Academic literature on the topic 'Childhood fears'
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Journal articles on the topic "Childhood fears"
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Sullivan, Karen. "CHILDHOOD FEARS." Early Years Educator 6, no. 9 (January 2005): 44–46. http://dx.doi.org/10.12968/eyed.2005.6.9.17163.
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Zuger, Bernard. "Fears of Childhood." American Journal of Psychotherapy 41, no. 2 (April 1987): 312. http://dx.doi.org/10.1176/appi.psychotherapy.1987.41.2.312.
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Sipes, Gregory, Max Rardin, and Bernard Fitzgerald. "Adolescent Recall of Childhood Fears and Coping Strategies." Psychological Reports 57, no. 3_suppl (December 1985): 1215–23. http://dx.doi.org/10.2466/pr0.1985.57.3f.1215.
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Ninth grade students ( N = 2728) wrote essay responses to the questions: “Most of us, as children, were afraid of something—the dark, dogs, being alone. What caused you the greatest fright when you were young? Show, by example, how you reacted to fear. What has helped you to overcome or conquer fear?” Reported fears and coping strategies were recorded by subjects' sex and fears were categorized as singular, primary, or secondary. Fear and coping strategy categories were recorded once only for any subject. Fear of the dark was most frequently mentioned, with People, Spooks, Being Alone, and Animals being other frequently mentioned fears. Sex differences were found for singular or primary fears, with boys significantly more fearful of Animals and Heights and girls significantly more afraid of Being Alone, Death/Injury, Insects, and Fathers. About half of all subjects reported coping strategies, with nearly 55% reporting the strategy of Reason/Age. Boys reported significantly more In vivo Densensitization/Flooding and Destroy coping strategies, with girls reporting significantly more People, Escape, and Took Control strategies. Possible explanations for the various reported fears are provided.
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Chung, Esther K. "Childhood Fears and Phobias." Pediatrics in Review 24, no. 12 (December 2003): 431–32. http://dx.doi.org/10.1542/pir.24-12-431.
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Chung, Esther K. "Childhood Fears and Phobias." Pediatrics In Review 24, no. 12 (December 1, 2003): 431–32. http://dx.doi.org/10.1542/pir.24.12.431.
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King, Neville J., Thomas H. Ollendick, and Eleonora Gullone. "Desensitisation of Childhood Fears and Phobias: Psychophysiological Analyses." Behaviour Change 7, no. 2 (June 1990): 66–75. http://dx.doi.org/10.1017/s0813483900007245.
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Compared to the study of adult fears, childhood fears have not been extensively investigated in terms of their psychophysiological bases. However, limited findings suggest that children exhibit psychophysiological reactivity to fear-eliciting stimuli. Other data suggest that fear imagery produces psychophysiological arousal and that youngsters may be trained in fear imagery. Psychophysiological measures have also been used in the evaluation of desensitisation as seen in a limited number of case studies, single-subject experimental analyses and group outcome comparisons. In general, psychophysiological changes have been reported that are suggestive of reduced autonomic arousal. Methodological and theoretical issues are discussed including the selection of psychophysiological measures and the desynchrony between measures of fear.
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Schowalter, John E. "Fears and Phobias." Pediatrics In Review 15, no. 10 (October 1, 1994): 384–88. http://dx.doi.org/10.1542/pir.15.10.384.
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Definitions Fears and phobias represent a major segment of the psychological distress experienced by children while growing up. It is important to distinguish between the two. Fears are a normal part of life and usually are most vivid and ubiquitous during childhood. Fear is the emotional and physiologic response to an external danger. At their best, fears help keep one safe. The fear of being burned, being accosted by strangers, disappointing parents by doing poorly on an examination, or ending up in jail all can lead to a more healthy and productive life. One could speculate that heights and snakes are among the most common fears among adults because those ancestors who avoided snakes and high places were most likely to live long enough to ensconce these tendencies in the gene pool. The differential diagnosis of fears and phobias is easier during adulthood than it is during childhood. This is because the child's physical and cognitive immaturity can confound reality testing on developmental and psychopathologic bases. The toddler who is so small, helpless, and unable to understand the forces of physical and human nature accurately often has many normal fears. These typically may include strangers, their parents' leaving, monsters, the dark, or going to sleep.
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Gullone, Eleonora. "Developmental Psychopathology and Normal Fear." Behaviour Change 13, no. 3 (September 1996): 143–55. http://dx.doi.org/10.1017/s0813483900004927.
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This paper reviews the extensive research examining developmental patterns in normal fear. Areas of focus include age, gender, and socioeconomic status differences in fear content, prevalence, and intensity. The structure and stability/duration of normal fears are also discussed. Finally, the crosscultural research in this area is reviewed. Cross-sectional and longitudinal studies indicate that fear decreases in prevalence and intensity with age. There are also major changes in the content of normal fear over the course of development. Such changes are characterised by a transition from infant fears which are related to immediate, concrete, and prepotent stimuli, and which are largely noncognitive, to fears of late childhood and adolescence which are related to anticipatory, abstract, and more global stimuli and events. Fears of late childhood and adolescence are also more cognitive. One of the prominent themes during these years is social evaluation. It is noteworthy that fears have been demonstrated to be largely transitory in nature, decreasing significantly in number and intensity over time and with maturation. Future research into normal fear should more closely examine the validity of current assessment techniques. There is also a need for research into the developmental correlates of fear, including individual differences and affective environmental experiences. In particular, research examining the correlates of normal fear within a developmental psychopathology framework is recommended.
