共查询到20条相似文献,搜索用时 31 毫秒
1.
Krämer M Seefeldt WL Heinrichs N Tuschen-Caffier B Schmitz J Wolf OT Blechert J 《Journal of abnormal child psychology》2012,40(1):95-104
Reports of exaggerated anxiety and physiological hyperreactivity to social-evaluative situations are characteristic of childhood
social phobia (SP). However, laboratory research on subjective, autonomic and endocrine functioning in childhood SP is scarce,
inconsistent and limited by small sample sizes, limited breadth of measurements, and the use of non-standardized stressor
tasks. We exposed 8–12-year-old children with DSM-IV SP (n = 41) and matched healthy control children (HC; n = 40) to the Trier Social Stress Test for Children (TSST-C) while measuring subjective anxiety, heart rate (HR) and salivary
alpha-amylase (sAA) as well as salivary cortisol. The SP children showed heightened reactivity to the TSST-C on subjective
anxiety compared to the HC children but not a heightened reactivity in HR, sAA or cortisol. However, the SP children showed
chronically elevated HR levels throughout the whole laboratory session. Whereas subjective anxiety seems to respond specifically
to social-evaluative stress in childhood SP, HR levels may be chronically elevated suggesting a more generalized autonomic
hyperreactivity. 相似文献
2.
Cognitive models of social phobia (SP) assume that following social evaluative stress, individuals with SP engage into dysfunctional post-event processing (PEP), a detailed negative review of the past event. While previous research has already shown, that children with high levels of social fears suffer from more frequent negative PEP, it remains unclear how stable PEP is across time in this age group and whether it leads to degraded self-appraisals of performance. Therefore in the present study we exposed a group of high (HSA) and low socially anxious children (LSA; both n = 20), aged 10–12 years, to a social evaluative situation and assessed negative and positive PEP as well as self-rated performance at 2.5 h and one week after the task. Our results revealed that HSA children reported more negative PEP than LSA children, independent of levels of depression. Moreover, negative PEP was related to measures of social anxiety and performance ratings within the tasks. Only the performance ratings in HSA children worsened over the course of the following week and were related to more negative PEP. Thus, these results speak for the high clinical relevance dysfunctional PEP may have for the maintenance of social fears already in childhood. 相似文献
3.
Diana Carbone Louis A. Schmidt Charles C. Cunningham Angela E. McHolm Shannon Edison Jeff St. Pierre Michael H. Boyle 《Journal of abnormal child psychology》2010,38(8):1057-1067
We examined differences among 158 children, 44 with selective mutism (SM; M = 8.2 years, SD = 3.4 years), 65 with mixed anxiety (MA; M = 8.9 years, SD = 3.2 years), and 49 community controls (M = 7.7 years, SD = 2.6 years) on primary caregiver, teacher, and child reports of behavioral and socio-emotional functioning. Children with
SM were rated lower than controls on a range of social skills, but the SM and MA groups did not significantly differ on many
of the social skills and anxiety measures. However, children with SM were rated higher than children with MA and controls
on social anxiety. Findings suggest that SM may be conceptualized as an anxiety disorder, with primary deficits in social
functioning and social anxiety. This interpretation supports a more specific classification of SM as an anxiety disorder for
future diagnostic manuals than is currently described in the literature. The present findings also have implications for clinical
practice, whereby social skills training merits inclusion in intervention for children with anxiety disorders as well as children
with SM. 相似文献
4.
Scharfstein LA Beidel DC Sims VK Rendon Finnell L 《Journal of abnormal child psychology》2011,39(6):865-875
Social skills deficits are commonly reported among children with social phobia (SP) and children with Asperger’s Disorder
(AD); however, a lack of direct comparison makes it unclear whether these groups, both of which endorse the presence of social
anxiety, have similar or unique skills deficits. In this investigation, the social behaviors of children with SP (n = 30) or AD (n = 30) were compared to a typically developing (TD) peer group (n = 30) during structured role play interactions. Data were analyzed using blinded observers’ ratings of overt behaviors and
digital vocal analysis of verbal communication. Compared to children with AD and TD children, children with SP exhibited less
overall social skill, an ineffective ability to manage the conversational topic (pragmatic social behavior), and deficient
speech production (speech and prosodic social behavior). There were no differences in observer ratings between children with
AD and TD children. However, using digital analysis of vocal characteristics (i.e., intensity, pitch), distinct vocal patterns
emerged. Specifically, children with AD spoke more softly than TD children, and had lower vocal pitch and less vocal pitch
variability than children with SP. This pattern may be subjectively heard as monotonic speech. Consistent with a vocal pattern
associated with heightened anxiety, children with SP spoke more softly and had less voice volume variation than TD children,
and had higher vocal pitch and more vocal pitch variability (jitteriness) than children with AD. Clinical implications of
these findings are discussed. 相似文献
5.
