Hat das kognitive Modell von Clark und Wells zur sozialen Phobie Erklärungskraft für das Kindesalter?
Ein Literaturüberblick
Abstract
Zusammenfassung. Das kognitive Modell von Clark und Wells (1995) zur sozialen Phobie hat in der empirischen Forschung der letzten Jahre viel Beachtung gefunden. Bisher bleibt jedoch unklar, ob das für das Erwachsenenalter konzipierte und evaluierte Modell auch Erklärungskraft für das Kindesalter hat. In unserem Literaturüberblick fanden wir Hinweise darauf, dass einige Aspekte des Modells schon im Kindesalter eine Rolle für die Aufrechterhaltung der Störung spielen, wie dysfunktionale antizipatorische Bewertungen, Aufmerksamkeits-, Interpretations- und Grübelprozesse. Empirische Studien zu anderen Komponenten des Modells liefern dagegen widersprüchliche Ergebnisse, oder können aufgrund nicht ausreichender Studienzahl nicht abschließend beurteilt werden. Insgesamt ergeben sich Hinweise darauf, dass das Modell zumindest zum Teil Erklärungskraft für die soziale Phobie des Kindes- und Jugendalters besitzt.
Abstract. The cognitive model of social phobia by Clark and Wells (1995) has proven successful in describing many aspects of adult social phobia. However, to date little is known about the applicability of the model to children. In this literature review, we have found that some of its components describe aspects of the maintenance of social fears in children, such as dysfunctional anticipatory processing, interpretation and attentional biases, and post-event rumination. For other components of the model, empirical findings are either conflicting, or the number of studies is too limited to draw valid conclusions. In general, there is evidence that the model may at least be partially valid for social phobia observed in children and adolescents.
Literatur
2002). Cognition in childhood anxiety: conceptual, methodological, and developmental issues. Clinical Psychology Review, 22, 1209–1238.
(2006). Cognitive correlates of social phobia among children and adolescents. Journal of Abnormal Child Psychology, 34, 189–201.
(2008). Negative self imagery among adolescents with social phobia. A test of an adult model of the disorder. Journal of Clinical Child and Adolescent Psychology, 37, 327–336.
(2000). Diagnostic and statistical manual of mental disorders. Fourth Edition, Text Revision. Washington, DC: American Psychiatric Association.
(2001). Social-cognitive factors in childhood social phobia: a preliminary investigation. Social Development, 10, 558–572.
(2010). Self-presentational features in childhood social anxiety. Journal of Anxiety Disorders, 24, 34–41.
(1996). Family enhancement of cognitive style in anxious and aggressive children. Journal of Abnormal Child Psychology, 24, 187–203.
(1991). Social phobia and overanxious disorder in school-age children. Journal of the American of Child and Adolescent Psychiatry, 30, 545–552.
(1985). Physiological, cognitive and behavioral aspects of social anxiety. Behaviour Research and Therapy, 23, 109–117.
(2003). Specificity of dysfunctional thinking in children with symptoms of social anxiety, separation anxiety and generalized anxiety. Behaviour Change, 20, 160–169.
(2000). Dysfunctional cognitions in children with social phobia, separation anxiety disorder, and generalized anxiety disorder. Journal of Abnormal Child Psychology, 28, 205–211.
(in Druck ). Soziale Ängste – Therapieprogramm für Kinder und Jugendliche mit Angst- und Zwangsstörungen (THAZ) – Band 2. Göttingen: Hogrefe.1984). The role of cognitive development in children’s understanding of their own feelings. Child Development, 55, 1486–1492.
(2003). Social anxiety in childhood: the relationship with self and observer rated social skills. Journal of Child Psychology and Psychiatry, 44, 737–742.
(2005). Social anxiety in children: social skills deficit, or cognitive distortion? Behaviour Research and Therapy, 43, 131–141.
(2004). Child anxiety in primary care: prevalent but untreated. Depression and Anxiety, 20, 155–164.
(2002). Soziale Phobie: Eine kognitive Perspektive. In . Soziale Phobie und Soziale Angststörung (S. 157–180). Göttingen: Hogrefe.
(1995). A cognitive model of social phobia. In , Social Phobia: Diagnosis, assessment, and treatment (pp. 69–93). New York: Guilford.
(1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
(2005). Threat interpretation in anxious children and their mothers: comparison with nonclinical children and the effects of treatment. Behaviour Research and Therapy, 43, 1375–1381.