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King, Neville J., Eleonora Gullone, and Bruce J. Tonge. "Childhood Fears and Anxiety Disorders." Behaviour Change 8, no. 3 (September 1991): 124–35. http://dx.doi.org/10.1017/s0813483900006719.
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Despite their significance, childhood anxiety disorders, compared to those of adults, have been neglected by researchers. However, recent years have witnessed increasing research on childhood anxiety disorders. Normative and developmental aspects of fear and anxiety are briefly discussed and we examine the classification and diagnostic reliability of childhood anxiety disorders. In relation to assessment, we focus on some recent research developments on self-report instruments and behavioural avoidance tests. An integrative behavioural treatment model is presented in which the need for age-appropriate intervention is emphasised. Also, data on the social validity of fear reduction procedures are presented. Finally, we outline several directions for future research.
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Burkhardt, Käthe, Helene Loxton, and Peter Muris. "Fears and Fearfulness in South-African Children." Behaviour Change 20, no. 2 (June 1, 2003): 94–102. http://dx.doi.org/10.1375/bech.20.2.94.24837.
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AbstractThe present study examined common childhood fears in 9- to 13-year-old South-African children (N = 404) from white, coloured, and black cultural groups. Fears were assessed by means of two methods — the fear list method and the Fear Survey Schedule for Children-Revised (FSSC-R). Results showed that fear rank orders as obtained with the fear list method were quite different from those derived from the FSSC-R. Furthermore, clear differences in fear levels were found among the three cultural groups. More specifically, coloured and black South-African children displayed significantly higher fear levels than white children. Finally, differences were also found as to the content of prevalent fears in the three cultural groups. For example, common fears in coloured and black children were more frequently related to violence than in white children.
Dissertations / Theses on the topic "Childhood fears"
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Eke, Marian. "The familial context of childhood shyness and fears." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326713.
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Pickard, David C. "Childhood Fears and the Impact of Divorce and Remarriage." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332165/.
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Different family structures and levels of parental and financial stress were investigated in relation to children's overtly expressed fears, and secondarily, covertly measured fears and concerns. The family structures consisted of divorced and remarried families divided into those divorced less than two years and those divorced greater than two years. Intact families were used as the control group. One-hundred-twenty-one children from six to eleven years of age and their biological mothers from a semirural, southwestern town comprised the sample. The children were administered five instruments assessing overt fears, covert fears/concerns, and positiveness in family relationships. Mothers were given eight self-report measures which included a questionnaire, a report of their child's overt fears, and an indication of the positiveness in family relationships. Results indicated that the children of divorced, single mothers tended to report greater overt fears than remarried and intact families. Indications of covert fears of death and separation were also suggested. This was especially true for those single mothers divorced less than two years. Children of intact families did not generally differ from remarried groups although there were implications that remarriage too soon after divorce may impact covert fears as well as positive feelings toward the stepfather. Children of mothers reporting high levels of stress reported greater levels of overt fears than children of low stress mothers. Financial stress for mothers appeared to have greater implications for children's overt and covert fears than did parental stress. In contrast to the children of mothers reporting high levels of stress, mothers who reported low levels of stress tended to have children who reported fewer overt fears but greater covert fears and concerns. Recommendations for future research including adding parental measures to assess the coping styles as well as the effectiveness of such coping with divorce and remarriage, using different measures of overt and covert fears, and extending the study to include data from the biological fathers as well as families in which the father has custodial rights.
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Lawson, Joanne. "The role of information in the development of fears in childhood." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426258.
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Du, Plessis Michelle. "The origins of fears in a selected group of middle childhood South African children." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3063.
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Thesis (MA (Psychology))--University of Stellenbosch, 2006.The aims of the present study were to inquire into the origins of middle childhood South African children’s fears. In order to do this as precisely as possible it was determined to what extent Rachman’s (1977, 1991) three pathways played a role in the experience of the selected sample’s fears; in intensifying their fears; and finally in the actual onset of their fears. The results were examined across the independent variables age, gender, socio-economic status (SES), and culture. In addition, Rachman’s (1977; 1991) hypothesis that stronger, more intense fears originate through Conditioning experiences, while less intense, everyday fears originate through the indirect pathways, namely Modeling and Negative Information/Instruction was tested. The participants consisted of a sample of 660 children aged between 10 and 14 years, attending grades 5 and 7, representing the three main cultural groups found in the Western Cape, South Africa, and residing in low, middle and high socio-economic residential areas. Participants completed a short biographical questionnaire and the Fear Option List (FOL). Data analysis revealed that the majority of participants reported Modeling experiences in connection to their greatest fear, followed by Information and Conditioning experiences. Significant gender, SES, and cultural differences were found. The majority of participants reported that Information experiences were responsible for intensifying their greatest fear, and thus playing a role in maintaining it, followed by Modeling and Conditioning experiences. Significant gender, SES, and cultural differences were found. With regard to the actual onset of participants fears, the majority of participants reported that they had no clear idea of how their fear began, followed by Information, Conditioning, and Modeling. Only significant SES and cultural differences were found. The first half of Rachman’s (1977; 1991) hypothesis was confirmed in that stronger, more intense fears were found to be strongly related to Conditioning experiences. However, the second part of his hypothesis that less intense, everyday fears are likely to originate through the indirect pathways was not confirmed. The implications of the present study’s findings within a South African context are discussed, as well as the limitations of the study and suggestions for future research.
