Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften E-learning Web-tv Video Audio
Tips voor Mijn BSL
UITGEBREID ZOEKEN
Inloggen
Top
Cognitive Therapy and Research

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Cognitive Therapy and Research 1/2021

25-11-2020 | Original Article

Developmental Differences in Child and Adolescent Reasoning About Anxiety Sensations

Auteurs: Carl F. Weems, Randie D. Camp, Erin L. Neill, Brandon G. Scott

Gepubliceerd in: Cognitive Therapy and Research | Uitgave 1/2021

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

Background

The development of reasoning as to the potential negative consequences of emotional sensations is a critical aspect of emotion knowledge and central to cognitive risk for anxiety disorders. The purpose of this paper is to explore the reasoning children and adolescents give for negative interpretations of anxiety sensations, testing a priori hypotheses quantitatively and exploring the content of the reasons qualitatively.

Methods

This study used a cross sectional design with interviews as well as cognitive and emotional assessments in a sample of 227 youth aged 6–17 years. Coding schemes to assess the logical validity, affective valence, and qualitative reasons that youth give to evaluate anxiety sensations and anxiety situations were developed.

Results

Findings indicated diverse reasoning was used and responses could be reliably coded with developmental differences across age, cognitive, and verbal development. The logical sophistication of the reasoning used by youth increased across age in a non-linear manner and linearly with cognitive and verbal abilities. Child anxiety sensitivity and internalizing symptom levels moderated the main effect of age.

Conclusions

The results add to the existing understanding of emotional development and are consistent with the idea that the process of cognitive-emotional understanding is not a simple linear one because various domains may show differential development.
vorige artikel Psychotherapy, Atomoxetine or Both? Preliminary Evidence from a Comparative Study of Three Types of Treatment for Attention-Deficit/Hyperactivity Disorder in Children
volgende artikel Residual Anxiety in Patients with Bipolar Disorder in Full or Partial Remission: Metacognitive Beliefs and Neurocognitive Function
Voetnoten
1
Black youth had lower logical validity ratings but were on average younger than white and Hispanic youth in the study sample. Importantly, when controlling for age no differences in logical validity or affective valence ratings emerged across ethnic/racial groups.
 
2
We also saw similarity of findings with just the anxiety items of RCADS. We found relatively low internal consistency on the depression scale and so did not analyze depression separately. Total scale had high internal consistency at .93. Detailed output and data files are available from the first author.
 
3
This effect was significant with the RCADS outlier removed as well with model R2 = 0.22, p < 0.001, interaction term t(205) = 2.26; β = 0.15, p = 0.025.
 
