Relevant bibliographies by topics / Anxiety in children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Anxiety in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Anxiety in children"

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Blumberg, Marvin L. "Anxiety in Children." American Journal of Psychotherapy 41, no. 4 (October 1987): 617–18. http://dx.doi.org/10.1176/appi.psychotherapy.1987.41.4.617.

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Biederman, Joseph. "Anxiety in children." Journal of the American Academy of Child Psychiatry 24, no. 4 (July 1985): 506–7. http://dx.doi.org/10.1016/s0002-7138(09)60576-8.

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Davis, J. A. "Anxiety in children." Early Human Development 11, no. 2 (July 1985): 196. http://dx.doi.org/10.1016/0378-3782(85)90110-0.

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MCCRACKEN, JAMES, and DENNIS P. CANTWELL. "Anxiety in Children." American Journal of Psychiatry 143, no. 7 (July 1986): 927. http://dx.doi.org/10.1176/ajp.143.7.927.

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Lindsay, Stan. "Anxiety in children." Behaviour Research and Therapy 24, no. 1 (1986): 98. http://dx.doi.org/10.1016/0005-7967(86)90160-9.

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Nihei, T. "Computer-anxiety of children." Japanese journal of ergonomics 28, Supplement (1992): 450–51. http://dx.doi.org/10.5100/jje.28.supplement_450.

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Curran, Joseph. "Anxiety disorders in children." Mental Health Practice 9, no. 7 (April 1, 2006): 28. http://dx.doi.org/10.7748/mhp.9.7.28.s27.

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Siegel, Lawrence J. "Helping Children Control Anxiety." Contemporary Psychology: A Journal of Reviews 35, no. 10 (October 1990): 989. http://dx.doi.org/10.1037/029136.

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Patel, R. I., R. S. Hannallah, and S. T. Verghese. "PREOPERATIVE ANXIETY IN CHILDREN." Anesthesiology 77, Supplement (September 1992): A1168. http://dx.doi.org/10.1097/00000542-199209001-01168.

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FORTIER, MICHELLE A., ANTONIO M. DEL ROSARIO, SARAH R. MARTIN, and ZEEV N. KAIN. "Perioperative anxiety in children." Pediatric Anesthesia 20, no. 4 (April 2010): 318–22. http://dx.doi.org/10.1111/j.1460-9592.2010.03263.x.

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Dissertations / Theses on the topic "Anxiety in children"

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Woodie, Karen L. "Childhood anxiety how schools identify, assess, provide resources to and refer students with anxiety /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009woodiek.pdf.

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Cowart, Maria Jane Whitmore. "Generalized Anxiety Disorder and Social Anxiety Disorder in Youth: Are They Distinguishable?" Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37645.

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Social anxiety disorder (SAD) is defined by persistent, irrational anxiety in social situations while generalized anxiety disorder (GAD) is characterized by excessive worry unrelated to any specific situation. These two disorders share some features and are frequently comorbid in children and adults. The current study sought to examine this comorbidity and compare the disorders on a number of dimensions in a clinical sample of children and adolescents. It was hypothesized that SAD would be accompanied by higher levels of social anxiety and behavioral inhibition and lower levels of family expressiveness and social functioning than GAD. GAD was hypothesized to be accompanied by higher levels of worry, physiological symptoms, and anxiety sensitivity and lower levels of school functioning as compared to SAD. Youth with both disorders were hypothesized to function more poorly on all dimensions as compared to either disorder alone. Participants were drawn from a sample of 397 (137 female) youth who underwent psychoeducational assessment. A series of analyses of variance, discriminant function analyses, and factor analyses were performed using the entire sample, and repeated by gender and age group. Results indicated youth with GAD had higher levels of harm avoidance as compared to youth with social anxiety disorder. However, the diagnostic groups did not differ on other features. Moreover, results of factor and discriminant function analyses did not distinguish between the two groups. The pattern of results was similar when examined for gender and age, although some differences emerged. Overall, results suggest SAD and GAD overlap significantly in children, with less overlap in adolescents. This raises questions regarding the validity of current child anxiety taxonomies. Future research should further examine this phenomenon, including longitudinal samples and a wider range of diagnoses.
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Gillott, Alinda. "Anxiety in high functioning children with autism." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/31269.