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Burkhardt, Käthe-Erla. "Fears in a selected group of middle childhood South Africa children : a cross cultural study." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52843.
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Thesis (MSc)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The primary aim of this study was to determine the content, number, level and pattern of fears expressed by a culturally diverse selected group of middle childhood children in the Stellenbosch area. The secondary aim of this study was to establish whether there were any differences in the fears expressed with respect to culture, gender and socio-econmic status (SES) as well as to ascertain any differences with respect to the two fear measuring instruments. The two fear measuring instruments administered were the Free-Option Method (FOM) and the Fear Survey Schedule for Children Revised (FSSC-R). The FOM was used to determine the content and number of fears and the structured FSSC-R, to establish the content, number, level and pattern of fears. A predominantly quantitative method of data collection was used. In all, three questionnaires were completed by 404 middle childhood children between the ages of 8 and 12 years, attending four primary schools in the Stellenbosch area. These questionnaires comprised of the Biographical questionnaire, the FOM and the FSSC-R and were administered in the same order as mentioned. The data was also analysed in a quantitative manner. Culture was defined in the terms of the main representative cultural communities III the Stellenbosch area, namely, black, white and coloured South African children. The content of fears based on the results of the FOM yielded only a few similarities upon comparisons to the findings of previous studies. This, however, may be due to variations in the methodology of the FOM among studies. Similarities were found regarding the content of fears based on the FSSC-R results implying that certain fears are universal. The fear of crime or crime related aspects featured among the ten 11:0stcommon fears for all the children regardless of the measuring instrument used. The number and level of fears for the three cultural groups were the highest for the black South African children, followed by the coloured South African children while the white South African children displayed the lowest number and level of fears. The number and level of fears for all three cultures were generally higher than found elsewhere in the world according to previous studies. The pattern of fear was similar for all three cultures. Gender differences for all three cultures were consistent with preVIOUS research with girls expressing more fears than boys. Girls also displayed a higher level of fears on all the five factors than the boys. The number and level of fears was the highest for children coming from lower SES background than those coming from higher SES background. Difficulties were experienced with regard to sample size and SES and a caution to use the results regarding SES as only tentative guidelines is given. The similarities between the results on the two measuring instruments, the FOM and the FSSC-R, were sparse emphasising a need for the development of emic assessment tools. In the conclusion, recommendations for future studies are provided.
AFRIKAANSE OPSOMMING: Die prim ere doel van die onderhawige studie was om die inhoud, aantal, vlak en patroon van uitgesproke vrese deur 'n kultureel diverse geselekteerde groep van kinders in die middelkinderjare in die Stellenboscharea, te bepaal. Die sekondere doel van die onderhawige studie was om vas te stel of daar verskille was in die uitgesproke vrese wat uitgedruk is met betrekking tot kultuur, geslag en sosio-ekonomiese status (SES), sowel as die vergelyking tussen die twee meetinstrumente vir vrese. Die twee meetinstrumente wat toegepas is, is die "Free Option Method" (FOM) en die "Fear Survey for Children Revised" (FSSC-R). Die FOM was gebruik om die inhoud en aantal vrese te bepaal, terwyl die FSSC-R gebruik was om die inhoud, aantal, vlak en patroon van vrese te bepaal. 'n Oorwegende kwantitatiewe metode van data insameling is gebruik in hierdie studie. In totaal is drie vraelyste beantwoord deur 404 kinders in die middelkinderjare tussen die ouderdomme van 8 en 12 jaar, wat tans vier primere skole in die Stellenbosch area bywoon. Die drie vraelyste bestaan uit die Biografiese vraeIys, die FOM en die FSSC-R en is toegepas in die voorafgaande volgorde. Die data is ook kwantitatief geanaliseer. Kultuur is omskryf in terme van die hoof verteenwoordigende kultuurgemeenskappe III die Stellenbosch area, naamlik: swart, wit en kleurling Suid-Afrikaanse kinders. Die inhoud van die vrese wat op die resultate van die FOM gebaseer is, het weinig ooreengestem met ander navorsingsbevindings. Die verskynsel kan heeIwaarskynlik toegeskryf word aan die wisselende metodiek van die FOM in navorsing. 'n Groot mate van ooreenstemming met betrekking tot die inhoud van vrese wat gebaseer is op die FSSC-R resuitate, is bevind met betrekking tot verwante navorsing. Die implikasie hiervan is dat sekere vrese wel universeel is. Vrese vir geweld of geweiddadige aspekte het gefigureer onder die tien mees algemene vrese vir al die kinders, ongeag die meetintrument wat toegepas is. Die aantal en viak van vrese vir die ver~killende kuItuurgroepe was die hoogste vir die swart Suid-Afrikaanse kinders, gevoig deur die van die kleurling Suid- Afrikaanse kinders, terwyI die wit Suid-Afrikaanse kinders met die Iaagste aantal en vlak van vrese gepresenteer het. Die aantal en viak van uitgesproke vrese vir al drie kultuurgroepe was oor die algemeen hoer as die van navorsingbevindinge elders in die wereld. Die patroon van vrese was egter dieselfde vir die drie kultuurgroepe. Geslagverskille ten opsigte van al drie kultuurgroepe is in ooreenstemming met ander navorsingsresultate bevind. Meisies het, vergeleke met seuns, meer vrese, sowel as 'n hoer vlak van vrese op al vyf faktore van die FSSC-R getoon. Kinders vanuit 'n laer SES agtergrond het 'n groter aantal, sowel as hoer vlak van vrese ervaar as kinders vanuit 'n hoer SES agtergrond. As gevolg van die probleme wat ondervind is met die steekproefgrootte en die bepaling van SES, word gemaan om die resultate met betrekking tot SES net as tentatiewe riglyne te interpreteer. Daar was baie min ooreenstemming tussen die resultate van die twee meetinstrurnente, die FOM en die FSSC-R, wat die behoefte aan die ontwikkeling van gepaste meetintrurnente beklemtoon. Ten slotte word enkele riglyne vir verdere navorsing aanbeveel.