4
The RCADS outlier was not in this analysis by virtue of the subsample.
 
5
Details of the specific item coding scheme and the top 10 specific codes for each item are available upon request.
 
Literatuur
Beck, A. T. (1976). Cognitive theory and the emotional disorders. New York: International Universities Press.
Beck, A. T. (1985). Theoretical perspectives on clinical anxiety. In A. H. Tuma & J. D. Maser (Eds.), Anxiety and the anxiety disorders (pp. 183–196). Hillsdale, NJ: Erlbaum.
Calkins, S. D. (1994). Origins and outcomes of individual differences in emotion regulation. Monographs of the Society for Research in Child Development, 59(2–3), 53–72. CrossRef
Chorpita, B. F., & Lilienfeld, S. O. (1999). Clinical assessment of anxiety sensitivity in children and adolescents: Where do we go from here? Psychological Assessment, 11(2), 212–224. CrossRef
Chorpita, B. F., Yim, L., Moffitt, C., Umemoto, L. A., & Francis, S. E. (2000). Assessment of symptoms of DSM-IV anxiety and depression in children: A revised child anxiety and depression scale. Behaviour Research and Therapy, 38(8), 835–855. CrossRef
Dunn, L. M., & Dunn, L. M. (1997). PPVT-III: Peabody picture vocabulary test. Circle Pines: American Guidance Service.
Eisenberg, N., & Fabes, R. A. (1994). Mothers’ reactions to children’s negative emotions: Relations to children’s temperament and anger behavior. Merrill-Palmer Quarterly, 1982-, 138–156.
Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78(1), 136–157. CrossRef
Ellis, A. (1962). Reason and emotion in psychotherapy. Seacaucus, NJ: Citadel Press.
Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160.
Flavell, J. H., Green, F. L., & Flavell, E. R. (1993). Children’s understanding of the stream of consciousness. Child Development, 64(2), 387–398. CrossRef
Flavell, J. H., Green, F. L., Flavell, E. R., Harris, P. L., & Astington, J. W. (1995). Young children’s knowledge about thinking. Monographs of the Society for Research in Child Development (p. 113). Hoboken: Wiley.
Harris, P. L. (2006). Social cognition. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Sixth Ed.: Vol. II Cognition, Perception, and Language (4. Conceptual Understanding and Achievements). Hoboken, NJ: Wiley.
Harris, P. L., Johnson, C. N., Hutton, D., Andrews, G., & Cooke, T. (1989). Young children’s theory of mind and emotion. Cognition & Emotion, 3(4), 379–400. CrossRef
Hayward, C., Killen, J. D., Kraemer, H. C., & Taylor, C. B. (2000). Predictors of panic attacks in adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 39(2), 207–214. CrossRef
Izard, C. E. (1971). The face of emotion. East Norwalk, CT: Appleton-Century-Crofts.
Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12(1), 18–23. CrossRef
Mattis, S. G., & Ollendick, T. H. (1997). Children’s cognitive responses to the somatic symptoms of panic. Journal of Abnormal Child Psychology, 25(1), 47–57. CrossRef
Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361–388. CrossRef
Muris, P., Merckelbach, H., & Luijten, M. (2002). The connection between cognitive development and specific fears and worries in normal children and children with below-average intellectual abilities: A preliminary study. Behaviour Research and Therapy, 40(1), 37–56. CrossRef
Muris, P., Vermeer, E., & Horselenberg, R. (2008). Cognitive development and the interpretation of anxiety-related physical symptoms in 4–13-year-old non-clinical children. Journal of Behavior Therapy and Experimental Psychiatry, 39(1), 73–86. CrossRef
Piaget, J. (1950). The psychology of intelligence. London: Routledge and Kegan Paul Ltd.
Piaget, J. (1983). Piaget’s theory. In W. Kessen (Ed.) Handbook of child psychology (Vol. 1, pp. 103–128). New York: Wiley.
Pons, F., De Rosnay, M., Bender, P. K., Doudin, P.-A., Harris, P. L., & Giménez-Dasí, M. (2014). The impact of abuse and learning difficulties on emotion understanding in late childhood and early adolescence. The Journal of Genetic Psychology, 175(4), 301–317. CrossRef
Pons, F., & Harris, P. (2000). Test of emotion comprehension: TEC. Oxford: University of Oxford.
Pons, F., & Harris, P. (2005). Longitudinal change and longitudinal stability of individual differences in children’s emotion understanding. Cognition & Emotion, 19(8), 1158–1174. CrossRef
Pons, F., Lawson, J., Harris, P. L., & De Rosnay, M. (2003). Individual differences in children’s emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44(4), 347–353. CrossRef
Reiss, S. (1991). Expectancy model of fear, anxiety, and panic. Clinical Psychology Review, 11(2), 141–153. CrossRef
Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Los Angeles: SAGE.
Schmidt, N. B., Lerew, D. R., & Jackson, R. J. (1997). The role of anxiety sensitivity in the pathogenesis of panic: Prospective evaluation of spontaneous panic attacks during acute stress. Journal of Abnormal Psychology, 106(3), 355–364. CrossRef
Schmidt, N. B., Lerew, D. R., & Jackson, R. J. (1999). Prospective evaluation of anxiety sensitivity in the pathogenesis of panic: Replication and extension. Journal of Abnormal Psychology, 108(3), 532–537. CrossRef
Silverman, W. K., Fleisig, W., Rabian, B., & Peterson, R. A. (1991). Childhood anxiety sensitivity index. Journal of Clinical Child and Adolescent Psychology, 20(2), 162–168. CrossRef
Silverman, W. K., Ginsburg, G. S., & Goedhart, A. W. (1999). Factor structure of the childhood anxiety sensitivity index. Behaviour Research and Therapy, 37(9), 903–917. CrossRef
Southam-Gerow, M. A., & Kendall, P. C. (2000). A preliminary study of the emotion understanding of youths referred for treatment of anxiety disorders. Journal of Clinical Child Psychology, 29(3), 319–327. CrossRef
Southam-Gerow, M. A., & Kendall, P. C. (2002). Emotion regulation and understanding: Implications for child psychopathology and therapy. Clinical Psychology Review, 22(2), 189–222. CrossRef
Spence, S. H. (1997). The spence children’s anxiety scale (SCAS). Child Psychology Portfolio.
Weems, C. F., Hammond-Laurence, K., Silverman, W. K., & Ferguson, C. (1997). The relation between anxiety sensitivity and depression in children and adolescents referred for anxiety. Behaviour Research and Therapy, 35(10), 961–966. CrossRef
Weems, C. F., Hammond-Laurence, K., Silverman, W. K., & Ginsburg, G. S. (1998). Testing the utility of the anxiety sensitivity construct in children and adolescents referred for anxiety disorders. Journal of Clinical Child Psychology, 27(1), 69–77. CrossRef
Weems, C. F., Hayward, C., Killen, J., & Taylor, C. B. (2002). A longitudinal investigation of anxiety sensitivity in adolescence. Journal of Abnormal Psychology, 111(3), 471–477. CrossRef
Metagegevens
Titel
Developmental Differences in Child and Adolescent Reasoning About Anxiety Sensations
Auteurs
Carl F. Weems
Randie D. Camp
Erin L. Neill
Brandon G. Scott
Publicatiedatum
25-11-2020
Uitgeverij
Springer US
Gepubliceerd in
Cognitive Therapy and Research / Uitgave 1/2021
Print ISSN: 0147-5916
Elektronisch ISSN: 1573-2819
DOI
https://doi.org/10.1007/s10608-020-10182-5

Andere artikelen Uitgave 1/2021

Cognitive Therapy and Research 1/2021 Naar de uitgave

Original Article

Psychotherapy, Atomoxetine or Both? Preliminary Evidence from a Comparative Study of Three Types of Treatment for Attention-Deficit/Hyperactivity Disorder in Children

Original Article

Residual Anxiety in Patients with Bipolar Disorder in Full or Partial Remission: Metacognitive Beliefs and Neurocognitive Function

Original Article

Emotion-Regulation in Psychosis: Patients with Psychotic Disorders Apply Reappraisal Successfully

Original Article

Advancing the Assessment of Mindfulness-Based Meditation Practice: Psychometric Evaluation of the Mindfulness Adherence Questionnaire

Brief Report

Emotion-in-Motion: An ABM Approach that Modifies Attentional Disengagement from, Rather than Attentional Engagement with, Negative Information

Original Article

Manipulating Alcohol Expectancies in Social Anxiety: A Focus on Beliefs About Losing Control