatment plans (Vasey & Dadds, 2001). ...
... Longitudinal studies are needed to identify the age or age range during which the onset of each anxiety or disruptive disorder and depression occurs concurrently. Moreover, common correlates previously suggested (e.g., biological vulnerability, cognitive distortions/rumination, parental psychopathology, sexual abuse) could be studied in interaction with the sex of youth in a developmental perspective (Cicchetti et al., 1994;Vasey & Dadds, 2001). Studying the effect of sex during specific periods of the development may help to better understand underlying mechanisms of comorbidity between mental disorders. ...
Unipolar depression is often comorbid with other psychiatric disorders in youth, particularly with anxiety and disruptive disorders. Previous literature reviews suggested that patterns of comorbidity differed by age and sex. However, most authors from previous published reviews did not specifically target age and sex as a priori criteria in selecting studies on comorbidity during adolescence. Moreover, these reviews did not consider potentially important methodological issues that might explain inconsistencies in comorbidity rates across studies. In our literature review, we selected empirical studies published within the last 15 years with the aim of targeting age and sex as principal variables associated with heterotypic comorbidity of either anxiety or disruptive disorders and depression. Additionally, relevant methodological aspects that were not considered systematically in previous reviews were taken into account in the presentation of results (e.g., type of instrument, informant assessing youth’s mental disorders). In the present review, a total of 29 cross-sectional and longitudinal studies met the following selection criteria in their research design: (a) structured or semistructured instruments assessing anxiety, disruptive, and depressive disorders; and (b) samples of adolescents aged at least 12 years. Our review highlights inconsistent results across clinical and community studies regarding age- and sex-related patterns of comorbidity. However, some studies indicated the presence of high comorbidity rates between either anxiety or disruptive disorders and depression in adolescent girls. This review suggests that the complexity of the comorbidity phenomenon precludes definitive conclusions about its variations according to age and sex. Implications for prevention, treatment, and future research are discussed.
... The authors conceded that there were methodological weaknesses in their study, including the sample size (n = 52). Vasey and Dadds' (2001) developmental psychopathology model considers that child anxiety disorders emerge from multiple pathways reflecting the dynamic interplay between children's characteristics and those of their environment. These multiple interrelated pathways have been postulated to affect the presence of child AS (Weems, 2010). ...
... In Vasey and Dadds' (2001) model, the child's characteristics, such as attentional bias, coping behaviours, and emotional regulation skills, may moderate the presence of an anxiety disorder: some are precipitants while others are protective. Given that AS concerns beliefs about the consequences of anxiety-related sensations, knowledge of how to cope with stressors and knowledge of emotions might influence the link between parental factors (parental AS and learning experiences in the family environment) and child AS. ...
This study evaluated the impact of the mother's and father's anxiety sensitivity (AS) and learning experiences on children's AS, and the influence of two moderators: the children's femininity orientation and the children's emotional intelligence (EI). The sample comprised 200 non‐clinical children, aged 9–13 years, and their parents (mothers and fathers). Results revealed that the effect of parental AS on children's AS is moderated by the children's EI for maternal AS and by their femininity traits for paternal AS. Learning experiences following somatic sensations influenced the children's level of AS. More specifically, special attention by parents following a child's somatic sensations (reinforcement and transmission of information) was associated with high AS in children. Parental reactions of fear following a parent's somatic sensations (modelling) seem to predict higher scores for AS when the link is moderated by the child's femininity orientation. The implications of these findings are discussed.
Statement of contribution
What is already known on this subject
• The influence of parental factors in child's AS has been demonstrate, but these studies are limited.
• Specific mechanisms might condition the relationship between child's AS and parental factors.
What does this study add?
• Learning experiences and parental AS influence the child's level of AS.
• It is important to consider the influence of mothers and fathers in child's AS.
• Child's emotional intelligence and expressive traits may moderate the effect of parental factors.
... The current review revealed that avoidance-promoting parenting behaviors such as overprotection moderate the relation between child inhibited temperament and social anxiety symptoms such that higher child inhibited temperament predicts greater social anxiety symptoms within the context of high levels of avoidance-promoting parenting behaviors. This research evidence supports developmental psychopathology theories of anxiety development that posit that children's environments (e.g., parenting) interact with their predisposing characteristics (e.g., inhibited temperaments) to predict anxiety outcomes (Muris et al., 2011;Vasey & Dadds, 2001). Notably, the current review did not find substantial evidence for avoidance-promoting parenting behaviors moderating the relation between child inhibited temperament and other anxiety symptoms, such as total anxiety symptoms and separation anxiety symptoms. ...
The literature on the role of parenting in the relation between child inhibited temperament and child anxiety is inconsistent, with some literature supporting a moderating role and some literature supporting alternative (e.g., mediating) roles. A systematic review of the evidence that parenting moderates the longitudinal relation between child inhibited temperament and child anxiety is needed. A systematic review of the literature was conducted in February and March of 2022 and repeated in January of 2024. Ten articles met criteria for inclusion, with 39 moderation analyses of interest among them. All included studies were conducted in Western contexts with predominately White, middle-class families. Thus, the current review can only be generalized to this population. Despite inconsistent findings, some evidence indicated that avoidance-promoting parenting behaviors such as overprotection and overinvolvement moderate the relation between child inhibited temperament and social anxiety symptoms, in particular. There was a lack of evidence that parenting behaviors moderate the relation between child inhibited temperament and anxiety disorders, and that affect-related parenting behaviors (e.g., negativity) moderate the relation between child inhibited temperament and non-social anxiety symptoms. There was mixed evidence regarding the moderating role of control-related parenting behaviors in the relation between child inhibited temperament and non-social anxiety symptoms, with some evidence that encouraging behaviors moderate this relation. Future research is needed to clarify these inconsistent and nuanced findings and investigate this moderation in non-Western, non-White, and low-income populations.
... From a developmental perspective, the resumption of school attendance is critical. Vasey and Dadds (2001) noted: "To the extent that a child on a deviant developmental pathway is unable to enter developmental contexts in which important skills are learned or honed, adaptation to future developmental challenges is jeopardized" (p. 12). ...