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High functioning children with autism were compared to two control groups on measures of anxiety and social worries. Comparison control groups consisted of children with expressive language disorder and typically developing children. Each group consisted of 15 children between the ages of 8 and 12 years and were matched for age and gender. Children with autism were found to be most anxious on both measures. High anxiety subscale scores for the autism group were separation anxiety and obsessive-compulsive disorder. Possible explanations for higher levels of anxiety in high functioning children with autism were explored. The groups were compared on measures of theory of mind, recognition and expression of emotion, communication and socialisation. The children with autism performed significantly worse than both control groups on the measure of socialisation. On the measures of theory of mind, recognition of emotion and communication skills, however, the children with autism did as well as children with expressive language disorder. Impairments in social abilities are, therefore, highlighted as possible factors contributing to anxiety in high functioning children with autism. Social anxiety was also found to correlate negatively with communication ability for the autism group. This is the first study to provide quantitative data on anxiety in children with autism. These findings are discussed within the context of theories of autism and anxiety in the general population of children. The clinical implications of these findings are also noted and suggestions for future research are made.
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Alwin, Nicholas Paul. "An assessment of dental anxiety in children." Thesis, University of Newcastle Upon Tyne, 1989. http://hdl.handle.net/10443/1566.

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This study was designed to assess why children become fearful of dentistry and what role relative analgesia (RA) plays in reducing a child's fear. The dental literature indicated that dental anxiety could be divided into three major factors: medical/dental, individual and environmental. The psychological literature provided a model of anxiety based upon a conjunction of cognitive and behavioural theories. The subjects were aged between 6 and 18 years, and comprised of 65 experimental subjects (selected from referrals for anxiety and/or noncooperation) and 42 control subjects (matched for age and gender with the experimental group). All subjects were taken from one dentist's case list and were seen by the same dentist. Data were collected in three stages, firstly, from a pre-treatment questionnaire/interview based on the work of Williams et al. (1985) together with the Corah Dental Anxiety Scale (DAS) to measure parent's dental anxiety and the Child Manifest Anxiety Scale (CMAS) to assess children's general anxiety levels. Secondly, video data of children undergoing dental treatment were collected for analysis using the Venham Anxiety Scale, Melamed Child Behaviour Profile and Weinstein Dentist Behaviour Profile. Thirdly, further data were collected after treatment from parents and dentist. This information related to treatment given, measures of how anxious and cooperative the child had been and whether the child had had a GA or RA. The major conclusions reached by this study were, firstly, that dental anxiety is a specific fear (phobia) of potential injury with a postulated temperamental factor, relating to vigilance and pain expectation. Secondly, a short checklist was developed to aid dentists in assessing children at initial examination for potential dental anxiety. Thirdly, no relation between dental fear and the use of RA could be found. Fourthly, dentist behaviour changes in both beneficial and nonbeneficial ways with respect to rising child anxiety levels.
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Fung, Shau-huei Denise, and 馮韶慧. "Dental anxiety of children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31215257.

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Fung, Shau-huei Denise. "Dental anxiety of children in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2146179X.

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Witty, Karen. "Children's Anxiety Management Program (C.A.M.P.): A Year Long Study of a Preventive Stress & Anxiety Program for Children." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2995.

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The Children's Anxiety Management Program (C.A.M.P.) was designed as a preventive program to be carried out over an academic year with fifth and sixth grade children. The program was designed to help teach the children different methods of coping with stress and anxiety. It was written in a curriculum format allowing for integration into a daily classroom routine. Eighty-seven children were pretested and posttested with the Children's School Questionnaire (CSQ) which measured these factors: School Anxiety, Defensiveness, and Self-Disparagement. The CSQ along with student and teacher kept logbooks aided in the final evaluation of C.A.M.P.. The statistical evaluation of the program consisted of a mixed factorial ANOVA (two grade levels by three CSQ factors). The results showed that there were no significant differences at the .05 alpha level between groups (fifth vs. sixth grade) or within groups (School Anxiety vs. Defensiveness vs. Self-Disparagement measures). Neither was there a significant groups by trials interaction. Program modifications and opportunities for further research are presented.
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Cheung, Chuen-yih Amos. "The role of attachment in child anxiety." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43934390.

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Cheung, Chuen-yih Amos, and 張傳義. "The role of attachment in child anxiety." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43934390.

