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Journal articles on the topic 'Anxiety in children'

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Published: 4 June 2021
Last updated: 4 March 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Dadds, Mark R., Paula M. Heard, and Ronald M. Rapee. "Anxiety disorders in children." International Review of Psychiatry 3, no. 2 (January 1991): 231–41. http://dx.doi.org/10.3109/09540269109110403.

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12

Avakyan, T. V., and S. V. Volikova. "Social anxiety in children." Psychology in Russia: State of the Art 7, no. 1 (2014): 73–82. http://dx.doi.org/10.11621/pir.2014.0108.

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13

Love, Steven R. "Anxiety disorders in children." Research in Developmental Disabilities 11, no. 3 (January 1990): 345–46. http://dx.doi.org/10.1016/0891-4222(90)90020-9.

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14

Litman, Ronald S. "Allaying Anxiety in Children." Anesthesiology 115, no. 1 (July 1, 2011): 4–5. http://dx.doi.org/10.1097/aln.0b013e318220860b.

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15

Norvell, Nancy. "Anxiety in Children (Book)." Journal of Clinical Child Psychology 14, no. 4 (December 1985): 359. http://dx.doi.org/10.1207/s15374424jccp1404_19.

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16

Kain, Zeev N. "Preoperative Anxiety in Children." Archives of Pediatrics & Adolescent Medicine 150, no. 12 (December 1, 1996): 1238. http://dx.doi.org/10.1001/archpedi.1996.02170370016002.

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17

Thyer, Bruce A. "Anxiety disorders in children." Journal of Anxiety Disorders 5, no. 3 (January 1991): 282. http://dx.doi.org/10.1016/0887-6185(91)90010-q.

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18

Sherwood, James V., and Kevin J. O'Connor. "Anxiety disorders in children." Clinical Psychology Review 11, no. 4 (January 1991): 487–88. http://dx.doi.org/10.1016/0272-7358(91)90120-j.

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19

Doyle, Melissa M. "Anxiety Disorders in Children." Pediatrics In Review 43, no. 11 (November 1, 2022): 618–30. http://dx.doi.org/10.1542/pir.2020-001198.

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Anxiety disorders are the most common mental health disorders in children with clearly defined and empirically based treatment. However, assessment and treatment pose several obstacles for pediatric providers. A child who may have age-appropriate communication skills will still struggle to accurately report the presence, timing, and severity of symptoms. Reports from parents, caregivers, and teachers are often subjective and can focus on 1 aspect of the child’s behavior. Untreated, anxiety disorders have an adverse effect on a child’s functioning, and impairments in physical health, academic performance, and social competence can lead to lifelong consequences. Well-validated and rapidly administered screening tools can be used to gather data from schools and other resources to inform the diagnosis, guide treatment recommendations, and track improvements. Limited training on behavioral health diagnosis and fear of “black box warnings” have left many pediatric clinicians reluctant to prescribe medications. There are readily available practice guidelines for these medications, and data documenting the efficacy of these medications for children should encourage their use.
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20

Türkeli, Ahmet, Özge Yılmaz, İsmet Topçu, and Hasan Yüksel. "The Effect of Flexible Bronchoscopy on Anxiety in Children." Turkish Thoracic Journal 17, no. 3 (September 10, 2016): 101–4. http://dx.doi.org/10.5578/ttj.30504.

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21

Zhang, Kaiming. "Intergenerational Transmission of Math anxiety: Discussion About Research of Parents’ and Children’s Math Anxiety." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1776–81. http://dx.doi.org/10.54097/ehss.v8i.4582.