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Taylor, Michelle Alison. "The monster chronicles : the role of children’s stories featuring monsters in managing childhood fears and promoting empowerment." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/37305/1/Michelle_Taylor_Thesis.pdf.
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Children’s fascination with monsters is a normal part of childhood development. Children’s literature reflects this with a wealth of stories featuring monsters, ranging from fairy tales to picture books to books for independent readers. These stories can raise concerns from educators, parents and other sections of the community such as political and religious institutions on the basis that they could be disturbing or harmful to children. In contrast, there is evidence to indicate the potential for managing fears and enhancing feelings of empowerment in children through the reading of stories featuring monsters. A reappraisal of these stories from a predominantly therapeutic perspective reveals that they may act as agents of positive change in six ways – catharsis, naming, taming, integration, transformation and moral empowerment. Two of these functions, transformation and moral empowerment, are examined further in three case studies of stories for the older reader that feature monsters, Wolf Brother by Michelle Paver, Monster Blood Tattoo, Book One: Foundling by D.M. Cornish and my manuscript, ‘The Monster Chronicles’. The insights from this research have been used to inform the writing and editing of ‘The Monster Chronicles’ and inherent to that, my goal of creating a children’s story featuring monsters that is sensitive to children’s fears and their desire for empowerment.
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Bensch, Lisa S. "A comparative study of fears in middle-childhood South African children with and without visual impairments." Thesis, Stellenbosch : Stellenbosch University, 2010. http://hdl.handle.net/10019.1/4501.
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Thesis (MA)-- Stellenbosch University, 2010.ENGLISH ABSTRACT: The experience of fear is a normal phenomenon in the development of children. However, the often marginalised population of children with visual impairments, is one which has been neglected in past fear research. As far as could be ascertained, no research assessing the fears of children with visual impairments has been carried out the past 18 years, and studies within the South African context are non-existent. Previous research has suggested that children, who have a physical disability, are more prone to the development of a psychopathology than their non-disabled peers. It has also been suggested that, due to their physical limitations, children with visual impairments would express a higher prevalence of anxiety and fear. Therefore it is important to identify these children's fears, to enable those involved in their day-to-day lives to gain a greater understanding of their emotional world. The present study aimed to determine whether significant differences exist between the fear profiles of middle-childhood South African children with visual impairments when compared to their sighted counterparts. A differential research design was employed, and results were examined across the four independent variables of gender, age, culture, and vision. A total of 129 assenting children from three schools in the Western Cape participated in the present study, including 67 children with varying degrees of visual impairments, and 62 gender- and age-matched controls. All the children were administered a short biographical questionnaire and Burkhardt's (2007) child friendly South African Fear Survey Schedule for Children (FSSC-SA). The administration of these measures was adapted according to the children's degree of visual impairment. Results of the FSSC-SA indicated that the most feared item for the children with visual impairments was “Fire - getting burned”, while the children without visual impairments feared “Getting HIV” the most. The 10 most common fears related mainly to situations in which the possibility of danger and harm is present, with the majority of fears loading onto Factor I (fear of danger and death) of the FSSC-SA. Consistent with previous research, gender differences were apparent across number, level, and pattern of fear, with girls consistently being more fearful than boys. There was no significant relationship between age or culture and self-reported fear. In terms of the three sub-groups of visually impaired children, the children with severe visual impairment reported the highest number and level of fear. However, in general terms, the fear profiles of the two overall groups (children with and children without visual impairments) did not differ significantly, thus showing that the worlds, in which these children live, are not as different as was originally anticipated. In conclusion the present study's contributions as well as shortcomings are discussed, along with recommendations for future research.
