Cognitive bias modification as a strategy to reduce children's fears and concerns about the secondary school transition |
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Authors: | Petrina Cox Gillian M Bamford Jennifer YF Lau |
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Institution: | 1. Department of Experimental Psychology, University of Oxford, South Parks Road, OX1 3UD Oxfordshire, UK;2. King's College School, Wimbledon, SW19 4TT London, UK;3. Department of Psychology, Institute of Psychiatry, Box P077, De Crespigny Park, SE58AF London, UK |
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Abstract: | Background and objectives: Cognitive Bias Modification of Interpretations (CBM-I) has emerged as an anxiety-reducing tool for children and adolescents, targeting maladaptive interpretations of everyday situations. This literature falls short of addressing whether the effects of CBM-I extend to worries about a real-life stressor, such as a school transition. Design: The study comprised a between-groups design comparing the effects of CBM-I to an active control (AC) intervention in children. Method: We recruited 38 children within two months of their primary–secondary school transition and investigated the capacity for multi-session, parent-administered CBM-I, compared to an AC condition, to modify cognitive style and reduce anxiety symptoms and school concerns. Results: While benign interpretations increased significantly and negative interpretations tended to decrease following CBM-I, both interventions significantly reduced anxiety symptoms and school concerns. Conclusions: These findings indicate that anxiety-reducing effects of CBM-I in children extend to a real life stressful event, but that equivalent anxiety reduction may be achieved through exposure to potentially worrying situations and parent–child interaction in the absence of bias modification. |
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Keywords: | Cognitive bias modification anxiety children parenting intervention school transition stressful life event |
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