Deborah K. Anderson Rosalind S. Oti Catherine Lord Kathleen Welch 《Journal of abnormal child psychology》2009,37(7):1019-1034
Adaptive social skills were assessed longitudinally at approximately ages 2, 3, 5, 9, and 13 years in a sample of 192 children
with a clinical diagnosis of autism (n = 93), PDD-NOS (n = 51), or nonspectrum developmental disabilities (n = 46) at age 2. Growth curve analyses with SAS proc mixed were used to analyze social trajectories over time. Both individual
characteristics and environmental resources emerged as key predictors of adaptive social behavior outcome. The gap between
children with autism and the other two diagnostic groups widened with time as the social skills of the latter groups improved
at a higher rate. However, within diagnostic groups, improvement ranged from minimal to very dramatic. Children with autism
most at risk for problems with social adaptive abilities later in life can be identified with considerable accuracy at a very
young age so they can be targeted for appropriate early intervention services. 相似文献
6.
This study examined the associations between clinical anxiety, domains of emotional intelligence (EI), and three clinician-rated
indices of maladjustment. Of key interest was whether social phobia (SP) is unique among anxiety disorders in being characterized
by lower levels of Interpersonal and, particularly, Intrapersonal EI, and whether these differentially predict maladjustment.
Individuals with SP (n = 169) obsessive-compulsive disorder (n = 65) and panic disorder (n = 64), and nonclinical controls (n = 169) completed the short form self-report Emotional Quotient Inventory (EQ-i: S). All anxiety disorder groups showed lower
total EI than controls, and differed among themselves with the SP group displaying the lowest levels of total EI and lower
scores on two EQ-i:S subscales (Interpersonal and, more robustly, Intrapersonal). The Intrapersonal dimension alone predicted
all indices of greater maladjustment in the SP group. These findings indicate a negative relationship between anxiety disorders
and EI, and reaffirm the foremost link between Intrapersonal EI and SP and its functional outcomes. 相似文献
7.
Musser ED Backs RW Schmitt CF Ablow JC Measelle JR Nigg JT 《Journal of abnormal child psychology》2011,39(6):841-852
Despite growing interest in conceptualizing ADHD as involving disrupted emotion regulation, few studies have examined the
physiological mechanisms related to emotion regulation in children with this disorder. This study examined parasympathetic
and sympathetic nervous system reactivity via measures of respiratory sinus arrhythmia (RSA) and cardiac pre-ejection period
(PEP) in children with ADHD (n = 32) and typically developing controls (n = 34), using a novel emotion task with four conditions: negative induction, negative suppression, positive induction, and
positive suppression of affect. Both groups showed strong task-response effects in RSA. However, typically developing children
showed systematic variation in parasympathetic activity (RSA) depending on both emotion valence (more activation for negative
emotion, reduced activation for positive emotion) and task demand (more activation for suppression than induction). In contrast,
children with ADHD displayed a stable pattern of elevated parasympathetic activity (RSA) across all task conditions compared
to baseline. No group differences in sympathetic activity (PEP) were observed. It is concluded ADHD in childhood is associated
with abnormal parasympathetic mechanisms involved in emotion regulation. 相似文献
8.
Elizabeth P. Lorch Richard Milich Rebecca A. Flake Joanna Ohlendorf Summer Little 《Journal of abnormal child psychology》2010,38(3):291-301
This study investigated developmental differences in story recall in children with attention-deficit/hyperactivity disorder
(ADHD), N = 57 (77.2% male) and their comparison peers, N = 98 (61.2% male). Children at the ages of 4–6 or 7–9 completed a free recall immediately after viewing each of two televised
stories, once in the presence of toys during viewing and once in their absence. This procedure was repeated with new stories
21 months later. Comparison children recalled more story events and showed a greater sensitivity to the thematic importance
of the story events than did children with ADHD, a pattern that remained stable over time. Older comparison children showed
a dramatic increase over time in the global coherence of their narrations, whereas the older children with ADHD showed limited
improvement over time. The implications of these findings for academic performance and the possible need for remediation are
discussed. 相似文献
9.