AFRIKAANSE OPSOMMING: Vrees is 'n normale ervaring tydens die ontwikkeling van kinders, alhoewel die gemarginaliseerde populasie van kinders met visuele gestremdhede een is wat dikwels in navorsing oor vrees afgeskeep is. So ver as wat die navorser kon vasstel, is geen studies oor hierdie populasie die afgelope 18 jaar uitgevoer nie, en studies binne die Suid-Afrikaanse konteks bestaan glad nie. Vorige navorsing stel voor dat kinders met gestremdhede meer geneig is tot die ontwikkeling van psigopatologie as kinders sonder 'n gestremdheid in hul portuurgroep. Daar is ook voorgestel dat kinders met visuele gestremdhede as gevolg van hul fisieke beperkinge meer vrees en angs sal toon. Dit is dus belangrik om hierdie kinders se vrese te identifiseer, sodat die mense wat by hul alledaagse lewe betrokke is, 'n beter begrip vir hul emosionele wêreld kan hê. Die doel van die onderhawige studie was om vas te stel of daar beduidende verskille tussen die vreesprofiele van middelkinderjare-kinders met visuele gestremdhede bestaan in vergelyking met hul siende portuurs. Die studie het 'n differensiële navorsingsontwerp gevolg, en die resultate is bestudeer aan die hand van vier onafhanklike veranderlikes, naamlik geslag, ouderdom, kultuur en visie. 'n Totaal van 129 instemmende kinders van drie skole in die Wes-Kaap het deelgeneem aan die onderhawige studie. Die steekproef het 67 kinders met verskillende vlakke van visuele gestremdheid ingesluit, sowel as 62 kinders van vergelykbare ouderdom en geslag in die kontrolegroep. Die deelnemers moes 'n kort biografiese vraelys invul, sowel as Burkhardt (2007) se kindervriendelike Suid-Afrikaanse Vreesopnameskedule vir Kinders (FSSC-SA). Die toepassing van die meetinstrumente is aangepas volgens die kinders se graad van visuele gestremdheid. Resultate van die FSSC-SA het getoon dat kinders met visuele gestremdhede die meeste vrees getoon het vir “Vuur - om te verbrand”, terwyl die mees gevreesde item vir die kinders sonder visuele gestremdhede, die vrees “Om MIV op te doen” was. Die 10 algemeenste vrese het veral verband gehou met situasies waar daar 'n moontlikheid bestaan van gevaar of seerkry, en die meeste van hierdie items het meestal op Faktor I (vrees vir gevaar en die dood) gelaai. In ooreenstemming met vorige navorsing, het geslagsverskille duidelik geblyk ten opsigte van die aantal, vlak en patroon van vrees, met dogters wat konsekwent meer vrees as seuns vermeld het. Daar was geen beduidende verhouding tussen ouderdom of kultuur en self-gerapporteerde vrese nie. Ten opsigte van die drie subgroepe waarin die kinders met visuele gestremdhede ingedeel was, het die kinders met 'n ernstige visuele gestremdheid die hoogste aantal en vlakke van vrees gerapporteer. Oor die algemeen het die vreesprofiele van die twee oorhoofse groepe (kinders met en kinders sonder visuele gestremdhede) nie beduidend verskil nie, en dus blyk dit dat die wêrelde waarin hierdie twee groepe leef, nie so verskillend is as wat aanvanklik gedink is nie. Ten slotte, word die waarde en tekortkominge van die onderhawige studie bespreek, sowel as aanbevelings vir toekomstige navorsing voorgestel.
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Burkhardt, Kathe-Erla. "The fears expressed and coping mechanisms of a selected group of middle childhood South African children living in a children's home." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49797.
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Thesis (MSc)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: The primary aim of this study was to establish normative data regarding the fears expressed by and coping mechanisms in a selected group of middle childhood children living in a children's home with respect to content, number, level and pattern of fears and the coping mechanisms as well as their perceived efficacy. Children living in a children's home were referred to as children who were removed from family care as a result of lawful intervention and were thus seen as a special population. The secondary aim was to ascertain whether any differences in the fears expressed were found with respect to the independent variables of a special population and gender. The three measuring instruments were the Free-Option Method (FOM), the Fear Survey Schedule for Children Revised (FSSC-R) and the Coping Strategy (CS). The FOM was used to determine the content and number of fears, the structured FSSC-R to establish the content, number, level and pattern of fears and the CS to obtain the coping mechanisms used and their perceived effectiveness. A predominantly quantitative method of data collection was used. This was also true for the data analysis. In all three questionnaires were completed by 141 children living in a children's home (70 boys and 71 girls) in the Western Cape between the ages of 8 and 13. The three questionnaires comprised of the FOM, FSSC-R and the CS and were administered in the above-mentioned order. The content of fears based on the results of the FOM yielded only a few similarities upon comparison to the findings of a recent study by. More similarities were apparent upon comparison of the results of the FSSC-R implying that the structuredness of the measuring instrument plays a role in how universal childhood fears really are. The number as well as level of fear was higher for the children living in a children's home in comparison to the results of normative populations. This also holds true for the level of fear on all of the fear factors of the FSSC-R Gender differences that were apparent, were consistent with previous research with girls expressing a higher number and level of fears than boys. The girls in comparison to the boys also displayed a higher level of fear on all the five factors. The coping strategy most often used as well as perceived effective was the secondary coping strategy. This was followed by the primary coping strategy and finally the relinquished control coping strategy. Specific coping strategies, which were utilised, were support seeking and avoidance and these are associated with a higher level of intemalising symptoms. Overall, the coping strategies utilised were found to be effective in reducing the fear experienced. Only a few similarities were apparent upon companson of the results of the two measunng instruments, the FOM and the FSSC-R, emphasising the need for the development of an South African Fear Schedule. Lastly, recommendations for future studies are provided.
