Relevant bibliographies by topics / Fear in children Victoria

Academic literature on the topic 'Fear in children Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Fear in children Victoria"

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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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Bennetts, Shannon K., Amanda R. Cooklin, Sharinne Crawford, Fabrizio D’Esposito, Naomi J. Hackworth, Julie Green, Jan Matthews, Lyndall Strazdins, Stephen R. Zubrick, and Jan M. Nicholson. "What Influences Parents’ Fear about Children’s Independent Mobility? Evidence from a State-Wide Survey of Australian Parents." American Journal of Health Promotion 32, no. 3 (November 22, 2017): 667–76. http://dx.doi.org/10.1177/0890117117740442.

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Purpose: To identify factors associated with generalized and stranger-specific parental fear (PF) about children’s independent mobility (CIM), a critical aspect of physical activity. Design: Cross-sectional survey; random sampling frame, minimum quotas of fathers, rural residents. Setting: State of Victoria, Australia. Subjects: Parents of children aged 9 to 15 years (n = 1779), 71% response rate. Measures: Validated measures of PF and fear of strangers (FoS); parent, child, social, and environmental factors. Analysis: Unadjusted and adjusted linear regression stratified by child age (9-10; 11-13; 14-15). Results: Adjusted models explained a substantial proportion of variance across all age groups (PF: 33.6%-36.7%; FoS: 39.1%-44.0%). Perceived disapproval from others was consistently associated with both outcomes (PF: β =.11 to 23, p ≤ .05; FoS: β =.17-.21, p ≤ .001) as was parents’ perception of children’s competence to travel safely (PF: β = −.24 to −.11, p ≤ .05; FoS: β = −.16 to −.13, p ≤ .01). Factors associated with FoS included having a female child (β = −.21 to −.13, p ≤ .001), language other than English (β = .09 to.11, p ≤ .01), and low levels of parent education (β = −.14 to −08, p ≤ .05). Conclusion: The current study suggests that social norms, child competence, and perceptions about the benefits of CIM underpin PF. This evidence informs the development of interventions to reduce PF and promote CIM and children’s physical activity.
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Pimm-Smith, Rachel. "District schools and the erosion of parental rights under the Poor Law: a case study from London (1889–1899)." Continuity and Change 34, no. 3 (December 2019): 401–23. http://dx.doi.org/10.1017/s0268416019000353.

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AbstractThis article investigates the empirical backing for the claim that poor law officials needed legal authority to refuse poor parents’ right to the custody of their children in order to stabilise children's welfare institutions during the nineteenth century. Although workhouses were capable of accommodating children, Victorian lawmakers feared children would model themselves on adult paupers to become permanent burdens on the state. To tackle this problem, a system of children's welfare institutions called ‘district schools’ was introduced to train children to become industrious adult labourers. Children were usually classified as orphans or deserted so they could be sent to district schools without fear of family intervention. However, children with ambiguous parental circumstances were labelled as ‘other’ and considered a problematic class because they were perceived to be at risk of having on-going contact with their birth families. Lawmakers feared parents of ‘other’ children would undermine reformation efforts by asserting their custody rights, and passed the first laws in English history to allow the state to restrict parental rights on this basis. This article explores the claim of unwanted parental involvement, and in doing so, seeks to contextualise the origins of public law interference in the family sphere within a narrative of imposed citizenship rather than protection.
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Goodman, David. "Fear of circuses: Founding the national museum of Victoria." Continuum 3, no. 1 (January 1990): 18–34. http://dx.doi.org/10.1080/10304319009388147.

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Geraedts, Joep. "Healthy children without fear." EMBO reports 18, no. 5 (April 10, 2017): 666–69. http://dx.doi.org/10.15252/embr.201744253.

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WALLACE, BRIAN. "NANA SAHIB IN BRITISH CULTURE AND MEMORY." Historical Journal 58, no. 2 (May 11, 2015): 589–613. http://dx.doi.org/10.1017/s0018246x14000430.

