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Cognitive Behavioral Models of Phobias and Pervasive Anxiety

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Handbook of Child and Adolescent Anxiety Disorders

Abstract

Over the last several decades, the expansion of cognitive behavioral models of anxiety disorders has led to improvements in therapeutic interventions and treatment outcomes. Behavioral models are dependent on learning processes and conditioning potentials (such as the nonassociative account; Menzies & Clarke, 1995). Further, contemporary learning theories suggest that anxiety serves as a conditioned response, as well as an unconditioned response, leading to future conditioning for anxiolytic stimuli (Bouton, Mineka, & Barlow, 2001).

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Author information

Authors and Affiliations

  1. Department of Psychology, Fordham University, Bronx, NY, 10458, USA

    Dean McKay

Authors
  1. Brian Pilecki
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  2. Dean McKay
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Correspondence to Dean McKay .

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Editors and Affiliations

  1. , Department of Psychology, Fordham University, East Fordham Road 441, Bronx, 10458, New York, USA

    Dean McKay

  2. , Departments of Pediatrics, Psychiatry, a, University of South Florida, Tampa, 33612, Florida, USA

    Eric A. Storch

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Pilecki, B., McKay, D. (2011). Cognitive Behavioral Models of Phobias and Pervasive Anxiety. In: McKay, D., Storch, E. (eds) Handbook of Child and Adolescent Anxiety Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7784-7_4

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