AFRIKAANSE OPSOMMING: Die primêre doel van die onderhawige studie was die insameling van ·normatiewe data omtrent die uitgesproke vrese van 'n geselekteerde groep kinderhuiskinders in die middelkinderjare met betrekking tot die inhoud, aantal, vlak en patroon van vrese en die hanteringstrategieë, sowel as die waargenome effektiwiteit daarvan. Kinders wat in kinderhuise woon is kinders wat van hulle gesinne verwyder is as gevolg van 'n wetlike ingreep en hulle word om hierdie rede as 'n spesiale populasie beskou. Die sekondêre doel van die onderhawige studie was om vas te stelof daar verskille was in die uitgesproke vrese met betrekking tot die onafhanklike veranderlikes van 'n spesiale populasie en geslag. Die drie meetinstrumente wat toegepas is, is die "Free Option Method" (FOM), die ''Fear Survey Schedule for Children Revised" (FSSC-R) en die "Coping Strategy"(CS). Die FOM is gebruik om die inhoud en aantal vrese te bepaal, terwyl die FSSC-R gebruik is om die inhoud, aantal, vlak en patroon van vrese te bepaal. Die CS is gebruik om die hanteringstrategieë en hul effektiwiteit te bepaal. 'n Oorwegend kwantitatiewe metode van data insameling, sowel as dataverwerking is vir hierdie studie gebruik. Drie vraelyste is beantwoord deur 141 kinders (70 seuns en 71 meisies) tussen die ouderdomme van 8 en 13 jaar wat in kinderhuise in die Wes-Kaap woon. Die FOM, FSSC-R en die CS is gebruik en in hierdie volgorde toegepas. Die inhoud van vrese wat op die resultate van die FOM gebaseer is, het weining ooreengestem met die navorsingsbevindings van 'n onlangse studie. Meer ooreenstemming is gevind met betrekking tot die inhoud van vrese wat gebaseer is op die FSSC-R resultate. Dit impliseer dat die gestruktureerdheid van die meetinstrumente 'n rol speel in hoe universeel vrese is. Die aantal sowel as vlak van vrese, was hoër vir die kinders wat in 'n kinderhuis woon vergeleke met die resultate van normatiewe populasies. Die bogenoemde is ook van toepassing ten opsigte van die vlak van vrese op al vyf faktore van die FSSC-R. Geslagsverskille wat voorgekom het, is in ooreenstemming met ander navorsingsresultate waar meisies, in vergelyking met seuns, meer vrese sowel as 'n hoër vlak van vrese op al vyffaktore van die FSSC-R getoon het. Die hanteringstrategieë wat die meeste deur die kinders gebruik is is die sekondêre hanteringstrategieë. Dit is gevolg deur die primêre hanteringstrategieë en laastens die opgegeë beheer hanteringstrategieë. Spesifieke hanteringstrategieë wat gebruik is, is ondersteuning en vermyding. Hierdie strategieë word geassosieer met 'n hoër vlak van geïnternaliseerde simptome. Oor die algemeen is die hanteringstrategieë as effektief beskou in die vermindering van vrese. Daar was min ooreenstemming tussen die resultate van die twee vrees meetinstrumente, die FOM en die FSSC-R, wat die behoefte aan die ontwikkeling van 'n vrees meetinstrument vir Suid-Afrikaanse omstandighede beklemtoon. Ten slotte word enkele riglyne vir toekomstige navorsing gegee.
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Tah, Priya. "Fear of hypoglycaemia in childhood diabetes." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/95239/.
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Hypoglycaemia is an unavoidable consequence of treatment of Type 1 Diabetes Mellitus (T1DM). Symptoms are often embarrassing and distressing and can lead to the development of fear of hypoglycaemia (FoH). This fear can have a negative impact on diabetes management and can lead to further medical complications. 210 children and young people (CYP), aged 3-17 years and 190 parents from diabetes paediatric clinics across the West Midlands, UK, completed questionnaires exploring the prevalence of hypoglycaemia, FoH and links to hypoglycaemia awareness, self-care, quality of life and anxiety. Demographic information and HbA1c data were also collected. Results indicated that hypoglycaemia and severe hypoglycaemia (SH) are a problem for CYP in the UK. Hypoglycaemia Fear Survey (HFS) scores were higher in parents than in CYP (Total HFS 37.1±14.9 vs. 50.2±17.8 vs. 45.2±18.0, CYP vs. mother vs. father, respectively, p < 0.01). Adolescents with prior experience of severe hypoglycaemia (SH) had higher HFS scores compared to those without (t=-3.61, p < 0.001). Trait anxiety and SH explained 23% of the variance in HFS scores in adolescents. Trait anxiety explained 37% of the variance in HFS scores in under 11 year olds, 18% in mothers of under 11 year olds, 6% in mothers of adolescent and 10% in fathers of adolescents. There was no correlation between HFS and HbA1c. Qualitative analyses identified ‘Burden’ as an overarching theme from CYP and parent interviews. ‘Negative emotions’ and ‘Living with diabetes’ emerged as the key themes of analysis. This research study adds to existing findings on the prevalence of hypoglycaemia, severe hypoglycaemia, FoH and possible related factors, by focusing on the paediatric population and their parents, in the UK, for which there is limited research. Qualitative analyses also provided novel reports of the experience of T1DM for CYP and their mothers. Implications of this research could lead to the development of an FoH and anxiety managementprogramme for CYP and their parents. The findings of this study also help to raise awareness of this very real and current issue in diabetes management.
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Franklin, Leanne. "Parenting and childhood in a culture of fear." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/8520.