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Gallop, Catherine. "The moderating effect of maternal anxiety on clinical outcome in children with anxiety disorders." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275187.

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Books on the topic "Anxiety in children"

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G, Last Cynthia, ed. Anxiety disorders in children. Newbury Park, Calif: Sage Publications, 1989.

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MD, March John S., ed. Anxiety disorders in children and adolescents. New York: Guilford Press, 1995.

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Cecilia, Essau, and Petermann Franz, eds. Anxiety disorders in children and adolescents: Epidemiology, risk factors and treatment. Hove, East Sussex: Brunner-Routledge, 2001.

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Silverman, Wendy K., and Andy P. Field, eds. Anxiety Disorders in Children and Adolescents. Cambridge: Cambridge University Press, 2011. http://dx.doi.org/10.1017/cbo9780511994920.

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1937-, Kashani Javad H., ed. Anxiety disorders in children and adolescents. Washington, DC: American Psychiatric Press, 1991.

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L, Morris Tracy, and March John S. MD, eds. Anxiety disorders in children and adolescents. 2nd ed. New York: Guilford, 2004.

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1948-, Appleton Peter, ed. Children's anxiety: A contextual approach. Hove, East Sussex: Routledge, 2008.

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1937-, Craig Kenneth D., and Dobson Keith S, eds. Anxiety and depression in adults and children. Thousand Oaks: Sage Publications, 1995.

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K, Silverman Wendy, and Treffers Ph D. A, eds. Anxiety disorders in children and adolescents: Research, assessment, and intervention. Cambridge, UK: Cambridge University Press, 2001.

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R, Eisen Andrew, Kearney Christopher A, and Schaefer Charles E, eds. Clinical handbook of anxiety disorders in children and adolescents. Northvale, N.J: J. Aronson, 1995.

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Book chapters on the topic "Anxiety in children"

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Miller, Suzanne M., Bret A. Boyer, and Michelle Rodoletz. "Anxiety in Children." In Handbook of Developmental Psychopathology, 191–207. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-7142-1_15.

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Nabors, Laura. "Anxiety in Children." In Anxiety Management in Children with Mental and Physical Health Problems, 1–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35606-4_1.

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Rankin, Hollie. "Anxiety." In Guide to Supporting Children through Bereavement and Loss, 12–13. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429433160-6.

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Elliott, Julian, and Maurice Place. "Anxiety, stress and trauma." In Children in Difficulty, 108–46. 4th ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003083603-6.

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Palitz, Sophie A., and Philip C. Kendall. "Anxiety Disorders in Children." In Clinical Handbook of Anxiety Disorders, 141–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30687-8_7.

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Gittelman, Rachel. "Anxiety Disorders in Children." In Advances in Clinical Child Psychology, 53–79. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-9820-2_2.

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Boatman, Teresa Argo, and Anne E. Boatman. "Anxiety and Gifted Children." In Understanding Twice-Exceptional Learners, 245–80. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239345-9.

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Ronen, Tammie. "Anxiety Disorder." In Cognitive-Constructivist Psychotherapy with Children and Adolescents, 99–119. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-9284-0_8.

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Lyman, Robert D., and Toni L. Hembree-Kigin. "Fears and Anxiety." In Mental Health Interventions with Preschool Children, 163–79. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-0958-9_9.

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Peckham, Kathryn. "Understanding child anxiety." In Nurturing Children through the Primary Years, 59–70. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003327059-6.

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Conference papers on the topic "Anxiety in children"

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Schmidt, Ralf, Stephanie Scheja, Thanh Thu Lam, and Maic Masuch. "Anxiety storm." In IDC '15: Interaction Design and Children. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2771839.2771889.

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Shang, Huifang, Guo Xincheng, and Chuanshun Wang. "The Positive Distraction Effect of Toys in Children's Venous Blood Sampling." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002096.

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Based on the positive distraction concept in Roger S. Ulrich's supportive design theory, this research selected toys as positive distraction elements in children's venous blood sampling to find more game elements that can effectively divert children's attention and alleviate children's anxiety and fear emotions. The research designed the Children’s Venous Blood Sampling Anxiety Scale by referring to the modified version of the Yale Preoperative Anxiety Scale. The experiment took 3-5 years old children as the research object, and accessed the general distraction effects of toys on children in the process of venous blood sampling. As well as the differences of the distraction effect between normative toy and medical toy on children in blood sampling process, and the differences in long-term impact on children's emotional recovery after blood sampling were compared.
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Buta, Monica, Lavinia Cheie, and Laura Visu-Petra. "A computer mediated training program to reduce children’s math anxiety." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.805.