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Math is an abstract and challenging subject, so students may have math anxiety when studying math. Math anxiety might be transmitted intergenerationally. This article discusses research on math anxiety’s intergenerational transmission in three aspects. The first aspect is the factors of parents influencing children’s math anxiety levels. These factors are parents’ math anxiety, intelligence mindset, parent-child relationships, and parental educational involvement. The second aspect is the influence of parental math anxiety on children. Parental anxiety can influence children’s math anxiety, math outcomes, and how much math they learn, and it can affect children as early as kindergarten age. The third aspect is the methods and interventions reducing children’s math anxiety and improving outcomes. Stopping parents with high math anxiety levels, using math applications involving interaction between parents and children, changing fixed mindset to growth mindset, and doing mindfulness are all interventions that can help reduce children’s math anxiety. In conclusion, the intergenerational transmission of math anxiety is critical and represented by factors of parents influencing children’s math anxiety level and the influence of parental math anxiety on children. Parents should use appropriate ways to reduce their children’s math anxiety. Further research should focus on the cause-and-effect relationship between parents’ math anxiety and children.
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22

V, Beltrán Campos. "Anxiety in the School Child." Neurology & Neurotherapy Open Access Journal 4, no. 2 (2019): 1–7. http://dx.doi.org/10.23880/nnoaj-16000140.

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Anxiety in the school has been described as a factor that determines the process of development and interaction of the child in its relationship with the environment and development in the academic environment. Objective: Describe anxiety in children under 18 and its impact on school. Methodology: Databases such as Pubmed, Science direct and Scopus were reviewed, the Google Scholar search engine was use d, the descriptors were used: "anxiety", "school children" and the Mesh "school children", "infant", "anxiety”, "Criança", "ansiedade"; articles of studies carried out in children under 18, complete texts, originals, systematic reviews and literature revie ws, maximum age of ten years (2010 to 2018) in Spanish, English and Portuguese. Results: Anxiety has a prevalence in children under 18 years generating problems at school level such as low, family and social, due to factors such as academic demand, separat ion of parents, self - esteem among others being more frequently in girls 2: one. Conclusion: Anxiety is similar in any country, it presents itself without asking the bearer for permission and little by little it becomes a pathological state that affects the relationship and integration of the scholar in the environment in which he lives affecting his ability to learn and develop.
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23

Bögels, Susan M., Nienke Snieder, and Merel Kindt. "Specificity of Dysfunctional Thinking in Children with Symptoms of Social Anxiety, Separation Anxiety and Generalised Anxiety." Behaviour Change 20, no. 3 (September 1, 2003): 160–69. http://dx.doi.org/10.1375/bech.20.3.160.24836.

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AbstractThe present study investigated whether children with high symptom levels of either social phobia (SP), separation anxiety disorder (SAD), or generalised anxiety disorder (GAD) are characterised by a specific set of dysfunctional interpretations that are consistent with the cognitive model of their specific fear (“content-specificity of interpretations”). It was also examined whether such cognitive bias is predominantly activated in those ambiguous situations that are relevant for the pertinent fear (“content-specificity of situations”). Children high on symptoms of SP, SAD, and GAD and low-anxious control children were exposed to stories describing ambiguous situations and asked to give their interpretations and action plans. Results showed that high-anxious children displayed a negative cognitive bias compared to control children, but did not differ from controls with respect to the action plans given. Some evidence was found for the content-specificity of this cognitive bias. That is, consistent with the hypothesis of content-specificity of interpretations, children high on SAD reported more interpretations consistent with the content of their fear than children high on SP and GAD. Further, children high on SP and SAD predominantly displayed a negative cognitive bias in response to respectively social and separation situations. Children high on GAD did not show content-specificity for interpretations or situations. The theoretical implications of these findings are briefly discussed.
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24

ERYILMAZ, Ali, Hacer YILDIRIM-KURTULUŞ, and Gülgün UZUN. "İlkokul ve Ortaokula Devam Eden Çocukların Yaşadıkları Kaygıya Yönelik Çok Boyutlu Müdahale Yaklaşım." Cukurova University Faculty of Education Journal 51, no. 2 (August 31, 2022): 1104–27. http://dx.doi.org/10.14812/cuefd.1022470.