Ongoing professional development for practicing genetic counselors is critical in maintaining best practice. Communication
skills training (CST) workshops for doctors in oncology, utilizing trained actors in role plays, have been implemented for
many years to improve patient-centred communication. This model was adapted to provide professional development in counseling
skills for practicing genetic counselors, already highly trained in counseling skills. Detailed evidence based scenarios were
developed. Evaluation of participants’ experience and perceived outcomes on practice included surveys immediately post workshops
(2002, 2004, 2005, 2008 (×2); n = 88/97), 2–5 years later (2007; n = 21/38) and a focus group (2007; n = 7). All rated workshops as effective training. Aspects highly valued included facilitator feedback, actors rather than
role-playing with peers and being able to stop and try doing things differently. Perceived outcomes included the opportunity
to reflect on practice; bring focus to communication; motivation and confidence. The high level of satisfaction is a strong
endorsement for ongoing communication skills training in this format as part of professional development. 相似文献
10.
Marianna Szabó 《Journal of psychopathology and behavioral assessment》2009,31(3):235-245
This study investigated developmental differences in the relationship of probability and cost estimates to worrying. Adults,
younger children (M age = 8.67 years) and older children (M age = 11.06 years) rated the extent to which they worry about a list of negative social and physical outcomes and provided
subjective probability and cost estimates for the same outcomes. Adults reported worrying more about social outcomes and rated
them as less ‘bad’ (or costly) but more likely to occur than physical outcomes. Unlike adults, children in both age groups
reported worrying more about physical outcomes. However, similar to adults, they also rated social outcomes as less ‘bad’
but more likely to occur than physical outcomes. Regression analyses showed that probability ratings were the best predictors
of worry in adults, both probability and cost ratings equally predicted worry in older children, but only cost ratings predicted
worry in younger children.
相似文献
Marianna SzabóEmail: |
11.
Bridgette D. Harper Elizabeth A. Lemerise Sarah L. Caverly 《Journal of abnormal child psychology》2010,38(5):575-586
We investigated whether induced mood influenced the social information processing steps of goal clarification and response
decision in 480 1st–3rd graders, and in more selected groups of low accepted-aggressive (n = 39), average accepted-nonaggressive (n = 103), and high accepted-nonaggressive children (n = 68). Children participated in two sessions; in the first session peer assessments were administered. In the second session
children were randomly assigned to receive either a happy, angry, or neutral mood induction prior to participating in a social
cognitive interview assessing goals, outcome expectancies, and self efficacy for competent, hostile, and passive responses
in the context of ambiguous provocations. Results revealed that an angry mood increased focus on instrumental goals. Low accepted-aggressive
children were more susceptible to the effects of mood than were high accepted- and average-nonaggressive children. In addition,
children’s predominant goal orientation was related to children’s response decisions; children with predominantly instrumental
goals evaluated nonhostile responses to provocation more negatively and had higher self efficacy for hostile responses. Implications
and future research directions are discussed. 相似文献
12.
Cynthia L. Huang-Pollock Amori Yee Mikami Linda Pfiffner Keith McBurnett 《Journal of abnormal child psychology》2009,37(5):679-691
This study examined the ability of executive functions (EF) to account for the relationship between Attention Deficit Hyperactivity
Disorder (ADHD) status and social adjustment as indexed by parent and teacher report and by performance on a standardized
observational “chat room” task. Children with the Combined subtype (ADHD-C; n = 23), the Primarily Inattentive Subtype (ADHD-I; n = 33), and non-ADHD controls (n = 36) participated. EF did not mediate the relationship between ADHD status and parent or teacher report of social adjustment.
EF accounted for about 40–50% of the variance between ADHD status and the ability of children to detect subtle verbal cues
as well as memory for the conversation in the chat room task, but did not mediate the relationship between ADHD and the number
of prosocial, hostile, or on-topic statements that were made. Results are consistent with other recent reports, and suggest
that the role of EF deficits in the production of social skill deficits in ADHD may not be as prominent as is typically assumed.
The implications for the development of intervention programs designed to target core cognitive etiologic factors are discussed. 相似文献
13.
Augustine Osman John E. Williams Kelly Espenschade Peter M. Gutierrez Jennifer R. Bailey Osman Chowdhry 《Journal of psychopathology and behavioral assessment》2009,31(3):202-214
The psychometric properties of the Multidimensional Anxiety Scale for Children (MASC) were examined in adolescent psychiatric
inpatient samples. In Study 1 (n = 287), confirmatory factor analyses provided satisfactory fit for the four-factor (comparative fit index; CFI = 0.856) and
higher-order (CFI = 0.854) solutions. Using parcels as items, the fit of the four-factor model was improved substantially
(CFI = 0.935). Next, in the bifactor analyses, support was attained for a model that included a general factor and four domain
specific subfactors. In Study 2 (n = 195 inpatient youths), the MASC showed good scale reliability and concurrent validity. Results of the receiver operating
characteristic curve and binary logistic regression analyses provided adequate evidence for discriminative validity. In Study
3 (n = 40), test–retest reliability of scores on the MASC-10 scale over a 3-week period was adequate (r
tt = 0.83, p < 0.001) for children ages 8 to 11 years. 相似文献
14.