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Mathematics anxiety is widespread among children, interfering with their ability to solve math problems in academic and every-day situations. This has detrimental, long term effects on academic achievement, engagement in STEM-related careers and employability. While a number of apps and programs have been created to improve children’s mathematical competence, they were mostly created for commercial purposes, lacking scientific validity and being prone to inaccuracies. Therefore, we designed an evidence-based, adaptive training program (Math-trolls) in order to investigate how computer mediated tutoring might reduce math anxiety. Math-trolls is an interactive online computer game designed so that children successively discover 7 planets following an intense cognitive tutoring program. With the help of a tutor, the game helps children make meaning in math, improving number sense. The space exploration theme is engaging and child-friendly, employed to reduce children’s anxiety. We conducted a pilot study on 60 primary-school children, who completed the Math-trolls game in 8 sessions. We also measured children’s math anxiety and math performance pre- and post- computerized tutoring. Preliminary results of this pilot study suggest that Math-trolls, a computer mediated training program, is efficient in decreasing young children’s math anxiety, also improving number sense and math performance. This offers valuable insights regarding the natural progression of the interrelationships between math anxiety and math performance. The program has the potential to become a valuable tool to be used within the classroom by educators, within the family by parents or by children themselves.
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Zhou, Shiyi, Jiajun Wei, and Zhijuan Zhu. "Improvement Design of Household Medical Nebulizer for Children Based on Ergonomics." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003403.

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The purpose of this paper is to study the user needs of household children’s nebulizers from the perspective of Ergonomics, and to provide a basis for the improved design of products, so as to help children carry out nebulization treatment more efficiently and safely. The user research method was used to analyze the pain points and needs of users in the use of children's home nebulizers. Through the literature research, this paper studied the relevant human-machine size and psychological characteristics of children were, and discussed the demand-orientation of children's nebulizer shape, color and material were. Through the above research, this study analyzed the needs of children's nebulizers in terms of the experience of use and man-machine dimensions, and improved the product. The improved design of household children’s nebulizers could not only soothe children's anxiety in the treatment to a certain extent, but also promote children’s healthy growth and help improve the system of children's household medical products.
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Nursanaa, Wa Ode, and Intan Novantin Citra Ady. "Play Therapy for Children with Anxiety Disorders." In Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200120.018.

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Frederiksen, Morten Roed, Kasper Stoy, and Maja Matarić. "Toward Anxiety-Reducing Pocket Robots for Children." In 2024 21st International Conference on Ubiquitous Robots (UR). IEEE, 2024. http://dx.doi.org/10.1109/ur61395.2024.10597525.

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Mohamed, Waahidah, and Raneesha De Silva. "Depression, Anxiety, and Stress in Primary Caregivers of Children with Invisible Disabilities in Sri Lanka." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/hwfu7849.

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Children with invisible disabilities such as Autism Spectrum Disorder, Attention Deficit Hyperactive Disorder, speech impairments, and learning difficulties require special support and a diligent caregiving environment to thrive. Primary caregivers have to take on additional roles to provide extra support for children with invisible disabilities while accommodating their professional and personal lives through the process. This research analyzed depression, anxiety, and stress between primary caregivers of children with invisible disabilities and primary caregivers of typically-developing children in Sri Lanka. Data was gathered through an online survey. The sample consisted of 75 primary caregivers between the ages of 23 years to 56 years, which included 38 primary caregivers of children with invisible disabilities and 37 primary caregivers of typicallydeveloping children. The DASS-21 (Lovibond and Lovibond, 1995) was administered to measure depression, anxiety, and stress. The Independent sample t-test was used to compare the mean difference between the two groups of caregivers. The findings did not reveal a significant difference in the levels of depression, anxiety, and stress between primary caregivers of children with invisible disabilities and primary caregivers of typicallydeveloping children. However, regression analysis revealed that parental age had a significant impact on the levels of anxiety among caregivers of children with invisible disabilities. This implies that experience gained with age may reduce anxiety in primary caregivers of children with invisible disabilities. Keywords: Caregivers; Children; Disabilities; Depression; Anxiety; Stress
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Serenkova, E. L., and V. D. Svirid. "COMPARATIVE CHARACTERISTICS OF THE PSYCHOLOGICAL STATE OF SCHOOLCHILDREN STUDYING AT BOARDING SCHOOLS AND GYMNASIUMS." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-328-331.