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The study aimed to examine the effects of the multidimensional intervention program on the anxiety levels of primary and middle school children. Designed according to a 2x2 pattern on two different experimental and control groups, this research attempted to determine the effectiveness of the children’s anxiety scores of different age groups participating in the Multidimensional Intervention Program. The independent variable of the research is the 10-week Multi-Dimensional Intervention Program applied only to the experimental groups between the pre-test and post-test measurements. The dependent variables of the study are the anxiety levels of the children attending primary and middle school. The experimental and control group of Study 1 consists of 10 boys and 10 girls in total, 20 children attending primary school. The age range of the children is between 9-10 years old. The experimental and control group of Study 2 consists of 9 boys and 11 girls, totally 20 children attending middle school. The age range of the children is between the ages of 10-11. According to the results of the research, it was seen that the multidimensional intervention program applied to anxiety was effective on the anxiety levels experienced by children.
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25

Butz, Arlene M., and Cheryl Alexander. "Anxiety in Children with Asthma." Journal of Asthma 30, no. 3 (January 1993): 199–209. http://dx.doi.org/10.3109/02770909309054518.

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26

Kairon, Neeharika. "Generalized Anxiety Disorder in Children." International Journal for Research in Applied Science and Engineering Technology 7, no. 5 (May 31, 2019): 1007–11. http://dx.doi.org/10.22214/ijraset.2019.5168.

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27

Krauss, Baruch S., Benjamin A. Krauss, and Steven M. Green. "Managing Procedural Anxiety in Children." New England Journal of Medicine 374, no. 16 (April 21, 2016): e19. http://dx.doi.org/10.1056/nejmvcm1411127.

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28

Sinclair, K. "Book Review: Anxiety in Children." Australian Journal of Education 31, no. 2 (August 1987): 212. http://dx.doi.org/10.1177/000494418703100211.

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29

Teichman, Yona, Miriam Ben Rafael, and Maya Lerman. "Anxiety reaction of hospitalized children." British Journal of Medical Psychology 59, no. 4 (December 1986): 375–82. http://dx.doi.org/10.1111/j.2044-8341.1986.tb02707.x.

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30

Poppleton, Aaron, Roshelle Ramkission, and Sidra Ali. "Anxiety in children and adolescents." InnovAiT: Education and inspiration for general practice 12, no. 11 (August 30, 2019): 635–42. http://dx.doi.org/10.1177/1755738019869182.

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Anxiety is the physiological state of fear, unease or apprehension experienced by an individual in the face of an uncertain outcome. Anxiety disorders are characterised by recurrent symptoms of anxiety disproportionate to the eliciting situation, and are the most common disorders of emotion among young people in the UK. They have an early onset and increasing prevalence. This article provides a detailed insight into causes, diagnosis and management strategies for the different anxiety disorders in young people within primary care and the wider community.
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31

Hicks, Glenda. "Book Review: Anxiety in Children." South African Journal of Psychology 16, no. 1 (March 1986): 35–36. http://dx.doi.org/10.1177/008124638601600107.

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32

Kendall, Philip C. "Review of Anxiety in Children." Contemporary Psychology: A Journal of Reviews 31, no. 1 (January 1986): 63. http://dx.doi.org/10.1037/024448.

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33

Ginter, Earl J., Dubi Lufi, Arthur S. Trotzky, and Bert O. Richmond. "Anxiety among Children in Israel." Psychological Reports 65, no. 3 (December 1989): 803–9. http://dx.doi.org/10.2466/pr0.1989.65.3.803.

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A sample of 676 children from Israel participated in the present study. They resided in either a city ( n = 105) or kibbutz ( n = 571) in northern or central Israel. Participants completed an Hebrew version of the Revised Children's Manifest Anxiety Scale. The current study hypothesized that anxiety is multidimensional in nature. It was also hypothesized that anxiety, given the unique environment of Israel, would be associated with different sources of potential threat. The anxiety items comprising the revised scale were analyzed via a principal factor analysis with varimax rotation. A two-factor solution was retained as the most statistically sound solution; one factor was labeled Anticipatory Anxiety and the other Social Anxiety. The results support the hypotheses.
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34

&NA;. "Anxiety Is Increasing in Children." American Journal of Nursing 101, no. 3 (March 2001): 18. http://dx.doi.org/10.1097/00000446-200103000-00013.

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35

Lovinger, Sarah Pressman. "Father's Depression, Anxiety Affect Children." Clinical Psychiatry News 35, no. 6 (June 2007): 16. http://dx.doi.org/10.1016/s0270-6644(07)70353-3.

