NDLI: Interpretation and Expectation in Childhood Anxiety Disorders: Age Effects and Social Specificity

Content Provider	Springer Nature Link
Author	Creswell, Cathy Murray, Lynne Cooper, Peter
Copyright Year	2013
Abstract	Theory and treatment for childhood anxiety disorders typically implicates children’s negative cognitions, yet little is known about the characteristics of thinking styles of clinically anxious children. In particular, it is unclear whether differences in thinking styles between children with anxiety disorders and non-anxious children vary as a function of child age, whether particular cognitive distortions are associated with childhood anxiety disorders at different child ages, and whether cognitive content is disorder-specific. The current study addressed these questions among 120 7–12 year old children (53% female) who met diagnostic criteria for social anxiety disorder, other anxiety disorder, or who were not currently anxious. Contrary to expectations, threat interpretation was not inflated amongst anxious compared to non-anxious children at any age, although older (10–12 year old) anxious children did differ from non-anxious children on measures of perceived coping. The notion of cognitive-content specificity was not supported across the age-range. The findings challenge current treatment models of childhood anxiety, and suggest that a focus on changing anxious children’s cognitions is not warranted in mid-childhood, and in late childhood cognitive approaches may be better focussed on promoting children’s perceptions of control rather than challenging threat interpretations.
Starting Page	453
Ending Page	465
Page Count	13
File Format	PDF
ISSN	00910627
Journal	Journal of Abnormal Child Psychology
Volume Number	42
Issue Number	3
e-ISSN	15732835
Language	English
Publisher	Springer US
Publisher Date	2013-11-30
Publisher Place	Boston
Access Restriction	Subscribed
Subject Keyword	Child Anxiety Cognition Social anxiety disorder Child and School Psychology
Content Type	Text
Resource Type	Article
Subject	Developmental and Educational Psychology Psychiatry and Mental Health

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