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The level and nature of school-related anxiety in primary and secondary school-age children were analyzed. On the basis of boarding schools,the data that the level of anxiety in children of primary school age is within the normal range were obtained, and in subjects of secondary school age this indicator is slightly increased. In children studying in the gymnasium, the level of anxiety is within the normal range. Statistically significant differences in the level of school anxiety among children studying in boarding schools and high school students were revealed.
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Mendri, Ni Ketut, Atik Badi’ah, and Mohammad Najib. "Pop Up Toys as Story Play Therapy on the Level of Anxiety on General Anesthesia Surgery among Children around 6-12 Years Old." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.29.

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ABSTRACT Background: Children who are first hospitalized may experience higher anxiety levels than children who have been hospitalized. The preliminary study in 2018 showed that when general surgery was to be done, as many as 90%school-age children were scared and nervous. It is important to provide play therapy to children who are going to undergo surgery. In addition to reading and seeing through photos, pop-up toy story books will also be offered to school-age children. This study aimed to examine the relationship between pop up toys as story play therapy on the level of anxiety on general anesthesia surgery among children around 6-12 years old. Subjects and Method: This was an experimental study with pre-post test with control group design. This study was conducted in Yogyakarta Province hospital. Study subjects were children around 6-12 years old and will performed general anesthesia surgery. The data were collected using questioner and in-depth interview. The data were analyzed using Mann-Whitney test. Results: There was a decrease number of children with moderate level of anxiety after the intervention group using pop up toys as story play therapy from 30 children (81.1%) to 6 children (16.2%). While in the control group, a total of 25 children had moderate level of anxiety (87.6%) before the theraphy, and after therapy a total of 2 children also had moderate level of anxiety (5.4%), and they were statistically significant. Conclusion: Playing pop up toys story therapy has an effect on the level of anxiety among children around 6-12 years old and will performed general anesthesia surgery. Keywords: pop up toys story therapy, anxiety level, general anesthesia, school age children Correspondence: Ni Ketut Mendri. School of Health Sciences, Yogyakarta. Email: mendriniketut@yahoo.com DOI: https://doi.org/10.26911/the7thicph.03.29
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Yasemin, Mine, Yelda Kasimoglu, Simin Kocaaydin, Emine Karsli, Elif Bahar Tuna Ince, and Gokhan Ince. "Management of dental anxiety in children using robots." In 2016 24th Signal Processing and Communication Application Conference (SIU). IEEE, 2016. http://dx.doi.org/10.1109/siu.2016.7495721.

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Reports on the topic "Anxiety in children"

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Wang, Ph.D., Zhen, Stephen Whiteside, Ph.D., L.P., Leslie Sim, Ph.D., L.P., Wigdan Farah, M.B.B.S., Allison Morrow, B.A., Mouaz Alsawas, M.D., M.Sc., Patricia Barrionuevo Moreno, M.D., et al. Anxiety in Children. Agency for Healthcare Research and Quality (AHRQ), August 2017. http://dx.doi.org/10.23970/ahrqepccer192.

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McNabb, David, and David Kenke. Thesis Review: Creating Appreciation and Community Support for Mothers Caring for a Child with Anxiety Disorder by Kristi Shaw. Unitec ePress, May 2022. http://dx.doi.org/10.34074/thes.revw5412.

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Kristi Shaw has completed an exceptional piece of research, providing critical analysis and originality in her dissertation Creating appreciation and community support for mothers caring for a child with anxiety disorder. She has completed a substantial dissertation that would achieve the goal of a thesis at a higher credit level. Shaw’s inside knowledge of caring for a child with anxiety disorder has been applied to this project. The research involves an ambitious application of appreciative inquiry to the task of supporting a group of mothers to take action on the needs of their children with high anxiety. She has made a strong case for addressing the problem of people globally experiencing increasing levels of anxiety and targeting the unique challenges for parents who have children living with the ‘invisible’ impairment of anxiety.
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Özükoç, Can. Reducing Anxiety in Children with Molar Incisor Hypomineralization Using Virtual Reality - a Randomized Crossover Study. "Prof. Marin Drinov" Publishing House of Bulgarian Academy of Sciences, November 2020. http://dx.doi.org/10.7546/crabs.2020.11.16.