The aim of treatment for school refusal is to help the young person resume a normal
developmental pathway via a reduction in emotional distress and a return to regular
school attendance. In the absence of treatment, a small proportion of school refusers may experience a spontaneous recovery but the vast majority continues to display emotional distress and a problematic level of school attendance (King, Tonge, Heyne et al., 1998). The treatment approach described in this chapter is based upon the @school program, a developmentally-sensitive CBT for school refusal (Heyne, Sauter, & Van Hout, 2008). It is applicable to young people displaying school refusal as defined by Berg and colleagues (Berg, 1967, 1997, 2002; Berg et al., 1969; Bools et al., 1990; see “Classifying school attendance problems”). The school refuser’s emotional distress may be manifest in clinical or sub-clinical levels of fear, anxiety, and depression. Externalizing problems in the form of oppositional and defiant behavior may also be observed at clinical or sub-clinical levels. The treatment has not been designed for or evaluated with school refusers displaying conduct disorder. We acknowledge that a small group of school refusers who display emotional upset at the prospect of attending school may also present with conduct disorder (e.g., Berg et al., 1993; Egger et al., 2003; McShane et al., 2001). The most effective intervention for this group awaits investigation. Similarly, the treatment has not been evaluated with school refusers presenting with intellectual disability (ID) or an autism spectrum disorder (ASD). The reader is referred to recent descriptions of CBT with clients with ID or an ASD to inform the adaptation and application of the @school treatment program (e.g., Karnezi
& Tierney, 2009; Whitehouse, Tudway, Look, & Kroese, 2006; Wood, Drahota, Sze,
Har, Chiu, & Langer, 2009).
... A perturbação de ansiedade é uma patologia cada vez mais frequente na população mais jovem, a sua transmissão intergeracional resulta da interação entre fatores de risco genéticos, ambientais e também da resiliência individual ou da falta dela. 11,[19][20][21] Apesar das dificuldades em identificar genes específicos, a componente hereditária destas patologias parece ser inquestionável, pelo que a procura ativa de fatores familiares que aumentem o risco de desenvolvimento de perturbação de ansiedade e valorização da perturbação de ansiedade como psicopatologia com grande impacto individual, familiar e social é fundamental. Ao diagnosticar e intervir, através da farmacoterapia e intervenção por psicologia clínica adequada e celeremente as perturbações de ansiedade numa geração, podemos reduzir a prevalência das mesmas nas gerações futuras. 1 ...
Introdução:
A ansiedade é um sentimento universal sem que isso constitua doença ou mesmo anormalidade. Esta pode assumir um caráter patológico quando funciona de maneira inapropriada, condicionando mecanismos mal adaptativos, estando, neste caso, perante uma perturbação de ansiedade. A influência genómica e ambiental é cada vez mais reconhecida como importante na sua génese e perpetuação. Por isso, para uma compreensão mais holística, na presença de uma perturbação de ansiedade é fundamental avaliar o contexto familiar através de avaliação familiar, prática muitas vezes esquecida na rotina do médico de família.
Descrição dos casos:
Nesta avaliação familiar, traduzida em relato de caso, a ansiedade configura uma perturbação multigeracional de expressão diversa. Este tipo de transmissão apoia a componente genético-ambiental da perturbação ansiosa. Foram avaliados três elementos de um agregado familiar com perturbação ansiosa: mãe e dois filhos. A génese da perturbação ansiosa da matriarca terá sido possivelmente favorecida por predisposição genética, adivinhável pelos antecedentes familiares, bem como pelo ambiente de conflito, recorrentes episódios de violência verbal e física no seio do casal de que fez parte, perpetuada por diversos eventos ansiogénicos. A transmissão da perturbação ansiosa para a geração seguinte terá sido proporcionada pelo ambiente comum de violência familiar, aliado à expressão de ansiedade materna através da componente não verbal, pela expressão física de ansiedade, instrucional pelo alarmismo para as diferentes situações de perigo que surgiam ao longo do dia e comportamental pela evicção de situações novas. Curiosamente, embora a génese da perturbação de ansiedade e os sintomas iniciais de ambos os filhos tenham sido comuns, a predisposição individual e os eventos ansiogénicos subsequentes moldaram-nos de forma distinta, quer na manifestação da ansiedade quer na gestão da mesma.
Comentário:
A medicina geral e familiar ocupa uma posição privilegiada na avaliação individual e familiar desta patologia. À semelhança desta família considera-se que muitas famílias portuguesas reúnem as mesmas características e que ainda não é dada a devida atenção a esta cadeia de transmissão de psicopatologia. A procura ativa de fatores familiares que aumentem o risco de perturbação de ansiedade e valorização da perturbação de ansiedade como psicopatologia com grande impacto individual, familiar e social é fundamental. O tratamento adequado das perturbações de ansiedade numa geração pode reduzir a prevalência das mesmas nas gerações futuras.
... In addition and according to the social learning theory that learning occurs within the general familial environment, from observing, modeling, and imitating the attitudes, reactions, and behaviors of others (Vasey and Dadds, 2001;McCullough, 2011). Parents can either provide an environmental context that influences the development of anxiety traits (as by frequent criticism), or reinforce the children's experiences of anxiety. ...
... The behaviours of children who are concerned about their interactions with their peers make it troublesome and sometimes contribute to the development of difficult relationships (Gazelle & Druhen, 2009;Rubin et al., 2006). The interaction between individual characteristics and environmental risk factors should be taken into account in the development of children's anxiety (Degnan et al.,, 2010;Hudson & Rapee, 2004;Vasey & Dadds, 2001). One of the factors closely related to anxiety development in children is the quality of communication with their parents (Layne et al., 2006). ...
The aim of this study was to explore the moderating role of mother-child relationships (closeness and conflict) in the relations between children's anxiety and play behaviour in the sample of Turkish preschool children. Participants were N = 211 children (117 boys, M age = 64.08 months, SD = 12.26) attending preschool from suburban areas in Ankara. Mothers rated children's anxiety and mother-child relationships, whereas teachers provided ratings of children's social play. Among the results, children's anxiety and mother's conflict was positively correlated with reticence behaviour and negatively correlated with social play. Moreover, mother-child closeness significantly moderated these associations. The current findings suggest that mother-child relationships moderated the association between unsociability and social play in children (buffering effect). The interaction between anxiety and mother-child closeness could be beneficial for predicting unsociable children's social play behaviour. Mothers can improve their relationship depending on unsociable children to provide nurturing social play behaviour. Limitations and future directions of the current study are discussed. ARTICLE HISTORY
... When older adults were alone and sedentary, they experienced higher levels of negative affect compared to being sedentary with others. The social withdrawal hypothesis may be a relevant consideration as older adults may engage in prolonged sedentary bouts (e.g., watching TV), which can lead to feelings of social isolation (Rubin & Burgess, 2001). Feelings of social isolation can lead to withdrawing from social interactions which can, in turn, lead to feeling socially isolated; therefore, when alone and engaged in sedentary behaviors, older adults likely experience increased negative affect compared to when with others and sedentary. ...