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This thesis draws primarily upon the work of Furedi (2001; 2002) and his notion of a culture of fear to explore contemporary parenting and childhood from a social psychological perspective. Furedi argues that contemporary society is dominated by a sense of anxiety which is ubiquitous and free-floating (2007) and it is arguable that this fear is particularly easily attached to issues around childhood as children are considered increasingly vulnerable - giving rise to the phenomenon of paranoid parents (Furedi, 2002). While these and related issues have been explored elsewhere in the social sciences (e.g. Jackson & Scott, 2000; Katz, 2008; Valentine, 1996) there has yet to be a study from a social psychological perspective which would seek to understand how these fears are articulated, constructed and managed in relational interaction. The first stage of analysis is a content analysis of newspaper articles, providing partial information about the socio-cultural backdrop of the study. This is complemented by focus group data from both parents and children (aged 12-13) which is analysed using strategies and tools drawn from discursive psychology (Edwards & Potter, 1992). This approach allows for an examination of how participants construct fears, anxieties and concerns that exist in and around modern parenting and childhood. Themes that emerged from this analysis include a focus on the disappearance of Madeleine McCann, a fear of hypothetical dangers, and a catalogue of potential risks. These concerns are also worked up in the participants talk as related to wider social changes (such as an increase in crime and changes in family structure) and connected with a nostalgia for a past which is constructed as safer, simpler and more liberated; even the children display a fondness for this utopian childhood. Hence the study begins to develop an empirical understanding of how aspects of a culture of fear may be worked up in relation to contemporary parenting and childhood, and so points toward some of its possible psychological implications.
Books on the topic "Childhood fears"
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Miklos, Christine Diane. A retrospective look at childhood fears. Sudbury, Ont: Laurentian University, Department of Psychology, 1990.
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Blair, Jason L. Little Fears: The roleplaying game of childhood terror. Euclid, Ohio: Key 20 Publishing, 2001.
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1948-, Garber Marianne Daniels, and Spizman Robyn Freedman, eds. Monsters under the bed and other childhood fears: Helping your child overcome anxieties, fears, and phobias. New York: Villard Books, 1993.
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Helping your anxious child: An effective treatment for childhood fears. London: Methuen, 1988.
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The fears of childhood: A guide to recognizing and reducing fearful states in children. New York, N.Y: Human Sciences Press, 1986.
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Feiner, Joel. Taming monsters, slaying dragons: The revolutionary family approach to overcoming childhood fears and anxiety. New York: Arbor House, 1988.
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June, Callwood, ed. Emotions: What they are and how they affect us, from the basic hates & fears of childhood to more sophisticated feelings that later govern our adult lives : how we can deal with the way we feel. Garden City, N.Y: Doubleday, 1986.
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Studies of childhood. London: Free Association Books, 2000.
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Fear of the collar: My terrifying childhood in Artane. Dublin: O'Brien, 2001.
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Fear of the collar: Artane industrial school my extraordinary childhood. Dublin: O'Brien, 1991.
Find full textBook chapters on the topic "Childhood fears"
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Pardeck, John T., and Jean A. Pardeck. "Childhood Fears." In Bibliotherapy, 115–27. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003243212-9.
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Wenar, Charles. "Childhood Fears and Phobias." In Handbook of Developmental Psychopathology, 281–90. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-7142-1_22.
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Trültzsch-Wijnen, Christine W., and Markéta Supa. "(De)Constructing Child-Focused Media Panics and Fears: The Example of German-Speaking Countries." In Discourses of Anxiety over Childhood and Youth across Cultures, 145–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46436-3_7.
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Horne, Ann. "Oedipal aspirations and phallic fears: on fetishistic presentation in childhood and young adulthood 1." In From Trauma to Harming Others, 94–107. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367815219-8-8.
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McColgan, Lorraine. "Fear." In Group Therapy for Adult Survivors of Childhood Abuse, 80–82. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003268888-25.
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Grove, Christine. "Childhood Specific Phobia: Fear of zips." In The Elements of Psychological Case Report Writing in Australia, 153–58. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781351258043-18.
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King, Wilma. "African American Youth Face Violence and Fear of Violence in Nineteenth- and Twentieth-Century America." In African American Childhoods, 137–54. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-349-73165-7_9.
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Gutteridge, Kathryn. "Childhood Sexual Abuse, Sexual Assault, Rape and Its Relevance to Childbearing Fear." In Understanding Anxiety, Worry and Fear in Childbearing, 97–119. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21063-2_6.
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Heise, Donalyn. "Children in Crisis: Transforming Fear into Hope Through Multimodal Literacy." In Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood, 191–209. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44297-6_10.
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Robinson, Benjamin Lewis. "The World after Fiction." In The Work of World Literature, 105–26. Berlin: ICI Berlin Press, 2021. http://dx.doi.org/10.37050/ci-19_05.
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Opponents of World Literature fear that its advent marks the end of the ‘work of literature’. J. M. Coetzee’s The Childhood of Jesus (2013) presents a world in which the work of literature has indeed been forgotten. Migrants arrive in a new life ‘washed clean’ of the burden of the European tradition. Simón, who dimly recalls the old life, feels that something is missing in the new. He longs for something altogether ‘other’. Might Simón learn from the exceptional child David to perceive the ‘likeness’ in this world? Are we to read Coetzee’s novel like Simón or like David — and with what consequence for our understanding of the work of literature in a time of World Literature?
Conference papers on the topic "Childhood fears"
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Xavier, Andreia, Susana Sá, Dulce Noronha-Sousa, Ana Noronha, Patrícia Silva, Estrela Paulo, and Rosa Martins. "CHILDREN'S FEARS IN EARLY CHILDHOOD: A PROJECT WITH PARENTS AND EDUCATORS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1149.