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AbstractThe Indian Rebellion leader Nana Sahib became Victorian Britain's most hated foreign enemy for his part in the 1857 Cawnpore massacres, in which British men, women, and children were killed after having been promised safe passage away from their besieged garrison. Facts were mixed with lurid fiction in reports which drew on villainous oriental stereotypes to depict Nana. The public appetite for vengeance was thwarted, however, by his escape to Nepal and subsequent reports of his death. These reports were widely disbelieved, and fears persisted for decades that Nana was plotting a new rebellion in the mountains. He came to be seen as both a literal and symbolic threat; the arrest of suspects across the years periodically revived the memories and the atavistic fury of the Mutiny, while his example as the Victorians' archetypal barbaric native ruler shaped broader colonial attitudes. At the same time, he influenced metropolitan perceptions of empire through the popular Mutiny fictions in which he was a larger-than-life villain. Tracing Nana's changing presence in the British collective memory over generations illustrates the tensions between metropolitan and colonial ideas of empire, and suggests the degree to which an iconic enemy figure could shape perceptions of other races.
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Stilley, Harriet. "Make America Hate Again: Trump-Era Horror and the Politics of Fear, Victoria McCollum (ed.) (2019)." European Journal of American Culture 40, no. 2 (June 1, 2021): 171–74. http://dx.doi.org/10.1386/ejac_00050_5.

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Review of: Make America Hate Again: Trump-Era Horror and the Politics of Fear, Victoria McCollum (ed.) (2019) New York: Routledge, 230 pp., ISBN 978-1-13849-828-0, h/bk, £120, ISBN 978-0-36772-745-1, p/bk, £36.99
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Moraes, Antonio Bento Alves de, Gláucia Maria Bovi Ambrosano, Rosana de Fátima Possobon, and Áderson Luiz Costa Junior. "Fear assessment in brazilian children: the relevance of dental fear." Psicologia: Teoria e Pesquisa 20, no. 3 (December 2004): 289–94. http://dx.doi.org/10.1590/s0102-37722004000300011.

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Fear frequently interferes with dental treatment procedures, producing delays and poor technical quality results. Patients exhibit avoidance and escape behaviors that may be related to aversive childhood experiences in dental treatment situations. The aim of this study was to identify the most frequent children's fears, including dental ones, using an adaptation of the FSSC-R. This instrument was used to assess 549 children divided in three groups: (G1) private school children, (G2) public school children and (G3) public school children who were surveyed during dental treatment. Results indicated higher dental fear scores for females when compared with male children. Considering all groups studied, "injection" was the 5th higher fear for the group G3, 8th for the group G1 and 14th for the group G2. Family relationship items such as "parents fighting", "parents yelling at you", "hearing my parents argue", were considered frequent fears, suggesting that family conflicts may contribute to children's emotional problems.
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Rader, Nicole E. "Building trust in children." International Review of Victimology 23, no. 1 (October 21, 2016): 3–16. http://dx.doi.org/10.1177/0269758016672373.

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Previous fear of crime studies have rarely considered how fear of crime is learned or the messengers who teach fear of crime to others. This is especially important with children, who often learn about the world from social influences such as parents and teachers. While some work has been done on children’s fear of crime, this work lacks a consideration of the messages parents give children. Further, this research has been restricted to countries such as the US and England. The current research focuses on a country rarely considered in the fear of crime literature – Sweden. In-depth interviews with 14 parents and 10 children are consulted to determine how parents talk to children about safety and what children hear when receiving such messages. Thus, the interplay between parents and their children in the social learning process of safety precautions are considered.
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Klein, Anke M., Annelies V. Kleinherenbrink, Carlijn Simons, Erwin de Gier, Steven Klein, Esther Allart, Susan M. Bögels, Eni S. Becker, and Mike Rinck. "Subjective fear, interference by threat, and fear associations independently predict fear-related behavior in children." Journal of Behavior Therapy and Experimental Psychiatry 43, no. 3 (September 2012): 952–58. http://dx.doi.org/10.1016/j.jbtep.2012.02.005.

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Dissertations / Theses on the topic "Fear in children Victoria"

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Anderzén, Carlsson Agneta. "Children with cancer : focusing on their fear and on how their fear is handled /." Örebro : Örebro universitetsbibliotek, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1196.

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Gilbert-MacLeod, Cheryl A. "The behavioural expression of fear in young children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ56550.pdf.

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Gordon, Jocelynne E. "Nighttime fears in children : origins, frequency, content and severity." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5321.

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Burkhardt, Käthe-Erla. "An assessment instrument for fear in middle childhood South African children /." Link to the online version, 2007. http://hdl.handle.net/10019/595.

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McGowan, Laura. "Fear and sensory experiences in children on the autism spectrum." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/4196/.