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36

Ticusan, Marilena. "Shaping Anxiety at School Children." Procedia - Social and Behavioral Sciences 159 (December 2014): 147–50. http://dx.doi.org/10.1016/j.sbspro.2014.12.347.

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37

Larkin, Marilynn. "Calming children preoperatively curbs anxiety." Lancet 350, no. 9086 (October 1997): 1228. http://dx.doi.org/10.1016/s0140-6736(05)63461-7.

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38

Williams, Jane, Chris Steel, Gregory B. Sharp, Emily DelosReyes, Tonya Phillips, Stephen Bates, Bernadette Lange, and May L. Griebel. "Anxiety in children with epilepsy." Epilepsy & Behavior 4, no. 6 (December 2003): 729–32. http://dx.doi.org/10.1016/j.yebeh.2003.08.032.

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39

Al-Biltagi, Mohammed. "Anxiety Disorder in Children: Review." Journal of Paediatric Care Insight 1, no. 1 (March 30, 2016): 18–28. http://dx.doi.org/10.24218/jpci.2016.05.

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40

Nilzon, Kjell R., and Kerstin Palmerus. "Anxiety in Depressed School Children." School Psychology International 18, no. 2 (May 1997): 165–77. http://dx.doi.org/10.1177/0143034397182005.

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41

Rabian, Brian, Rolf A. Peterson, John Richters, and Peter S. Jensen. "Anxiety Sensitivity Among Anxious Children." Journal of Clinical Child Psychology 22, no. 4 (December 1993): 441–46. http://dx.doi.org/10.1207/s15374424jccp2204_4.

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42

Jones, Barbara, and Erica Frydenberg. "Anxiety in Children — The Importance of the Anxiety Sensitivity Factor." Australian Journal of Guidance and Counselling 13, no. 2 (December 2003): 145–58. http://dx.doi.org/10.1017/s1037291100002843.

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Anxiety sensitivity, the fear of anxiety-related bodily sensations, is a recently ldentified construct, which has become part of the conceptualisation of anxiety. Evidence in the research literature suggests that adults who have a high level of anxiety sensitivity combined with a high level of the more traditionally recognised trait anxiety reported a significantly higher incidence of anxiety disorders. The aim of the present study was to determine whether a high level of both anxiety sensitivity and trait anxiety in children results in more anxiety symptoms and therefore may be a risk factor for developing anxiety disorders. Anxiety sensitivity, trait anxiety and anxiety symptoms were examined in a sample of 455 primary school children in Grades 3, 4, 5 and 6 at schools in metropolitan, regional and country areas of Victoria, Australia. Results revealed that children who reported high anxiety sensitivity together with high trait anxiety experienced significantly more anxiety symptoms than other children. Significant gender and age differences were also found in relation to anxiety sensitivity, trait anxiety and anxiety symptoms. Anxiety disorders are debilitating and interfere with normal development. If children with a predisposition to developing anxiety disorders could be identified as those who report high anxiety sensitivity together with high trait anxiety then early intervention could prevent the onset of anxiety disorders in adolescence or adulthood.
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43

Hasanova, Saida Ganijonovna. "ABROAD STUDY ABOUT THE PROBLEM OF CONCERN IN PRESCHOOL CHILDREN." Frontline Social Sciences and History Journal 02, no. 02 (February 1, 2022): 60–65. http://dx.doi.org/10.37547/social-fsshj-02-02-09.

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This article describes various definitions of anxiety as a mental phenomenon in older preschoolers, theoretical analysis of the term “anxiety” by foreign psychologists, the scientific basis of anxiety, studied in various forms in foreign sources.
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44

Cooper, Peter J., Catherine Gallop, Lucy Willetts, and Cathy Creswell. "Treatment Response in Child Anxiety is Differentially Related to the Form of Maternal Anxiety Disorder." Behavioural and Cognitive Psychotherapy 36, no. 1 (October 1, 2007): 41–48. http://dx.doi.org/10.1017/s1352465807003943.