Objectives:
Older adults engage in excessive sedentary behaviors which holds significant health implications. Examining affect responses during sedentary behavior is not well understood despite the wealth of evidence linking affect and motivation. Contextual influences (i.e., social, physical) likely influence affective responses during sedentary behavior and therefore warrant further investigation.
Methods:
Older adults (n=103, Mage=72, Range: 60-98) participated in a 10-day study where they were received 6 randomly timed, smartphone-based Ecological Momentary Assessment (EMA) prompts/day. Participants reported their affect, current behavior, and context at each EMA prompt. Participants also wore an activPAL accelerometer to measure their sedentary behavior duration. Separate multilevel models examined the extent to which the context influences affective responses during self-report sedentary (vs. non-sedentary) behaviors.
Results:
The social context moderated the association between sedentary behavior and negative affect. The physical context moderated the association between sedentary behavior and positive affect.
Discussion:
Interventions should consider the context of behaviors when designing interventions to reduce sedentary behavior as some contextual factors may attenuate, while other contexts may exacerbate, associations between activity-related behaviors and indicators of well-being.
... Bununla birlikte kaygı bozukluğu yaşayan çocukların ebeveynlerinde de benzer sorunlar tespit edilmiştir (Kearney, 2005). Ebeveynler ile çocukların kaygı düzeyleri arasındaki ilişki, genetik yatkınlıktan kaynaklanabileceği gibi ebeveynin kaygılı bir birey olarak çocuğa yanlış modeller sunması da önemli bir etken olarak görülmektedir (Eley, 2001;Kearney, 2005). Aile ortamında güvenli ortam yaratma görevi ebeveynlere düşerken eğitim kurumlarında bu yöndeki yol göstericiler eğitimciler ve/veya rehberler olmalıdır (Cüceloğlu, 1997). ...
... It was found that individuals with social phobia reported their parents both mother and father to have been more rejecting as compared to control group. Vasey and Dadds (2001) reported that low acceptance, including rejection, a lack of warmth or criticizing, may enforce children's feelings of insecurity and anxiety by enabling a negative or critical reaction to his or her feelings and activities Bruch (1989) reported that "parenting practices that convey rejection to a child may still in a preoccupation with others' evaluative remarks, perhaps leading to a generalized fear of negative evaluation". This instilled fear of negative evaluation may induce a child or adolescent to be afraid of social situations in which social evaluation may occur. ...
Transgenders are physically, sexually and verbally abused, harassed by family members, society, government official and have little access to health care services, denied of job opportunities and face gross violation of human rights. This not only affects gender minority youth, but even his family and the larger society as a whole, in the long run. Keeping these facts in mind, the present study is an attempt to find whether transgender women differ significantly from non-transgender group with respect to alienation, coping strategies, defense style and expression of aggression. A group of 15 transgender (male to female) and 15 non-transgender males without any psychiatric morbidity between 18 to 30 years of age were studied based on their availability. The subjective feelings of alienation, coping strategies, defense style and expression of aggression were evaluated by Dean's Alienation Scale (DAS), Coping Checklist (CCl-1) and Defense Style Questionnaire-40 (DSQ-40) and Rosenzweig Picture-frustration Study (RPFS) respectively. Mann–Whitney U was computed to assess out whether there is any significant difference between the two groups with respect to alienation, coping strategy, defense style and expression of aggression. The transgender and the non-transgender group - differ significantly from each other with respect to their subject on feelings of alienation across all domains (i.e. powerlessness, normlessness and social isolation), coping strategies, namely, emotion focused coping strategy and problem and emotion focused coping strategy, defense style, namely, immature defenses, group conformity rating and across all domains of direction of aggression, namely, extraggression, introgression and impgression
... Additionally, the child cannot recive information that could disconfirm is/her fearful cognitions (P. C [30,31]). By responding in an avoidant manner to feelings of anxiety, the anxiety is maintained and can even worsen. ...
Background:
Many children and adolescents suffer from problematic levels of anxiety, but the multitude of these children do not receive an intervention. It is of importance to increase the accessibility and availability of child anxiety interventions, as to identify and treat anxious children early and successfully. Online platforms that include information, assessments and intervention can contribute to this goal. Interventions for child anxiety are frequently based on Cognitive Behavioral Therapy, because of its strong theoretical and empirical basis. However, the working mechanisms of Cognitive Behavioral Therapy in children are poorly studied. To our knowledge, mediation studies on child anxiety are non-existent regarding online Cognitive Behavioral Therapy.
Methods:
We will aim at children aged 8-13 years with problematic anxiety. We recruit these children via the community setting, and refer them to our online platform 'Learn to Dare!' (in Dutch: 'Leer te Durven!'), https://leertedurven.ou.nl, where information about child anxiety and our research is freely accessible. After an active informed consent procedure, the participants can access the screening procedure, which will select the children with problematic anxiety levels. Thereafter, these children will be randomized to an online intervention based on Cognitive Behavioral Therapy (n = 120) or to a waitlist control (WL, n = 120). The intervention consists of 8 sessions with minimal therapist support and contains psycho-education, exposure (based on inhibitory learning), cognitive restructuring and relapse prevention. Child anxiety symptoms and diagnoses, cognitions, avoidance behavior and level of abstract reasoning are measured. Assessments are the same for both groups and are performed before and after the proposed working mechanisms are offered during the intervention. A follow-up assessment takes place 3 months after the final session, after which children in the waitlist control group are offered to take part in the intervention.
Discussion:
This protocol paper describes the development of the online platform 'Learn to Dare!', which includes information about child anxiety, the screening procedure, anxiety assessments, and the online intervention. We describe the development of the online intervention. Offering easy accessible interventions and providing insight into the working mechanisms of Cognitive Behavioral Therapy contributes to optimizing Cognitive Behavioral Therapy for anxious youth.