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Existing research indicates that typically developing children pass through predictable stages of fear development throughout their childhood. Evidence suggests that in general, children with disabilities experience more fears than typically developing children. Children with disabilities share similar stages of fear development compared to typically developing children, but at a delayed rate, with a more protracted course. Children on the autism spectrum experience higher levels of anxiety, compared to other children. Limited fear research in children on the autism spectrum suggests that they exhibit a unique fear profile compared to their peers, however, little is known about why this may be. Chapter 1 reviews published literature on fear development for typically developing children, children with physical and intellectual disabilities, and children on the autism spectrum. Chapter 2 presents an empirical study that investigates the relationship between sensory processing and fear profiles in children on the autism spectrum. The results support the notion that sensory experiences may account for a proportion of the unique fear pattern experienced by children on the autism spectrum. The thesis concludes with a reflective account that reviews the process of conducting internet-mediated research on children on the autism spectrum.
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Hamzah, Siti Hajar Binti. "Dental fear in children and adolescents from the public's perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46848964.

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Self, Jennifer A. "Moderating factors for findings of sex differences in early fear." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/j_self_040109.pdf.

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McMenamy, Carol J. "Decreasing nighttime fears in children: a thesis." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/2137.

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The purpose of the study was to find out if children ages 4- 5 who were experiencing nighttime fears could be taught coping behaviors to decrease their fears. Five children and their parents participated in the study. A treatment package consisting of teaching the children brave self- statements, relaxation exercises, and the introduction of a token economy was used. Results indicate a reduction in fear behavior at post treatment, and further decreases in fear related measures at follow- up.
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Phelps, Katrine Elizabeth. "Young children's understanding of fears /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Burkhardt, Irmgard Kathe-Erla. "An assessment instrument for fear in middle childhood South African children." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1147.

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Thesis (DSc (Psychology))--University of Stellenbosch, 2007.
Fears are a normal part of development but excessive fears may interfere with daily functioning and may reflect serious anxiety problems. In order to determine whether fears are excessive or not, as well as to implement prevention programmes, an assessment instrument is needed that is socially and scientifically relevant to the context in which the child lives. Furthermore, normative data is necessary in order to understand the concept of fear. The primary aim of the study was to develop a measuring instrument that is scientifically and socially relevant within the South African context. This entailed a qualitative stage where semi-structured interviews were conducted with 40 middle childhood children attending four local primary schools in the Stellenbosch area. These interviews were transcribed and analysed for emerging themes. The emerging themes were then added to the existing Fear Survey Schedule for Children-Revised (FSSC-R). Reliability analyses were conducted on the data obtained by the adapted FSSC-R. Item-total correlations and exploration of the item construct resulted in 23 items being deleted. The remaining items on the scale demonstrated good internal consistency (α = 0,97). The factor structure of the remaining items was explored by means of principal factor analysis with varimax rotation. Various factor solutions were explored and the five-factor solution was found to be the best conceptual fit for the data. The five factors are: Factor I-Fear of Danger and Death, Factor II-Fear of the Unknown, Factor III-Worries, Factor IV-Fear of Animals, Factor V-Situational Fears. The adapted scale is a South African version of Ollendick’s FSSC-R and is referred to as the FSSC-SA. The secondary aim was to determine the content, number, level and pattern of fear of a selected group of middle childhood South African children, living in the Western Cape, based on the results of the South African Fear Survey Schedule for Children (FSSC-SA). This entailed a quantitative stage. The adapted FSSC-R was completed by 646 middle childhood children between the ages of 7 and 12 years, attending four primary schools in the Stellenbosch area in the Western Cape Province. The participants were also requested to complete a biographical questionnaire before they completed the adapted FSSC-R. Culture was defined with respect to the main representative cultural communities in the Stellenbosch area, namely black, coloured and white. The results of the South African fear instrument indicate that the most feared item for the South African children is ‘getting HIV’. The ten most common fears indicate that fears are to a certain extent universal but that some fears also reflect the context in which a child lives. Furthermore the added items also featured among the most fear eliciting items suggest that these items reflect the societal concerns, issues and fears of South African children. Black South African children displayed the highest number as well as level of fear, followed by the coloured South African children and then the white South African children. This was also applicable to the pattern of fear. Gender differences are apparent with respect to number, level and pattern of fears with girls consistently expressing more fears than boys. This applies to all cultural groups. In conclusion, implications of the present study’s results in the South African context as well as shortcomings and recommendations for future studies are discussed.
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Books on the topic "Fear in children Victoria"

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Fear. New York, NY: Kensington Pub. Corp., 1994.