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Saini, Ravinder, Syed Altafuddin, Sunil Vaddamanu, Vishwanath Gurumurthy, and Masroor Kanji. Analyzing non-pharmacological behavior management in children with dental anxiety: A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2024. http://dx.doi.org/10.37766/inplasy2024.4.0064.

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Morrow, Allison S., Stephen P. Whiteside, Leslie Sim, Juan P. Brito, Zhen Wang, and M. Hassan Murad. EPC Pilot Project: A Dual Approach To Facilitate Health Systems Uptake of Evidence Synthesis Reports. Anxiety in Children. Agency for Healthcare Research and Quality (AHRQ), October 2018. http://dx.doi.org/10.23970/ahrqepcmethengageanxiety.

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Shaw, Kristi Lee, and Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, February 2023. http://dx.doi.org/10.34074/mono.097.

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This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned by elements of kaupapa Māori values, was utilised to explore the research questions. The data was collected via paired interviews, focus groups and small questionnaires with three to four mothers, after which thematic analysis was undertaken to identify important themes.There were four key themes discovered in the findings: (1) the mothers’ ongoing and challenging experiences of being silenced and isolated on the fringes, navigating the quagmire of social and institutional systems to help them help their children; (2) the mothers’ learning to cope by creating calm in the home, the child, and in themselves, often requiring them to ‘suspend’ their lives until their children become more independent; (3) the mothers employing a mother as advocate identity to face the challenges, and co-creating a mother as advocate group identity to continue to face those challenges to design a collective initiative;and (4) the value of freedom that the mothers experienced participating in the appreciative inquiry process with other mothers facing similar challenges and sharing their stories.This study demonstrates how appreciative inquiry is aligned with and supports the value of social identity theory and creating meaningful connections to help position and address anxiety disorder in the community. A key insight gained in this study is that our current social and institutional systems create disconnection in many facets of Western life, which contributes to the generation and perpetuation of stigmatisation, isolation and anxiety disorder. Within a Western capitalistic and individualistic culture, mental illness has become predominantly pathologised and medicated, positioning anxiety disorder within the child, and relegating the social dimension of the biopsychosocial approach as almost irrelevant. As mothers in this system spend valuable energy advocating for more support for their children, they put their own mental health at risk. There is no one solution; however, this study demonstrates that when mothers are supported through an appreciative inquiry process, strengthening their personal and social identities, there is the potential for health and wellbeing to increase for them, their children and the community.
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Hizo - Bendezu, Genna, and Claudia Otazu - Aldana. Efficacy of music therapy for the control of anxiety and fear in pediatric patients aged 4 to 6 years who come to the dental office for the first time - a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0118.

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Review question / Objective: Will music therapy be effective compared to other modalities for the control of dental anxiety and fear in pediatric patients aged 4 to 6 years who come to the dental office for the first time? Condition being studied: Music therapy is a non-pharmaceutical intervention used in medical and educational settings to provide feelings of physical and mental well-being. Therefore, people who receive music therapy experience greater motivation and ability to develop defense mechanisms against anxiety. The population group of greatest interest are children from 4 to 6 years of age, who are the ones who experience the greatest anxiety and fear when going to a dental office.
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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Zhao, Hongxia, Xuerui Lv, Yan Ma, and Yanfu Wang. The effectiveness of the virtual reality for needle-related procedural pain and anxiety in children and adolescent: A protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2020. http://dx.doi.org/10.37766/inplasy2020.11.0038.

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Jiang, Zhenyuan, Jianhao Wang, Xiaowen Yu, ChuanCheng Li, Yuze Shao, and Zhonglin Wang. Comparative efficacy and safety of Traditional Chinese Patent Medicine for Anxiety disorders in children or adolescence — A Bayesian network meta-analysis protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2020. http://dx.doi.org/10.37766/inplasy2020.8.0048.

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