... However, the present investigation also suffers from a number of limitations. To begin with, the study focused on a limited set of variables (modeling, threat information transmission, cognitive biases) that might be relevant within the etiology of childhood anxiety problems, thereby neglecting other factors (e.g., temperament, conditioning, overprotective parenting, and insecure attachment, or even protective factors) that are involved in the development of this type of psychopathology [65]. Second, although we did include parent rating scales and children's self-report measures, most constructs were only assessed using one informant (i.e., either child or parent). ...
This longitudinal study explored the relations between fear-enhancing parenting behaviors (modeling and threat information transmission) and children’s cognitive biases and anxiety symptoms on three subsequent time points over a one-year period. Participants were 216 children aged 7–12 years (114 boys and 102 girls), and their mothers (n = 199) and/or fathers (n = 117). On each time point, children and parents completed the Parental Enhancement of Anxious Cognitions scale, which measures parental modeling and threat information transmission. Furthermore, children filled in a measure of anxiety disorder symptoms. In addition, confirmation bias and interpretation bias were measured by means of a number of computerized tasks. The results yielded support for a circular model in which cognitive biases enhanced anxiety symptoms, which in turn promoted cognitive biases on each of the three time points. However, no evidence was found for longitudinal effects of cognitive biases on anxiety or vice versa. In contrast to what we expected, cognitive biases and anxiety appeared to promote parental modeling and threat information rather than the other way around. These findings extend research on the relations between parenting behaviors, cognitive biases, and childhood anxiety symptoms, and suggest valuable leads for assessment and intervention.
... However, surprisingly, internalizing disorders in children are still often overlooked and, consequently, underdiagnosed [7]. Although theoretical models suggest that family processes and parenting are important factors in the development, maintenance, and transmission of internalizing symptomatology [8,9], metaanalytic and review contributions have provided mixed support for this association. In particular, previous studies identified a linkage between childhood anxiety and the broad parenting dimensions of rejection and control. ...
... Specific clinical disorders-including anxiety-may primarily occur when insecure attachment is combined with other risk factors (Kerns and Brumariu 2014). Insecure attachment should rather be viewed as a potential global vulnerability factor for development of psychopathology rather than a specific risk factor for the development of anxiety (Cicchetti and Sroufe 2000;Vasey and Dadds 2001), as well as secure attachment might be understood and viewed as a general protective factor leading to an overall well-being of the child. ...
Anxiety is a prevalent psychiatric disorders. Theoretically, attachment insecurity is associated with the development of clinical anxiety. Few studies have examined this empirically. The current study investigates possible differences in attachment security and the related construct reflective functioning (Developmental Perspective, Theory of Mind, and Diversity of Feeling) in a case-controlled design between an index group of clinically anxious children (n = 111) and a control group of non-anxious children (n = 111) matched on age and gender. Clinical interviews established anxiety, attachment, and reflective functioning. No significant differences in attachment classification or Developmental Perspective emerged; however, index children had significantly poorer ratings on Theory of Mind and Diversity of Feeling. Insecure attachment might be a global risk factor rather than a risk factor for anxiety. Poorer scores on Theory of Mind and Diversity of Feeling might reflect genuinely lower abilities, or be results of the cognitive strategies applied by anxious children.
... Given the likely role of PNMS within the development of childhood anxiety, it is important to understand how current etiological models may be adapted to consider this risk factor in order to inform treatment and intervention. Current models propose that anxiety aggregates in families due to a likely bidirectional relationship between child temperament (e.g., behavioral inhibition) and parenting styles (over-protection, over-control, negativity; Chorpita and Barlow 1998;Rapee 2001;Rapee et al. 2009;Vasey and Dadds, 2001). ...
The deleterious association between various types of prenatal maternal psychological distress (PNMS, anxiety, depression, psychological distress, stress) and childhood anxiety symptomatology (internalizing behaviors, anxiety symptoms) has been established using both retrospective and prospective longitudinal studies across varied demographic cohorts and throughout development. Yet, the existing literature cannot claim maternal distress during pregnancy to be a specific risk factor for anxiety symptomatology, as studies utilizing such observational designs are unable to adequately account for confounding of potential genetic factors and the postnatal environment. In this review, we examine studies that attempt to minimize such confounding and thus disentangle the unique intrauterine exposure effect of varying types of PNMS on childhood anxiety symptomatology. Such methodologies include paternal versus maternal comparison studies, sibling comparisons, prenatal cross-fostering designs and timing of exposure studies (including disaster studies). Of the identified studies, findings indicate that prenatal maternal distress is likely to constitute a risk factor for anxiety symptomatology, although more studies are needed to replicate current findings in order to determine whether there are clear differences in effects across specific types of PNMS and for specific subpopulations. We review the methodological limitations and strengths of the literature prior to exploring avenues of future research and implications for theory and clinical practice.
... These substances prepare the body to react to immediate danger by increasing heart rate, increasing oxygen delivery to the brain, dilating blood vessels in skeletal muscles, and increasing blood glucose levels (24)(25)(26)(27)(28)(29). ...
Psychosomatic disorder is a condition in which psychological stresses adversely affect physiological (somatic) functioning to the point of distress. It is a condition of dysfunction or structural damage in physical organs through inappropriate activation of the involuntary nervous system and the biochemical response. In this framework, this review will consider anxiety disorders, from the perspective of the psychobiological mechanisms of vulnerability to extreme stress in severe chronic illnesses. Psychosomatic medicine is a field of behavioral medicine and a part of the practice of consultation-liaison psychiatry. Psychosomatic medicine in palliative care, integrates interdisciplinary evaluation and management involving diverse clinical specialties including psychiatry, psychology, neurology, internal medicine, allergy, dermatology, psychoneuroimmunology, psychosocial oncology and spiritual care. Clinical conditions where psychological processes act as a major factor affecting medical outcomes are areas where psychosomatic medicine has competence. Thus, the psychosomatic symptom develops as a physiological connected of an emotional state. In a state of rage or fear, for example, the stressed person's blood pressure is likely to be elevated and his pulse and respiratory rate to be increased. When the fear passes, the heightened physiologic processes usually subside. If the person has a persistent fear (chronic anxiety), however, which he is unable to express overtly, the emotional state remains unchanged, though unexpressed in the overt behavior, and the physiological symptoms associated with the anxiety state persist. This paper wants highlight how clinical hypnosis and meditative states can be important psychosocial and spiritual care, for the symptom management on neuro-psychobiological response to stress.
