Anxious Solitude and Clinical Disorder in Middle Childhood: Bridging Developmental and Clinical Approaches to Childhood Social Anxiety |
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Authors: | Heidi Gazelle Jamie Olson Workman Wesley Allan |
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Institution: | (1) University of North Carolina at Greensboro, Greensboro, NC, USA;(2) Eastern Illinois University, Charleston, IL, USA;(3) Department of Psychology, UNCG, 321 McIver Street, Greensboro, NC 27412, USA |
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Abstract: | It was hypothesized that children identified by their peers at school as anxious solitary would report more symptoms of social
anxiety disorder on a self report questionnaire and, on the basis of child and parent clinical interviews, receive more diagnoses
of social anxiety disorder and additional anxiety and mood disorders. Participants were 192 children drawn from a community
sample of 688 children attending public elementary schools. Half of these children were selected because they were identified
as anxious solitary by peers and the other half were demographically-matched controls. 192 children provided self reports
of social anxiety disorder symptoms on a questionnaire, and 76 of these children and their parent participated in clinical
interviews. Results indicate that children identified by their peers as anxious solitary in the fall of 4th grade, compared
to control children, were significantly more likely to receive diagnoses of social anxiety disorder, specific phobia, and
selective mutism based on parent clinical interviews. Additionally, there was a tendency for these children to be diagnosed
with generalized anxiety disorder and post traumatic stress disorder based on parent clinical interviews. Furthermore, children
who had been identified as anxious solitary at any time in the 3rd or 4th grades were more likely than control children to
report symptoms of social anxiety disorder that fell in the clinical range and to receive diagnoses of social anxiety disorder
and dysthymia (both trends) and major depression (a significant effect) according to parental clinical interview. |
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