Christien G. W. de Jong Séverine Van De Voorde Herbert Roeyers Ruth Raymaekers Jaap Oosterlaan Joseph A. Sergeant 《Journal of abnormal child psychology》2009,37(7):1007-1017
The nature of the comorbidity between Attention-Deficit/Hyperactivity Disorder (ADHD) and Reading Disability (RD) was examined
using a double dissociation design. Children were between 8 and 12 years of age and entered into four groups: ADHD only (n = 24), ADHD+RD (n = 29), RD only (n = 41) and normal controls (n = 26). In total, 120 children participated in the study; 38 girls and 82 boys. Both ADHD and RD were associated with impairments
in inhibition and lexical decision, although inhibition and lexical decision were more severely impaired in RD than in ADHD.
Visuospatial working memory deficits were specific to children with only ADHD. It is concluded that there was overlap on lexical
decision and to a lesser extent on inhibition between ADHD and RD. In ADHD, impairments were dependent on IQ, which suggest
that the overlap in lexical decision and inhibition is different in origin for ADHD and RD. The ADHD only group was specifically
characterized by deficits in visuospatial working memory. Hence, no double dissociation between ADHD and RD was found on executive
functioning and lexical decision. 相似文献
15.
Karen D. Rudolph Wendy Troop-Gordon Douglas A. Granger 《Journal of abnormal child psychology》2010,38(6):843-856
This research examined whether variations in salivary measures of the hypothalamic-pituitary-adrenal axis (cortisol) and autonomic
nervous system (alpha amylase [sAA]) contribute to individual differences in the association between peer victimization and
aggression. Children (N = 132; M age = 9.46 years, SD = 0.33) completed a measure of peer victimization, teachers rated children’s aggression, and children’s saliva was collected
prior to, and following, participation in a laboratory-based peer-oriented social challenge task. Children rated their level
of frustration at the end of the task. Results revealed that victimization interacted with cortisol and sAA measured in anticipation
of the task to predict aggression; the victimization × cortisol contribution to aggression was partly mediated by children’s
self-reported frustration level. Victimization also was associated with heightened frustration in girls with high task-related
sAA reactivity. Task-related sAA reactivity was associated with heightened aggression, but only for girls. These findings
suggest that associations between peer victimization and aggression are moderated by variation in the activity of the major
components of the psychobiology of stress; results are discussed in relation to theoretical models of individual differences
in biological sensitivity to context. 相似文献
16.
Greimel E Wanderer S Rothenberger A Herpertz-Dahlmann B Konrad K Roessner V 《Journal of abnormal child psychology》2011,39(6):819-828
The aim of the present study was to investigate the effect of both tic disorder (TD) and attention-deficit/hyperactivity disorder
(ADHD) on attentional functions. N = 96 children and adolescents participated in the study, including n = 21 subjects with TD, n = 23 subjects with ADHD, n = 25 subjects with TD+ADHD, and n = 27 controls. Attentional performance was tested based on four computerized attention tasks (sustained attention, divided
attention, go/nogo and set shifting). The effect of TD as well as ADHD on attentional performance was tested using a 2 × 2
factorial approach. A diagnosis of TD had no negative impact on attentional functions but was associated with improved performance
in the set shifting task. By contrast, regardless of a diagnosis of TD, subjects with ADHD were found to perform worse in
the sustained attention, divided attention and go/nogo task. No interaction effect between the factors TD and ADHD was revealed
for any of the attention measures. Our results add to findings from other areas of research, showing that in subjects with
TD and ADHD, ADHD psychopathology is often the main source of impairment, whereas a diagnosis of TD has little or no impact
on neuropsychological performance in most cases and even seems to be associated with adaptive mechanisms. 相似文献
17.