... 16,17 As stressed by theoretical accounts of anxiety, it is the multiple interactions between risk and resilience factors at the genetic and environmental levels that determine the final adaptation in children. [18][19][20][21] Thus, environmental influences related to having a GAD parent are one of the many risk factors that probabilistically determine childhood GAD together with other risk or resilience-promoting aspects of the child and environment. ...
Generalized anxiety disorder (GAD) runs in families. Building on recent theoretical approaches, this review focuses on potential environmental pathways for parent-to-child transmission of GAD. First, we address child acquisition of a generalized pattern of fearful/anxious and avoidant responding to potential threat from parents via verbal information and via modeling. Next, we address how parenting behaviors may contribute to maintenance of fearful/anxious and avoidant reactions in children. Finally, we consider intergenerational transmission of worries as a way of coping with experiential avoidance of strong negative emotions and with intolerance of uncertainty. We conclude that parents with GAD may bias their children's processing of potential threats in the environment by conveying the message that the world is not safe, that uncertainty is intolerable, that strong emotions should be avoided, and that worry helps to cope with uncertainty, thereby transmitting cognitive styles that characterize GAD. Our review highlights the need for research on specific pathways for parent-to-child transmission of GAD.
... Social learning is thought to have an important role in developing different forms of anxiety (Manassis, Bradley, Goldberg, Hood, & Swinson, 1994;Vasey & Dadds, 2001). ...
The present research aimed to explore the relationship between perceived parental rearing behaviors, anxiety, and intolerance of uncertainty among university students. Sample comprised of 301 students (151 males, and 150 females) age range 17 to 25 (M = 21.73, SD = 1.54) from universities of Rawalpindi/Islamabad. Convenient sampling was employed for data collection. Perceived parental rearing behaviors were measured through short form of Egna Minnen Betriifende Upfostron (EMBU; My Memories of Upbringing) scale (Arrindell et al., 1999). For present study this scale was translated into Urdu. Anxiety was measured through Taylor Manifest Anxiety Scale (Ashfaq, 1987) and intolerance of uncertainty was measured through Intolerance of Uncertainty Scale (Rukh, 2013). Pilot Study showed good construct validity of Egna Minnen Betriifende Upfostron scale. The Cronbach alpha values of scales were acceptable. Results of Main Study showed that perceived rejecting and over-protective parental behaviors had significantly positive relationship with experiences of anxiety and intolerance of uncertainty. Emotional warmth was negatively correlated with anxiety and intolerance of uncertainty among students. Rejection and Over-protection subscales were positively related to each other. Mediation analysis showed that intolerance of uncertainty partially mediated the relationship between perceived parental rejection and over-protection in anxiety and completely mediated the relationship between perceived parental emotional warmth and anxiety. Findings relevant to intolerance of uncertainty in relation to parenting rearing behaviors will be a guide for future researches.
... They interpret everyday situations in ways that exaggerate potential threat, are acutely sensitive to their own visceral signs of fear arousal, and become preoccupied with their negative emotion (Vasey & Ollendick, 2000). They are, not surprisingly, challenging for caregivers to help, but research evidence indicates that the efforts of parents to be emotionally supportive may exacerbate rather than alleviate anxious symptomatology (Thompson, 2001;Vasey & Dadds, 2001). Many parents of anxious children respond sympathetically and protectively to the fear expressed by their offspring, assisting the child in avoiding the fear-provoking event but, as a consequence, offering few opportunities to master the anxiety (Dadds, Barrett, Rapee, & Ryan, 1996;Gerlsma, Emmelkamp, & Arrindell, 1990). ...
We rely on the support of other people in everyday experience, and considerable research documents the association of social support with psychological well-being and coping with stress. Yet enlisting social support to address the needs of at-risk children and families is challenging and often unsuccessful. We explore why this is so, discuss the specific characteristics of social support for children and youth, and profile the lessons of promising intervention strategies. In this chapter, we: (a) offer a definition and conceptualization of social support and its multiple functions; (b) discuss social support as it prevents stress and buffers stress; (c) consider the complex, bidirectional association between social support and stress; (d) examine social support in relation to the social relationships and social networks of children and their parents; (e) discuss cultural influences; and (f) profile research related to social support and the origins, maintenance, prevention, and treatment of developmental psychopathology.
... A third principle of developmental psychopathology is that heterogeneity exists across individuals in the nature, precursors, and subsequent course of psychological disorders. Anxiety disorders appear to be consistent with this model of heterogeneity (see Vasey & Dadds, 2001, for relevant reviews). Indeed, the social functioning and peer experiences of children at risk for social anxiety may be characterized by substantial heterogeneity. ...
... Thus, it seems likely that the association between secure attachment and anxiety is explained not only by the availability of a secure base, but also by child characteristics that are shaped within the context of the attachment relationship. The idea that additional mechanisms are involved is also consistent with work in the field of developmental psychopathology, which has shown that there are typically multiple factors that account for why a child might move along a pathway toward the development of disorder, including anxiety (Brumariu & Kerns, 2010;Vasey & Dadds, 2001;Muris, 2011). Emotion regulation is one child characteristic that is a plausible mechanism to account for associations between attachment and anxiety. ...
Anxiety runs in the family. Transgenerational transmission of anxiety disorders is partly explained by genetic factors, but mostly by family factors related to characteristics of parent–child interactions. This chapter focuses on two specific characteristics of parent–child interactions that are deemed crucial to understand the role of family anxiety disorder development and that are considered important to improve existing treatment strategies: parenting and attachment. It reviews the most important findings regarding the impact of parenting and attachment on the development of anxiety disorders. The chapter provides a more overarching perspective on the interrelationships between these two research fields. It aims to integrate both research fields into one theoretical model, explaining the link between parenting/attachment and anxiety disorder development as a result of affect-regulatory processes. Finally, the chapter explores how these insights might be applied to the improvement of anxiety treatment in youngsters.
... Thus, these specific fears occur frequently in Japan irrespective of age. Although the reason cannot be identified based solely on these findings, multiple trajectories in the onset of anxiety disorders have been identified (Vasey & Dadds, 2001). Parental rearing practices and modeling can play a major role in transmitting anxiety from parents to children (e.g., Hudson & Rapee, 2004), Therefore, it is possible that children learn these specific phobias from their parents, and from other adults. ...