(1996). Cognitive specificity and affective confounding in social anxiety and dysphoria in childen. Journal of Psychopathology and Behavioral Assessment, 18, 83–101.
(2000). Development of children’s awareness of their own thoughts. Journal of Cognition and Development, 1, 97–112.
(2009). The time-course of attentional bias in anxious children and adolescents. Journal of Anxiety Disorders, 23, 841–847.
(2007). Socially anxious cognition scale for children. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 35, 257–264.
(1986). Cognitive-developmental processes in the integration of concepts about emotions and the self. Social Cognition, 4, 119–151.
(2010). Experimentelle Augenbewegungsmessungen bei Kindern und Jugendlichen. Relevanz für psychopathologische Prozesse am Beispiel der Sozialen Angst. Kindheit und Entwicklung, 19, 12–20.
(2008). Social anxiety and cognitive biases in non-referred children: the interaction of self-focused attention and threat interpretation biases. Journal of Anxiety Disorders, 22, 441–452.
(2008). Can Clark and Wells’ (1995) cognitive model of social phobia be applied to young people? Behavioural and Cognitive Psychotherapy, 36, 449–461.
(2009). Forced choice reaction time paradigm in children with separation, anxiety disorder, social phobia, and nonanxious controls. Behaviour Research and Therapy, 47, 1058–1065.
(1991). Considering cognition in anxiety-disordered children. Journal of Anxiety Disorders, 5, 167–185.
(1990). Assessment of children’s anxieties, fears, and phobias: cognitive behaviour models and methods. In , Handbook of psychological and educational assessment of children (pp. 223–244). New York: Guilford Press.
(2011). Manipulating self-focused attention in children with social anxiety disorder and in socially anxious and non-anxious children. Journal of Experimental Psychology.
(Manuscript accepted for publication .2000). Do socially anxious children show deficits classifying facial expressions of emotions? Journal of Anxiety Disorders, 14, 249–261.
(2003). Aspects of emotional competence in socially anxious children. Zeitschrift für klinische Psychologie und Psychotherapie, 32, 307–314.
(2000). Antecedents and accompanying symptoms of social anxiety and social phobia reported by mothers. Zeitschrift für klinische Psychologieforschung und Praxis, 29, 43–51.
(2008). Interpretation bias and social anxiety in adolescents. Journal of Anxiety Disorders, 22, 1462–1471.
(2009). Negative self-evaluations and the relation to performance level in socially anxious children and adolescents. Behaviour Research and Therapy, 47, 1043–1049.
(2006). Social anxiety and self-evaluation of social performance in a nonclinical sample of children. Journal of Clinical Child and Adolescent Psychology, 35, 292–301.
(2000). Threat perception bias in non-referred, social anxious children. Journal of Clinical Child Psychology, 29, 348–359.
(2006). Training mit sozial unsicheren Kindern (9. vollst. überarb. Auflage). Weinheim: Beltz.
(1979). The ’’file drawer problem’’ and tolerance for null results. Psychological Bulletin, 86, 638–641.
(2008). Attention bias toward threat in pediatric anxiety disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 47, 1189–1196.
(2010). Post-event processing in children with social phobia. Journal of Abnormal Child Psychology, 38, 911–919.
(1999). Social skills, social outcomes, and cognitive features of childhood social phobia. Journal of Abnormal Psychology, 108, 211–221.
(2009). Soziale Ängste und soziale Angststörung im Kindes- und Jugendalter. Ein Therapiemanual. Göttingen: Hogrefe.
(2011). Cognitive-evaluative features of childhood social anxiety in a performance task. Journal of Behavior Therapy and Experimental Psychology, 42, 233–239.
(1995). Biased attention in childhood anxiety disorders. Journal of Abnormal Child Psychology, 23, 267–279.
(2008). Interpretations and judgments regarding positive and negative social scenarios in childhood social anxiety. Behaviour Research and Therapy, 46, 870–876.
(2009). Experimental modification of interpretation bias in socially anxious children: changes in interpretation, anticipated interpersonal anxiety, and social anxiety symptoms. Behaviour Research and Therapy, 47, 1085–1089.
(2008). Social performance deficits in social anxiety disorder: Reality during conversation and biased perception during speech. Journal of Anxiety Disorders, 22, 1384–1392.
(1998). Prevalence of mental disorders and psychosocial impairments in adolescents and young adults. Psychological Medicine, 28, 109–126.
(1999). Social fears and social phobia in a community sample of adolescents and young adults: prevalence, risk factors and comorbidity. Psychological Medicine, 29, 309–323.
(