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1.
In this paper, one of the most common disorders of childhood and adolescence, social anxiety disorder (SAD), is examined to
illustrate the complex and delicate interplay between parent and child factors that can result in normal development gone
awry. Our parent–child model of SAD posits a host of variables that converge to occasion the onset and maintenance of this
disorder. Specifically, five risk factors—temperamental characteristics of the child, parental anxiety, attachment processes
in the parent–child dyad, information processing biases, and parenting practices—will be highlighted. While it is acknowledged
that other factors including genetic influences and peer relationships may also be important, they are simply not the focus
of this paper. Within these constraints, the implications of our parent–child interaction model for prevention, treatment,
research, and practice will be explored. 相似文献
2.
《Cognitive behaviour therapy》2013,42(5):377-388
A growing theoretical and research literature suggests that trait and state social anxiety can predict attentional patterns in the presence of emotional stimuli. The current study adds to this literature by examining the effects of state anxiety on visual attention and testing the vigilance–avoidance hypothesis, using a method of continuous visual attentional assessment. Participants were 91 undergraduate college students with high or low trait fear of negative evaluation (FNE), a core aspect of social anxiety, who were randomly assigned to either a high or low state anxiety condition. Participants engaged in a free view task in which pairs of emotional facial stimuli were presented and eye movements were continuously monitored. Overall, participants with high FNE avoided angry stimuli and participants with high state anxiety attended to positive stimuli. Participants with high state anxiety and high FNE were avoidant of angry faces, whereas participants with low state and low FNE exhibited a bias toward angry faces. The study provided partial support for the vigilance–avoidance hypothesis. The findings add to the mixed results in the literature that suggest that both positive and negative emotional stimuli may be important in understanding the complex attention patterns associated with social anxiety. Clinical implications and suggestions for future research are discussed. 相似文献
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Sarah O’Neill Robyn L. Schneiderman Khushmand Rajendran David J. Marks Jeffrey M. Halperin 《Journal of abnormal child psychology》2014,42(4):623-634
To assess the relative ability of parent, teacher, and clinician behavioral ratings of preschoolers to predict ADHD severity and diagnosis at 6 years of age. Hyperactive/inattentive preschoolers [N?=?104, 75 % boys, Mean (SD) age?=?4.37 (0.47) years] were followed over 2 years (mean?=?26.44 months, SD?=?5.66). At baseline (BL), parents and teachers completed the ADHD-RS-IV and clinicians completed the Behavioral Rating Inventory for Children following a psychological testing session. At age 6, [Mean (SD) age?=?6.62 (0.35) years], parents were interviewed with the K-SADS-PL; teachers completed the ADHD-RS-IV; and laboratory measures of hyperactivity, impulsivity, and inattention were obtained from children. Hierarchical logistic and linear regression analyses examined which combination of BL ratings best predicted 6-year-old ADHD diagnosis and severity, respectively. At age 6, 56 (53.8 %) children met DSM-IV criteria for a diagnosis of ADHD. BL ratings from parent/teacher/clinician, parent/teacher and parent/clinician combinations significantly predicted children who had an ADHD diagnosis at age 6. Parent and clinician, but not teacher, behavior ratings were significant independent predictors of ADHD diagnosis and severity at 6-years-old. However, only clinician reports of preschoolers’ behaviors predicted laboratory measures of over-activity and inattention at follow-up. Cross-situationality is important for a diagnosis of ADHD during the preschool years. Among parents, teachers and clinicians, positive endorsements from all three informants, parent/teacher or parent/clinician appear to have prognostic value. Clinicians’ ratings of preschoolers’ inattention, impulsivity and hyperactivity are valid sources of information for predicting ADHD diagnosis and severity over time. 相似文献
4.
Ida Skytte Jakobsen L. John Horwood David M. Fergusson 《Journal of child and family studies》2012,21(2):303-310
Previous research has shown that children with high levels of early anxiety/withdrawal are at increased risk of later anxiety
and depression. It has also been found that positive parent–child attachment reduces the risk of these disorders. The aim
of this paper was to examine the extent to which positive parent–child attachment acted to mitigate the risk of later internalising
disorders amongst children with high levels of early anxiety/withdrawal using data from a 30 years longitudinal study of a
New Zealand birth cohort. The findings of this study showed that: (a) increasing rates of early anxiety/withdrawal were associated
with an increased risk of later anxiety and depression; (b) positive parent–child attachment in adolescence was associated
with a decline in the risk of later anxiety and depression; and (c) these associations persisted even after controlling for
confounding factors. The implications of these findings for the role of parent–child attachment in mitigating the adverse
effects of early anxiety/withdrawal are discussed. It is concluded that positive parent–child attachment in adolescence may
act as a compensatory factor which buffers the adverse effects of childhood anxiety/withdrawal on risks of developing later
anxiety and depression. 相似文献
5.