... The etiology of these mental disease is generally multicausal comprising an interaction of genetic (Domschke & Deckert 2012;Gregory & Eley 2011;Smoller et al. 2009) and psychosocial factors (Faravelli et al. 2012;Degnan et al. 2010;Gothelf et al. 2004). In particular many authors showed the importance of temperaments trait underlying a correlation between shy, inhibited and/or emotional temperament and anxious disorders (Degnan et al. 2010;Lindhout & Hoogendijk 2009;Pérez-Edgar & Fox 2005;Lonigan et al. 2004;Anthony et al. 2002;Vasey & Dadds 2001) that appears largely independent from psychosocial factors (Hirshfeld-Becker et al. 2004). The aim of this review was to identify temperamental and character traits linked to the different anxious disorders comparing the data obtained from studies using Cloninger temperament and character inventory (TCI). ...
The relationship between anxiety disorders and personality traits, in their temperamental and character dimensions, has been the subject of numerous studies using the dimensional approach of the psychobiological personality. The aim of this review was to identify temperament and character traits linked both to anxiety symptoms and to specific anxious disorders comparing the data obtained from studies using the two forms of Cloninger temperament and character inventory (TCI and TCI-R). Besides the study aimed to identify, through the comparison of data, the most appropriate model to represent the relationship between personality traits and anxiety disorders. Results showed a high direct correlation between the temperamental dimension of Harm Avoidance and anxiety symptoms and an high inverse correlation between the character dimension of Self-Directedness and anxiety symptoms. Moreover specific anxiety disorders has showed typical correlation with specific temperamental and character traits. The comparison between the longitudinal studies argues in favor of a “precursor model” of explanation of these correlations whereby personality can be used to individuate early manifestations of anxiety disorder.
... Al igual que existen variables que pueden favorecer la presencia de IC y el desarrollo de trastornos de ansiedad, hay un consenso en considerar otros factores que actúan de protección en el desarrollo de la ansiedad infantil, variables tanto de carácter externo, familiar y socioambiental, como interno, genético y cognitivo (Donovan y Spense, 2000;Vasey y Dadds, 2001). Se sabe que todos estos factores interactúan entre sí y, dependiendo de variables tales como las características del contexto, la vulnerabilidad individual, la fase de desarrollo, así como la presencia o ausencia de otros factores de riesgo o protección, pueden ser o no el resultado del desarrollo de problemas de inhibición y ansiedad en el niño (Espinosa-Fernández, 2009). ...
The literature has revealed that Behavioral inhibition (BI) is characterized by the presence of anxiety to unknown stimuli, which leads to withdrawal behaviors and social avoidance. The present study is aimed at revising the state-of-the-art on BI and examining its role that plays of childhood anxiety disorders. As the IB can be observed at very early ages, the literature has examined its predictive role in the development of anxiety disorders. Despite this, the reviewed studies suggest that not all anxious children show comorbid BI nor all inhibited children have anxiety disorders. Given this disparity, it would be necessary to consider what other factors are involved in the anxiety disorders. Furthermore, the data suggest that early detection of the BI would contribute to develop prevention programs for anxiety disorders in childhood.
... However, it is notable that dysfunctional automatic thoughts and metacognitions together accounted for a larger proportion of short-term gains (47 %) as compared to longer-term gains (16 %), suggesting that other factors may have accounted for the durability of findings. This notion is consistent with a developmental psychopathological perspective, where a multitude of factors interact in a dynamic way to impact on a child's well-being (Vasey and Dadds 2001). ...
The purpose of this study was to evaluate reductions in negative automatic thoughts and metacognitive beliefs as predictors of treatment gains in CBT for childhood anxiety disorders. A sample of 44 clinically anxious children between 7 and 12 years of age, who underwent CBT, completed questionnaires assessing negative thinking, metacognitive beliefs and processes, and anxiety symptoms before, after, and 6 months following treatment. Results indicated that negative thoughts and metacognitions decreased equally during the treatment period. Furthermore, metacognitions continued to decrease during the posttreatment period. Negative thinking and metacognitions were both significant predictors of reductions in child-reported anxiety from pre- to posttreatment. For long-term anxiety changes, only decreases in negative thoughts were related to anxiety reduction. Mediation analysis showed that metacognitions partially mediated the relation between negative thinking and anxiety. The study supports negative automatic thoughts and metacognitive beliefs and processes as putative mediators of CBT.
... From a developmental perspective, the resumption of school attendance is critical. Vasey and Dadds (2001) noted: "To the extent that a child on a deviant developmental pathway is unable to enter developmental contexts in which important skills are learned or honed, adaptation to future developmental challenges is jeopardized" (p. 12). ...
Theoretical Background Therapeutic Goals and Methods Treatment Delivery Modules Implemented with the Young Person Modules Implemented with the Parents Modules Implemented with School Staff Empirical Findings
Adolescence is a strategic developmental stage in terms of preventing later difficulties and ensuring good mental health. Prophylactic interventions, which are conducted before the onset, prolongation, or worsening of difficulties, and aim to prevent or reduce symptoms or to promote wellbeing, therefore appear particularly appropriate for adolescents. However, existing prophylactic interventions conducted with adolescents have several weaknesses, including sparse theoretical frameworks, ambivalent evidence of their efficacy, and implementation and dissemination difficulties. In addition, no data are currently available on the effectiveness of such interventions in France. To fill this gap, a four-arm randomized controlled trial will be performed to assess the effectiveness of three prophylactic interventions targeting reactive, proactive and interpersonal adaptation in fourth-grade middle-school students, together with participants’ experience and perception of the interventions. Based on existing knowledge about adolescents, their learning mechanisms, and field constraints, these three interventions have been designed to promote their learning and receptiveness to interventions. Compared with baseline (i.e., before the intervention), we expect to observe a significant decrease in the level of distress (anxiety and depressive symptoms, functional impairment, and psychosocial difficulties) and a significant increase in the level of wellbeing after the intervention, across the three intervention groups, but not in the control group. In addition, we expect to observe post-intervention improvements in the processes targeted by the reactive adaptation intervention (operationalized as coping strategy use and flexibility), those targeted by the proactive adaptation intervention (operationalized as the tendency to engage in committed actions and general self-efficacy), and those targeted by the interpersonal adaptation intervention (operationalized as assertiveness in interactions), but only in the corresponding groups, with no change in any of these processes in the control group. The results of this research will not only enrich our knowledge of the processes involved in adolescents’ distress and wellbeing, but also provide clues as to the best targets for intervention. Moreover, the material for these interventions will be freely available in French on request to the corresponding author, providing access to innovative and fully assessed interventions aimed at promoting adolescents’ mental health in France.