We used data from a large, longitudinal study of children in the community, the NICHD Study of Early Child Care and Youth
Development, to examine how well earlier measures of delay capacity, inhibitory control, planning, and attention predicted
symptoms of attention deficit hyperactivity disorder (ADHD) assessed in third grade. Children with elevated symptoms of both
inattention and hyperactivity-impulsivity (n = 57) and with inattentive symptoms only (n = 80) were identified via mother and teacher reports using the “or” rule, as were children without significant symptoms (n = 790). Multinomial logistic regression analyses indicated that poorer performance on earlier measures of resistance to temptation,
delay of gratification, response inhibition, attention, and planning obtained from 36 months to 1st grade predicted membership
in the two symptom groups relative to the comparison group in 3rd grade, albeit with somewhat different patterns of predictors.
Controls for 36 month school readiness and externalizing symptoms indicated that these results were generally robust and not
an artifact of initial cognitive or behavioral differences. Implications for developmental models of ADHD are discussed.
相似文献
Susan B. CampbellEmail: |
18.
Nikos L. D. Chatzisarantis Martin S. Hagger C. K. John Wang Cecilie Thøgersen-Ntoumani 《Current psychology (New Brunswick, N.J.)》2009,28(1):55-68
The present study employed constructs from self-determination theory, social-identity theory, and the theory of planned behaviour
to examine the combined effects that social identity and perceived autonomy support exerted on attitudes, intentions and health
behaviour. A prospective design was employed measuring constructs from the theory of planned behaviour, group norms, group
identification, and perceived autonomy support at baseline and physical activity behaviour 5 weeks later. Self-report questionnaires
were administered to 231 pupils (male = 113, female = 118, M = 14.21 years, SD = .90). Hierarchical regression analysis demonstrated that group norms predicted participation in physical activities and
attitudes, but only for participants who identified strongly with their group. Perceived autonomy support predicted attitudes,
intentions and behaviour. The effects of perceived autonomy support and social-identity constructs were independent. It was
concluded that both social identity and perceived autonomy support should be included in the theory of planned behaviour. 相似文献
19.
Pérez-Edgar K Reeb-Sutherland BC McDermott JM White LK Henderson HA Degnan KA Hane AA Pine DS Fox NA 《Journal of abnormal child psychology》2011,39(6):885-895
Behaviorally inhibited children display a temperamental profile characterized by social withdrawal and anxious behaviors.
Previous research, focused largely on adolescents, suggests that attention biases to threat may sustain high levels of behavioral
inhibition (BI) over time, helping link early temperament to social outcomes. However, no prior studies examine the association
between attention bias and BI before adolescence. The current study examined the interrelations among BI, attention biases
to threat, and social withdrawal already manifest in early childhood. Children (N = 187, 83 Male, M
age
= 61.96 months) were characterized for BI in toddlerhood (24 & 36 months). At 5 years, they completed an attention bias task
and concurrent social withdrawal was measured. As expected, BI in toddlerhood predicted high levels of social withdrawal in
early childhood. However, this relation was moderated by attention bias. The BI-withdrawal association was only evident for
children who displayed an attention bias toward threat. The data provide further support for models associating attention
with socioemotional development and the later emergence of clinical anxiety. 相似文献
20.
Juliette Margo Liber Brigit M. van Widenfelt Adelinde J. M. van der Leeden Arnold W. Goedhart Elisabeth M. W. J. Utens Philip D. A. Treffers 《Journal of abnormal child psychology》2010,38(5):683-694
The present study investigated the impact of comorbidity over and above the impact of symptom severity on treatment outcome
of Cognitive Behavioral Therapy for children with anxiety disorders. Children (aged 8–12, n = 124) diagnosed with an anxiety disorder were treated with a short-term CBT protocol. Severity was assessed with a composite
measure of parent-reported behavior problems. Two approaches to comorbidity were examined; “total comorbidity” which differentiated
anxiety disordered children with (n = 69) or without (n = 55) a co-occurring disorder and “non-anxiety comorbidity’ which differentiated anxious children with (n = 22) or without a non-anxiety comorbid disorder (n = 102). Treatment outcome was assessed in terms of Recovery, represented by post-treatment diagnostic status, and Reliable
Change, a score reflecting changes in pre- to post-treatment symptom levels. Severity contributed to the prediction of (no)
Recovery and (more) Reliable Change in parent-reported internalizing and externalizing symptoms and self-reported depressive
symptoms. Total and non-anxiety comorbidity added to the prediction of diagnostic recovery. Non-anxiety comorbidity added
to the prediction of Reliable Change in parent reported measures by acting as a suppressor variable. Non-anxiety comorbidity
operated as a strong predictor that explained all of the variance associated with severity for self-reported depressive symptoms.
The results support the need for further research on mechanisms by which treatment gains in children with higher symptom severity
and non-anxiety comorbidity can be achieved. 相似文献