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Aguilar Rodríguez, William Fredy, and Walter Viteri Torres. "Reproduction of fear towards childhood and youth." In 1er Congreso Universal de las Ciencias y la Investigación Medwave 2022;. Medwave Estudios Limitada, 2022. http://dx.doi.org/10.5867/medwave.2022.s2.uta184.
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Powell, Jessica. "Queer Versus Fear: Early Childhood Teachers' Perspectives on Gender." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1425636.
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Costa, Rosalina Pisco, Beatriz Roque, and Vanessa Carreira. "Monsters, fear and fun. Bringing creative methodologies into the higher education classroom to study children and childhood." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13151.
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This paper addresses the methodology of Design Thinking and its applicability as a creative methodology when teaching and learning Sociology of Childhood in a higher education context. Students were asked to develop an exercise in order to expand and deepen the theoretical and conceptual knowledge discussed in theoretical classes. Active and creative methodologies were specifically and purposefully designed to develop the ability to think critically about the problems presented, stimulating debate and sociological imagination. Inspired by the Mindshake Design Thinking Model Evolution 6², practical classes were organized and oriented towards specific techniques, namely the “Inspiration Board”, “Intent Statement” and “Insight Clustering”, following, respectively, the phases of exploration, data collection and analysis and interpretation of results. Illustration is given through the development of a research itinerary committed to think, discuss and creatively research the meanings of the “dark” and “darkness” of the night for children. Incorporating Design Thinking in the teaching and learning process in the field of social sciences, namely when researching children and childhood from a sociological perspective, proved to be a both fruitful and engaging tool both for teachers and students.
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Sarmento-Henrique, Renata, Laura Quintanilla, Marta Fernández Sánchez, and Marta Giménez-Dasí. "AN OVERVIEW OF SPANISH STUDENTS' PSYCHOLOGICAL ADJUSTMENT DURING COVID PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end098.
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"Introduction. All world had suffered the consequences of a health crisis due to Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2). More specifically, Madrid was one of the cities most affected by this health crisis and where the restrictions have been the harshest. All population suffered psychological consequences of social isolation. Previous research on the effects of social isolation in children shows important effects on aspects, such as feelings of sadness, anger, frustration, and apathy (Biordi and Nicholson, 2013; Brooks et al., 2020). Other indicative aspects of well-being and regulation during childhood have also been found to be altered, such as sleep patterns, potty training, or challenging behaviors (Simon and Walker, 2018). Changes have also been observed in the levels of anxiety (increased fear, worry, obsession, or rumination) and depression (depressed mood, lack of interest and motivation, or sadness; Teo et al., 2013; Urbina, 2020). The objective of the present study was to verify whether the psychological adjustment of Spanish preschoolers and primary students has changed since the health crisis started. Method. A total of 291 families with children aged between 3.2 and 11.1 years (53,9% girls) participated in the study. These families have a medium socioeconomic background. The sample was divided into two age groups: 76 preschool families (59% girls) and 215 primary families (52% girls). The first measurement point was in February 2020 (just before health crisis started), the second point of measurement was during confinement in Madrid in March 2020 and the last measurement point was in February 2021 (one year after the health crisis started). Some scales of the questionnaire System of Evaluation of Children and Adolescents (SENA, Fernández-Pinto et al., 2015) were used. The selected scales were Attentional Problems, Depression, Challenging Behaviors, Emotional Regulation, Hyperactivity, and Willingness to study. Results. Comparison between the pretest and posttest scores for the Early Childhood Education group indicated very little variation in the mean scores of the five dimensions between T1-T2. In the same way, no differences between T1-T3 and T2-T3 were found in preschoolers. The situation for primary students were slightly different but in general no differences were found between T1-T3 and some improvement were found between T2-T3. Discussion. These results show that the children apparently were able to emerge unscathed from the extreme situation that they had to live through."
Reports on the topic "Childhood fears"
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Wills, Gabrielle, Janeli Kotzé, and Jesal Kika-Mistry. A Sector Hanging in the Balance: Early Childhood Development and Lockdown in South Africa. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/055.
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New evidence suggests that over four months after the closure of early childhood development (ECD) programmes on 18 March 2020, the ECD sector was likely to be operating at less than a quarter of its pre-lockdown levels. Of the 38 percent of respondents from the new NIDS-CRAM survey reporting that children aged 0-6 in their households had attended ECD programmes before the lockdown in March, only 12 percent indicated that children had returned to these programmes by mid-July, well after programmes were allowed to reopen. Using these findings, we estimate that just 13 percent of children aged 0-6 were attending ECD programmes by mid-July to mid-August compared to 47 percent in 2018. The last time that ECD attendance rates were as low as this was in the early 2000s. At this point it is not yet clear what proportion of these declines are only temporary, or whether there will be a lasting impact on ECD enrolment in the country. This dramatic contraction in the ECD sector relates to prohibitive costs to reopening ‘safely’ imposed by the regulatory environment, coupled with shocks to the demand side for ECD programmes (both in terms of reduced household incomes and parent fears of children contracting COVID-19). When viewed from a broader socio-economic lens, the threat of ECD programme closures across the nation will have impacts beyond ECD operators to the lives of millions of children, millions of households and millions of adults who rely on these ECD services. A swift intervention by government is necessary to save this important sector and limit the ripple effect of programme closures on multiple layers of society.
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.
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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.