This clinical trial is currently being registered under no. 2023-A01973-42 on https://ansm.sante.fr/. This is the first version of the protocol.
Adolescence is a strategic developmental stage in terms of preventing later difficulties and ensuring good mental health. Prophylactic interventions, which are conducted before the onset, prolongation, or worsening of difficulties, and aim to prevent or reduce symptoms or to promote wellbeing, therefore appear particularly appropriate for adolescents. However, existing prophylactic interventions conducted with adolescents have several weaknesses, including sparse theoretical frameworks, ambivalent evidence of their efficacy, and implementation and dissemination difficulties. In addition, no data are currently available on the effectiveness of such interventions in France. To fill this gap, a four-arm randomized controlled trial will be performed to assess the effectiveness of three prophylactic interventions targeting reactive, proactive and interpersonal adaptation in fourth-grade middle-school students, together with participants’ experience and perception of the interventions. Based on existing knowledge about adolescents, their learning mechanisms, and field constraints, these three interventions have been designed to promote their learning and receptiveness to interventions. Compared with baseline (i.e., before the intervention), we expect to observe a significant decrease in the level of distress (anxiety and depressive symptoms, functional impairment, and psychosocial difficulties) and a significant increase in the level of wellbeing after the intervention, across the three intervention groups, but not in the control group. In addition, we expect to observe post-intervention improvements in the processes targeted by the reactive adaptation intervention (operationalized as coping strategy use and flexibility), those targeted by the proactive adaptation intervention (operationalized as the tendency to engage in committed actions and general self-efficacy), and those targeted by the interpersonal adaptation intervention (operationalized as assertiveness in interactions), but only in the corresponding groups, with no change in any of these processes in the control group. The results of this research will not only enrich our knowledge of the processes involved in adolescents’ distress and wellbeing, but also provide clues as to the best targets for intervention. Moreover, the material for these interventions will be freely available in French on request to the corresponding author, providing access to innovative and fully assessed interventions aimed at promoting adolescents’ mental health in France. This clinical trial is currently being registered under no. 2023-A01973-42 on https://ansm.sante.fr/. This is the first version of the protocol.
This research examined how self-improvement and self-criticism relate to anxiety and participation in sports. The administered questionnaire package was finished by 100 Chinese university students aged 18 to 39. The results showed that participation in athletics had a significant negative relationship (r = -0.31, p 0.01) with anxiety, a significant positive relationship (r = 0.43, p 0.01) with self-enhancement, and a significant negative relationship (r = -0.14, p 0.05) with self-criticism. Furthermore, it was discovered that self-criticism (0.44, p0.01) and self-enhancement (0.21, p0.01) substantially predicted anxiety. The mediation model also confirmed the mediation of self-enhancement and self-criticism between exercise and anxiety in university students.
Background: Anxiety symptoms in adolescents have been increasing worldwide. To better understand the role of parents, whose behavior might be both a risk and protective factor for adolescents’ anxiety, this preregistered study examined the associations between parenting practices and generalized anxiety symptoms in adolescence.
Methods: We used meso-longitudinal data from Dutch adolescents (N = 256, Mage = 14.39, 71.5%female, tmean = 17.7) and one of their parents (N = 176, Mage = 46.77, 82% female, tmean = 22), who both reported biweekly on parental intrusiveness and autonomy support, and adolescent generalized anxiety symptoms. Dynamic structural equation modeling (DSEM) was used to examine theassociations at the between- and within-family level.
Results: The between-family level associations were in line with previous studies: adolescents from families with higher levels of parental intrusiveness and lower levels of parental autonomy support showed higher levels of generalized anxiety symptoms. Also, within families, during weeks parents were more intrusive and less autonomy supportive, adolescents also experienced more generalized anxiety symptoms. Regarding the bidirectional lagged effects, adolescent-driven, but not parent-driven, effects emerged, potentially due to relationship erosion processes. That is, when adolescents experienced more generalized anxiety symptoms than typical, their parents were more intrusive and less autonomy-supportive two weeks later.
Conclusions: Although further studies are needed, these findings highlight the potential negative effects of adolescents’ mental health problems on the parent-adolescent relationship
As multiple vulnerability factors have been defined for anxiety disorders, it is important to investigate the interactions among these factors to understand why and how some individuals develop anxiety. Sensory Sensitivity (SS) and Intolerance of Uncertainty (IU) are independent vulnerability factors of anxiety, but their unique relationship in predicting anxiety has rarely been studied in non-clinical populations. The objective of this investigation was to examine the combined effects of SS and IU on self-reported anxiety in a sample of university students. In addition, with the frequently reported sex bias in anxiety literature, we expected that the combined effects of vulnerability factors would be different for females and males. A convenience sample of 313 university students, ages 17–26 years was recruited. The participants completed the Intolerance of Uncertainty Scale (IUS-12), the Adult/Adolescent Sensory Profile (AASP), and the Beck Anxiety Inventory (BAI). Results of moderated mediation analyses demonstrated a strong partial mediation between SS and anxiety through IU, providing evidence that IU, a cognitive bias against the unknown, was one mechanism that explained how SS was related to anxiety. Further, the effect of IU on anxiety was approximately twice as strong in females. Our results highlight the importance of studying the unique relationships among multiple vulnerability factors to better understand anxiety susceptibility in emerging adults.
Mathematics anxiety refers to the syndrome of negative emotions that many individuals experience when engaging in tasks demanding numerical or mathematical skills. It has long been recognized by educators and researchers and has been shown to have a range of negative consequences, from poorer performance on mathematical tasks to avoidance of mathematical activities. Until recently, research into mathematics anxiety has focused on older children and adults. As such, little is known about the emergence of mathematics anxiety in early childhood. It is not clear how, or why, mathematics anxiety develops. One possibility is that parents play a role in shaping their children's attitudes and anxieties toward mathematics. Parents may transmit negative feelings toward the subject with comments such as “I've always been hopeless with numbers.” In this chapter we test this possibility by investigating the relationship between parents' and children's mathematics anxiety. First, we present an overview of mathematics anxiety with some brief historical perspectives. Next, we focus on the possible causes of mathematics anxiety, drawing on research from the general anxiety literature before narrowing down to look at the environmental influence of parents. Finally, we conclude with a summary of key findings in the field and emerging questions for future research.