Sheryl L. Olson Pamela Davis-Kean Meichu Chen Jennifer E. Lansford John E. Bates Gregory S. Pettit Kenneth A. Dodge 《Journal of abnormal child psychology》2018,46(5):935-950
We compared long-term growth patterns in teachers’ and mothers’ ratings of Overt Aggression, Covert Aggression, Oppositional Defiance, Impulsivity/inattention, and Emotion Dysregulation across developmental periods spanning kindergarten through grade 8 (ages 5 to 13 years). We also determined whether salient background characteristics and measures of child temperament and parenting risk differentially predicted growth in discrete categories of child externalizing symptoms across development. Participants were 549 kindergarten-age children (51% male; 83% European American; 17% African American) whose problem behaviors were rated by teachers and parents each successive year of development through 8th grade. Latent growth curve analyses were performed for each component scale, contrasting with an overall index of externalizing, in a piecewise fashion encompassing two periods of development: K-1and grades 1–8. Our findings showed that there were meaningful differences and similarities between informants in their levels of concern about specific forms of externalizing problems, patterns of change in problem behavior reports across development, and in the extent to which their ratings of specific problems were associated with distal and proximal covariates. Thus, these data provided novel information about issues that have received scant empirical attention and have important implications for understanding the development and prevention of children’s long-term externalizing problems. 相似文献
6.
Bin-Bin Chen 《The Journal of genetic psychology》2017,178(4):238-245
Within the theoretical framework of attachment theory, the author examined associations between adolescents' procrastination and their attachment relationships with both mothers and fathers, and explored the potential mediation role of self-worth in these associations. Participants were 384 Chinese adolescents (49.6% boys, average age 15.13 years) from public schools in Shanghai, China. They completed self-report measures of 3 dimensions of parental attachment (i.e., trust, communication, and alienation), general self-worth, and procrastination. The results indicated that both paternal and maternal trust and paternal communication were negatively associated with higher levels of procrastination whereas both paternal and maternal alienation were positively associated with procrastination. In addition, self-worth mediated the associations among 3 dimensions of parental attachment and procrastination. The findings highlighted the importance of parental attachment-based intervention strategies to reduce procrastination among adolescents. 相似文献
7.
Jennifer Gamer Stefan C. Schmukle Ursula Luka-Krausgrill Boris Egloff 《Journal of personality assessment》2013,95(5):476-480
Data from the first two childhood memories was used to distinguish 15 delinquents from 18 nondelinquent controls. Subjects were male, middle class, 15-17 years of age, and equated for verbal IQ. All delinquents were property offenders. A coding system, devised from the memories of the delinquents and nondelinquents, successfully identified 80% of the delinquents and 100% of the nondelinquents. These prediction rates exceeded those from three clinicians experienced in working with a comparable delinquent population The coding system was then discussed in terms of the axioms and presuppositions which are suggested by the memories of the delinquent sample. 相似文献
8.
Bin-Bin Chen 《Journal of child and family studies》2017,26(8):2070-2076
Within the theoretical framework of attachment theory, this study examined associations between adolescents’ attachment relationships with both mother and father and their academic adjustment, and explored the potential mediation role of self-worth in the associations. Participants were 384 Chinese adolescents (49.6% male, average age?=?15.13 years) from public schools in Shanghai, China. They completed self-report measures of mother–adolescent attachment, father–adolescent attachment, general self-worth, academic engagement and school grades. The results indicated that adolescents’ attachments to both parents were associated with higher levels of academic engagement. There was partial support of the mediating role of self-worth, as adolescents who had high levels of parent–adolescent attachment were more likely to have high levels of self-worth, which in turn enhanced their academic engagement and then improved high school grades. The findings highlighted the importance of parental attachment-based intervention strategies to promote and maintain academic adjustment among adolescents. 相似文献
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Time perspective (TP) is a pivotal cognitive process through which people perceive, interpret, and negotiate their physical and social worlds. This study identifies unique patterns in the quality of social relationships that were associated with different TP dimensions. Low support and high conflict with family characterized past-negative TP. Large networks and high support from family distinguished past positive TP. Large networks with more support and companionship from friends/acquaintances typified present hedonistic TP. Having highly supportive significant others was associated with high future TP. Multidimensional time perspective is an essential cognitive process influencing human social behavior. 相似文献
11.