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L, Stine R., and Copyright Paperback Collection (Library of Congress), eds. Children of Fear: Fear Street Sagas #7. New York: Pocket Books, 1997.

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Smith, Terry Jo. Teaching the children we fear. Cresskill, NJ: Hampton Press, 2007.

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Mi nombre es Victoria. Buenos Aires: Editorial Sudamericana, 2009.

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Alan, Johnson, and Gallow Robyn, eds. Bullying: Managing fear in young children. Stafford: QEd, 2009.

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Spanidou, Irini. Fear: A novel. New York: Knopf, 1998.

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Copyright Paperback Collection (Library of Congress), ed. Cold fear. New York: Pinnacle Books, 2001.

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Fear of falling. United States]: [CreateSpace Independent Publishing Platform], 2013.

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Lawrie, Robin. Fear 3.1. Minneapolis: Stone Arch Books, 2007.

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Sanera, Michael. Facts, not fear: Teaching children about the environment. Vancouver: Fraser Institute, 1999.

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Book chapters on the topic "Fear in children Victoria"

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Taylor, Heather B. "From Fear to Freedom." In Nature Education with Young Children, 200–218. 2nd edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028885-17.

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Buchanan, Heather. "Coping Styles in Children." In Dental Fear and Anxiety in Pediatric Patients, 43–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48729-8_4.

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Morgan, Annie G. "Dental Fear and Anxiety Assessment in Children." In Dental Fear and Anxiety in Pediatric Patients, 31–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48729-8_3.

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Jara, Daniela. "The Culture of Fear and Its Afterlife." In Children and the Afterlife of State Violence, 37–60. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56328-6_2.

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Waddell, Terrie. "Antichrist: Lost Children, Love, and the Fear of Excess." In Screening the Dark Side of Love, 33–46. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137096630_3.

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Squires, Peter. "Between the rocks and hard places: young people negotiating fear and criminalisation." In Working with Children and Young People, 157–69. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-28524-9_13.

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Campbell, Caroline. "Techniques Which Help Children Cope with Local Anaesthesia (Including Systematic Needle Desensitisation)." In Dental Fear and Anxiety in Pediatric Patients, 197–225. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48729-8_12.

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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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Bullard, Alice. "Devoured by Fear in Childbirth and Haunted “No-Good” Children." In Spiritual and Mental Health Crisis in Globalizing Senegal, 121–37. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003112143-7.

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Swain, Shurlee. "A Motherly Concern for Children: Invocations of Queen Victoria in Imperial Child Rescue Literature." In Children, Childhood and Youth in the British World, 27–40. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-48941-8_2.

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Conference papers on the topic "Fear in children Victoria"

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de Sá, Marco, and Luís Carriço. "Fear therapy for children." In the 4th ACM SIGCHI symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2305484.2305524.

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Faustino, Ana, and Mário Vairinhos. "STORYTELLING IN VR: HELPING CHILDREN WITH FEAR OF THE DARK." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1621.

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Paessler, Alicia, Sheila Boyle, Stephen Marks, Nicos Kessaris, and Jelena Stojanovic. "689 Children undergoing kidney transplants during the pandemic and their families feel significant fear." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 15 June 2021–17 June 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-rcpch.144.

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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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Gostiljac, M., N. Radonjić, V. Nikolić, V. Đukić, and M. Marinković. "79 Avoiding different vaccine, through prism of fear from covid, to children from the central region of serbia." In 10th Europaediatrics Congress, Zagreb, Croatia, 7–9 October 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-europaediatrics.79.

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Tekoeva, Zalina. "Dynamics of emotional state especially fear in children who have experienced mass Psychotrauma in preschool and primary school age." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689002.

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Baqutayan, Shadiya, and Sumaya Bagotayan. "IS THE COVID-19 A NEW CHALLENGE TO EDUCATION? LIFELONG LEARNING IN A CONTEXT OF FEAR FOR REFUGEE CHILDREN." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0471.

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Touloupis, Thanos. "PARENTAL INVOLVEMENT IN HOMEWORK OF CHILDREN WITH LEARNING DIFFICULTIES DURING DISTANCE LEARNING: RELATIONS WITH FEAR OF COVID-19 AND RESILIENCE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1567.

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Bubenickova, Petra. "THE THEME OF ANXIETY, FEAR AND SADNESS IN CHILDREN LITERATURE FOR AND ITS DIDACTIC APPLICATION IN LITERATURE LESSONS AT PRIMARY SCHOOLS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1366.

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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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