Background: Along the cognitive and behavioral changes during adolescence, some changes emerge in the quality and quantity of teenage females’ interactions. They spend increasing amount of time with their peers and begin to place more importance on their views and advice. Therefore, parents are not the exclusive source of emotional experiences in this period. On the other hand, emotion socialization is 1 of the factors that affect behavioral problems in this period. Despite the growing body of research which shows the effect of parents and peers’ emotion socialization on children’s psychopathology, there is no study in Iran to compare the role of parents and peers’ emotion socialization in predicting teenage females’ psychopathology. An understanding of the parental and peer influences on teenage females’ behavioral problems might suggest directions for the focus of interventional programs and family training.
Methods: For this purpose, 202 teenage females selected by the convenient sampling method from Shiraz high schools, Iran, completed the measure of emotion socialization (the emotions as a child; EAC2) scale, peer emotion socialization (you and your friends; YYF) scale, and adolescents’ problem status (the youth self-report; YSR) questionnaire.
Results: Results showed that reward was the most popular strategy that parents and peers used. Also, results showed that parents’ magnification and negligence can significantly and positively predict teenage females’ psychopathology (P value < 0.001). Parental emotional practices are also shown to have a more important role in prediction of teenage females’ psychopathology.
Conclusions: Families should be viewed as central to the well-being of adolescents, and informed about their effect on their teenage females’ behavioral problems. They should also be trained how to respond to their children emotions.
This study examined the influence of student–teacher relationships on children’s anxiety and its differential association according to children’s sex and academic achievement. The sample included 350 third- and fourth-grade students and their elementary school teachers. Results of multiple regression analysis indicated that student–teacher conflict at the beginning of the school year was associated with higher anxiety in students at the end of the year. The influence of conflict with teachers also varied for boys and girls, according to their academic achievement. Indeed, high-achieving girls reporting conflict with teachers presented more anxiety compared with boys and their low-achieving peers. This study highlights the influence of teachers on student anxiety, and brings attention to high-achieving girls, a group rarely considered at risk.
Depression and anxiety in children and young people with autism spectrum disorders (CYP with ASD) are relatively prevalent. Social skills deficits may be risk factors for the development of mood difficulties. This systematic review examined existing literature to establish whether social skills interventions positively influence mood in CYP with ASD. The majority of studies found that interventions improved mood, although there was heterogeneity in interventions and outcome reporting. As there is evidence that social skills interventions positively influence mood, future research should investigate the preventative effect of these interventions in moderating progression to clinical depression and anxiety in this population.
Although practitioners and researchers have considered children’s television-based terrorism exposure, Internet-based exposure has not been sufficiently examined. We examined the scope and correlates of children’s Internet-based exposure following the Boston Marathon bombing among Boston-area youth (N=460; 4-19 years), and the potential moderating role of age. Further exploratory analyses examined patterns of caregiver attempts to regulate child Internet exposure. Caregivers reported on child Internet-based and direct exposure to traumatic bombing-related events, and youth posttraumatic stress (PTS). Online youth consumed on average over two daily hours of Internet coverage, and roughly one-third consumed over three daily hours of coverage. Internet exposure was particularly high among children over 12. Greater Internet-based exposure was associated with PTS, and 12-15 year olds were particularly vulnerable. Further exploratory analyses found that although most caregivers reported believing media exposure can cause children further trauma, a considerable proportion of caregivers made no attempt to restrict or regulate their child’s Internet-based exposure. These findings help practitioners clarify forms of indirect exposure that can place youth at risk following terrorism. Future work is needed to examine the important roles caregivers play as media regulators and as promoters of child coping and media literacy following terrorism.
Anxiety is one of the basic human emotions (Plutchik, 1980) and is present in all persons at some time, often on a daily basis to some degree. Concerns about taking a test or being late for an appointment often indicate anxiety in everyday life. Anxiety has a well-defined progression that is recognizable in infancy and progresses through childhood as an indicator of developmental progress. Anxiety and fear are related and often are used interchangeably. Arguably, anxiety has been described as reflecting concerns about subjective, anticipatory events, while fear has been considered to be in response to objective threatening events. Gray and McNaughton (2000) suggested that fear is a defensive response to a real threat, while anxiety is a defensive response to a perceived threat. This chapter will focus primarily on anxiety as a subjective experience of future events, although it is well known that children may have fears of specific stimuli, such as large animals, loud sounds, and unfamiliar people.
The present study was conducted to explore the morbidity of social anxiety among adolescent students of Karachi, Pakistan, between age ranges of 12-19 years. The 716 adolescent students (344 male & 372 females) were assessed through Pakistani version of Social anxiety Scale-Adolescents originally developed by La Greca and Lopez in 1989. Results indicate high prevalence of anxiety in adolescents as 22.5 % of sample scored high on the SAS-A. Further analyses reflect that no marked gender differences were observed on variable of interest. However when analyzed for morbidity of social anxiety across early, middle and late adolescent groups it was observed that relatively less number of students in late adolescents scored high on social anxiety as compared to early and middle adolescents. Among high scorers in middle adolescents is the greater number of boys reflecting middle adolescents as the most critical times for male adolescents.
Fearful temperament, most often conceptualized as behavioral inhibition, has been found to be a robust predictor for the development of pediatric anxiety disorders, with most evidence suggesting a link with social anxiety disorder. In addition to a detailed review of behavioral inhibition, recent work that supports a new construct, dysregulated fear, is also reviewed in this chapter. New evidence is presented that demonstrates that dysregulated fear is conceptually and methodologically distinct from behavioral inhibition and improves the prediction of which fearful toddlers are at risk for pediatric anxiety disorders. The following review will summarize the empirical bases for these two approaches and their role in the development of anxiety disorders, as well as evidence for biomarkers, executive processes, and parenting environment that exacerbate or ameliorate this early temperament risk. Specifically, research on fearful temperament has identified multiple trajectories and outcomes for children with the same underlying temperamental biases. That is, not all young children who display fearful temperament maintain this behavioral profile or develop anxiety symptoms. Therefore, this chapter summarizes evidence for biological, regulatory, and parental processes that account for these divergent trajectories and addresses the question of which fearful children are at highest risk for developing anxiety disorders.
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