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AbstractAn examination was made of the extent to which maternal anxiety predicted response to treatment of children presenting with an anxiety disorder. In a sample of 55 children referred to a local NHS CAMH service for treatment of an anxiety disorder, systematic mental state interview assessment was made of both mothers and children, and both completed self-report questionnaires to assess aspects of anxiety, both immediately before the children received treatment and following treatment. Children of mothers with anxiety disorder overall responded less well to treatment than children of mothers with no anxiety disorder. There was some diagnostic specificity in this in that children of mothers with GAD did as well in treatment as children whose mothers had no anxiety, whereas children of mothers with social phobia did poorly. The outcome for children with anxiety appears to be related to the presence and nature of maternal anxiety. It would seem prudent that treatment of children with anxiety involves assessment of maternal anxiety. It is important to establish in systematic investigation whether treatment of maternal anxiety improves the outcome for child anxiety.
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45

Tonguç Altın, Kübra, Şirin Güner Onur, Bersu Demetgül Yurtseven, Çiğdem Altunok, and Nüket Sandallı. "The influences of parental anxiety on dental anxiety in children." Yeditepe Dental Journal 15, no. 2 (2019): 146–51. http://dx.doi.org/10.5505/yeditepe.2019.82687.

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46

Beidel, Deborah C., and Samuel M. Turner. "Comorbidity of test anxiety and other anxiety disorders in children." Journal of Abnormal Child Psychology 16, no. 3 (June 1988): 275–87. http://dx.doi.org/10.1007/bf00913800.

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47

Chorpita, Bruce F., Anne Marie Albano, and David H. Barlow. "Child Anxiety Sensitivity Index: Considerations for Children With Anxiety Disorders." Journal of Clinical Child Psychology 25, no. 1 (March 1996): 77–82. http://dx.doi.org/10.1207/s15374424jccp2501_9.

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48

AGUILAR YAMUZA, Beatriz, Antonio RAYA TRENAS, María J. PINO OSUNA, and Javier HERRUZO CABRERA. "Relationship between Parenting Style and Anxiety in a Spanish Children Sample." Revista de Cercetare si Interventie Sociala 67 (December 20, 2019): 7–20. http://dx.doi.org/10.33788/rcis.67.1.

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49

Gar, Natalie S., and Jennifer L. Hudson. "The Association Between Maternal Anxiety and Treatment Outcome for Childhood Anxiety Disorders." Behaviour Change 26, no. 1 (April 1, 2009): 1–15. http://dx.doi.org/10.1375/bech.26.1.1.

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AbstractThis study examined the influence of maternal anxiety on the treatment outcome of anxious children. Forty-eight clinically anxious children (aged 6–14 years) were classified into two groups based on the presence of an anxiety disorder diagnosis in their mother. Diagnostic data at posttreatment showed that children with anxious mothers responded significantly less favourably to cognitive behavioural therapy (CBT) than did children with nonanxious mothers (28% vs. 58% improved, respectively). At 12-month follow-up, 68% of children with anxious mothers improved, compared to 79% of children with nonanxious mothers. This difference was not significant. Findings were not consistent across outcome measures. This study also investigated the changes in maternal anxiety across child treatment. Prior to treatment, diagnostic data showed that 60% of mothers met criteria for an anxiety disorder. At posttreatment, 21% of these mothers were free of their primary diagnosis. There was also a significant reduction in self-reported maternal anxiety across treatment that was maintained at follow-up. Theoretical and clinical implications of the findings are discussed.
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50

Roy, Kimberlee M., and Michael C. Roberts. "Peanut Allergy in Children." Clinical Pediatrics 50, no. 11 (June 17, 2011): 1045–51. http://dx.doi.org/10.1177/0009922811412584.

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Peanut allergy prevalence appears to be increasing in the pediatric population and pediatricians need to be aware how it may affect children’s psychological functioning. This study examined relationships between health-related quality of life, child anxiety, and parental stress in children with peanut allergy. A total of 51 families completed questionnaires regarding child anxiety, parenting stress, and quality of life. Child anxiety and parenting stress were found to significantly predict parent proxy report of their child’s health-related quality of life. Child anxiety, parenting stress, length of diagnosis, and experiencing an epinephrine shot predicted self-report of health-related quality of life. Although many children with peanut allergy function well, a certain subset of children and families appear to experience high levels of parenting stress and high levels of child anxiety that can affect health-related quality of life and these children may require referrals for mental health treatment.
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