This study used data from the NICHD Study of Early Child Care and Youth Development to examine relations between parenting, self-control and externalizing behavior from early childhood to mid-adolescence (N?=?956; 49.9 % male). Results indicated that maternal sensitivity, parental harshness and productive activity are related to externalizing problems but that patterns of relations change from early childhood to middle childhood to adolescence, with evidence suggesting that externalizing behavior influences parenting more than the reverse from middle childhood onward. Self-control measured during early adolescence partially mediated relations between maternal sensitivity and adolescent-reported externalizing behavior. Parental monitoring during adolescence was also related to externalizing behavior at age 15. Monitoring partially mediated the relation between externalizing behavior in early adolescence and externalizing at age 15. 相似文献
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《Cognitive behaviour therapy》2013,42(2):112-122
Post‐event processing is the cognitive rumination that follows social events in cognitive models of social anxiety. The aim of this study was to examine factors that may predict the extent to which individuals engage in post‐event processing. Anxious rumination, social anxiety, anxiety sensitivity and post‐event processing related to a recent anxiety‐provoking social event were assessed in a college student sample (n = 439). Social anxiety and anxious rumination, but not anxiety sensitivity, significantly predicted the extent to which the participants engaged in post‐event processing related to an anxiety‐provoking social event. Factors that appear to impact on the post‐event period include the nature of the social situation and the ethnicity of the participant. It appears that both general rumination over anxious symptoms, and specific rumination related to social events are relevant for cognitive models of social anxiety. 相似文献
14.
Three studies examined the communication of naïve theories of social groups in conversations between parents and their 4-year-old children (N = 48). Parent–child dyads read and discussed a storybook in which they either explained why past social interactions had occurred (Study 1) or evaluated whether future social interactions should occur (Studies 2 and 3). In all 3 studies, the content of parents’ and children's explanations reflected an intuitive theory of social groups as markers of intrinsic obligations, whereby individuals are obligated to avoid harm to and direct positive actions toward their in-group members. Furthermore, Studies 2 and 3 suggested that when discussing the normative obligations that guide behavior, parents covertly reinforce their children's developing beliefs about social categories. Implications for the development of social cognition are discussed. 相似文献
15.
We examined whether parents' content and style when discussing past positive and negative emotional experiences with their children were concurrently and predictively linked to prekindergarteners' social skills. Sixty-five low-income Spanish-speaking parent–child dyads discussed a past positive and negative emotional experience at the beginning of prekindergarten. Narratives were coded for parents' elaborative style and emotion resolution, cause, and attribution. Children's emotional and cognitive-processing words were also coded. Children's social problem-solving skills and prosocial behaviors were assessed at the beginning and at the end of prekindergarten. Concurrently, children's social problem-solving skills were related to parents' elaborative style when discussing positive emotional experiences and children's use of cognitive-processing words when discussing negative emotional experiences. Predictively, children whose parents offered resolutions when discussing negative emotional experiences at the beginning of prekindergarten had better social problem-solving skills at the end of prekindergarten. Parents who talked about causes or attributed emotions when discussing past emotional experiences did not necessarily have children with better social skills. Findings suggest that parents' scaffolding when discussing past positive and negative emotional experiences offers opportunities for prekindergarteners to develop social abilities crucial for school readiness. 相似文献
16.
The Association of Externalizing Behavior and Parent–Child Relationships: An Intergenerational Study
Judith S. Brook Jung Yeon Lee Stephen J. Finch Elaine N. Brown 《Journal of child and family studies》2012,21(3):418-427
We investigated the influence of the child’s behavior on the quality of the mutual parent–child attachment relationships across
three generations. We did so using a prospective longitudinal study which spanned 20 years from adolescence through adulthood.
Study participants completed in-class questionnaires as students in the East Harlem area of New York City at the first wave
and provided follow-up data at 4 additional points in time. 390 participants were included in these analyses; 59% female,
45% African American, and 55% Puerto Rican. Using structural equation modeling, we determined that externalizing behavior
in the child was negatively related to the mutual parent–child attachment relationship for two generations of children. We
also found continuity in externalizing behavior for the participant over time and from the participant to his/her child. Additionally,
we found continuity in the quality of the mutual attachment relationship from the participant’s relationship with his/her
parents to the participant’s relationship with his/her child. Finally, the mutual attachment relationship of the participant
with his/her parents had a negative association with the participant’s externalizing behavior in adulthood. Based on these
results, we propose that family interventions should focus on the role of the child’s externalizing behavior in the context
of the parent–child attachment relationship. Furthermore, we suggest that prevention programs should address externalizing
behavior as early as possible, as the effects of externalizing behavior in adolescence can persist into adulthood and extend
to the next generation. 相似文献
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Augustine Osman Peter M. Gutierrez Kimberly Smith Qijuan Fang Gregorio Lozano Aimee Devine 《Journal of personality assessment》2013,95(1):45-52
Body image and self-steering behavior in a group of 40 African hospitalized paraplegics and two control groups of non-hospitalized Ss were investigated using the DAP and the PUTCO African TAT. It was hypothesized that the paraplegics would demonstrate a body image characterized by significant pathology and would have a higher loading on the passive-submission dimension than a control group of Ss. The results failed to substantiate the research hypotheses. Instead, the findings suggest that both groups were characterized by a field-dependent perceptual framework associated with indefinite body image boundaries and a lack of self-steering behavior. These findings are accounted for in terms of a developmental cultural interpretation. 相似文献