Bibliografías temáticas / Anxiety in children

Literatura académica sobre el tema "Anxiety in children"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 4 de marzo de 2023

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Artículos de revistas sobre el tema "Anxiety in children"

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Blumberg, Marvin L. "Anxiety in Children". American Journal of Psychotherapy 41, n.º 4 (octubre de 1987): 617–18. http://dx.doi.org/10.1176/appi.psychotherapy.1987.41.4.617.

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Biederman, Joseph. "Anxiety in children". Journal of the American Academy of Child Psychiatry 24, n.º 4 (julio de 1985): 506–7. http://dx.doi.org/10.1016/s0002-7138(09)60576-8.

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Davis, J. A. "Anxiety in children". Early Human Development 11, n.º 2 (julio de 1985): 196. http://dx.doi.org/10.1016/0378-3782(85)90110-0.

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MCCRACKEN, JAMES y DENNIS P. CANTWELL. "Anxiety in Children". American Journal of Psychiatry 143, n.º 7 (julio de 1986): 927. http://dx.doi.org/10.1176/ajp.143.7.927.

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Lindsay, Stan. "Anxiety in children". Behaviour Research and Therapy 24, n.º 1 (1986): 98. http://dx.doi.org/10.1016/0005-7967(86)90160-9.

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

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Curran, Joseph. "Anxiety disorders in children". Mental Health Practice 9, n.º 7 (1 de abril de 2006): 28. http://dx.doi.org/10.7748/mhp.9.7.28.s27.

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Siegel, Lawrence J. "Helping Children Control Anxiety". Contemporary Psychology: A Journal of Reviews 35, n.º 10 (octubre de 1990): 989. http://dx.doi.org/10.1037/029136.

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

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FORTIER, MICHELLE A., ANTONIO M. DEL ROSARIO, SARAH R. MARTIN y ZEEV N. KAIN. "Perioperative anxiety in children". Pediatric Anesthesia 20, n.º 4 (abril de 2010): 318–22. http://dx.doi.org/10.1111/j.1460-9592.2010.03263.x.

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Tesis sobre el tema "Anxiety in children"

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

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

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

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

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

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

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

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

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

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

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Libros sobre el tema "Anxiety in children"

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

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

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

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

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

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Anxiety disorders in children and adolescents. 2a ed. Cambridge, UK: Cambridge University Press, 2011.

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

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

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Worry box: Managing anxiety in young children. Stafford: QEd Publications, 2007.

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

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Capítulos de libros sobre el tema "Anxiety in children"

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

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

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

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

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

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

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

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

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

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Grasso, Damion J. y Joan Kaufman. "Posttraumatic Stress Disorder in Children and Adolescents". En Pediatric Anxiety Disorders, 177–207. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6599-7_10.

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Actas de conferencias sobre el tema "Anxiety in children"

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

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

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

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Mathematics anxiety is widespread among children, interfering with their ability to solve math problems in academic and every-day situations. This has detrimental, long term effects on academic achievement, engagement in STEM-related careers and employability. While a number of apps and programs have been created to improve children’s mathematical competence, they were mostly created for commercial purposes, lacking scientific validity and being prone to inaccuracies. Therefore, we designed an evidence-based, adaptive training program (Math-trolls) in order to investigate how computer mediated tutoring might reduce math anxiety. Math-trolls is an interactive online computer game designed so that children successively discover 7 planets following an intense cognitive tutoring program. With the help of a tutor, the game helps children make meaning in math, improving number sense. The space exploration theme is engaging and child-friendly, employed to reduce children’s anxiety. We conducted a pilot study on 60 primary-school children, who completed the Math-trolls game in 8 sessions. We also measured children’s math anxiety and math performance pre- and post- computerized tutoring. Preliminary results of this pilot study suggest that Math-trolls, a computer mediated training program, is efficient in decreasing young children’s math anxiety, also improving number sense and math performance. This offers valuable insights regarding the natural progression of the interrelationships between math anxiety and math performance. The program has the potential to become a valuable tool to be used within the classroom by educators, within the family by parents or by children themselves.
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Nursanaa, Wa Ode y Intan Novantin Citra Ady. "Play Therapy for Children with Anxiety Disorders". En Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200120.018.

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Serenkova, E. L. y V. D. Svirid. "COMPARATIVE CHARACTERISTICS OF THE PSYCHOLOGICAL STATE OF SCHOOLCHILDREN STUDYING AT BOARDING SCHOOLS AND GYMNASIUMS". En SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-328-331.

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

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ABSTRACT Background: Children who are first hospitalized may experience higher anxiety levels than children who have been hospitalized. The preliminary study in 2018 showed that when general surgery was to be done, as many as 90%school-age children were scared and nervous. It is important to provide play therapy to children who are going to undergo surgery. In addition to reading and seeing through photos, pop-up toy story books will also be offered to school-age children. This study aimed to examine the relationship between pop up toys as story play therapy on the level of anxiety on general anesthesia surgery among children around 6-12 years old. Subjects and Method: This was an experimental study with pre-post test with control group design. This study was conducted in Yogyakarta Province hospital. Study subjects were children around 6-12 years old and will performed general anesthesia surgery. The data were collected using questioner and in-depth interview. The data were analyzed using Mann-Whitney test. Results: There was a decrease number of children with moderate level of anxiety after the intervention group using pop up toys as story play therapy from 30 children (81.1%) to 6 children (16.2%). While in the control group, a total of 25 children had moderate level of anxiety (87.6%) before the theraphy, and after therapy a total of 2 children also had moderate level of anxiety (5.4%), and they were statistically significant. Conclusion: Playing pop up toys story therapy has an effect on the level of anxiety among children around 6-12 years old and will performed general anesthesia surgery. Keywords: pop up toys story therapy, anxiety level, general anesthesia, school age children Correspondence: Ni Ketut Mendri. School of Health Sciences, Yogyakarta. Email: mendriniketut@yahoo.com DOI: https://doi.org/10.26911/the7thicph.03.29
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Elliya, Rahma, Teguh Pribadi y Febri Dwi Widyawati. "THE RELATIONS CHARACTERISTICS OF CHILDHOOD WITH ANXIETY OF ELEMENTARY SCHOOL STUDENTS IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC". En International Conference on Public Health and Medical Sciences. Goodwood Conferences, 2022. http://dx.doi.org/10.35912/icophmeds.v1i1.19.

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At the end of 2019 there was a national virus outbreak that was found in China, and the name of the disease was Corona virus disease 2019 (COVID-19). at school and in college is done with an daring system or online. This study was to determine the relationship between the characteristics of children and the anxiety of elementary school students in online learning during the COVID-19 pandemic in the village of Penumangan Baru in 2021.This research is quantitative research, using snowball sampling technique. The subjects in this study were children in grades 4,5 & 6 of elementary school in the village of Penumangan Baru. The independent variable is the child's characteristics, the dependent variable is anxiety. The place of research is carried out in the students' homes. The research is planned to be carried out in January-March 2021.From the study, it was found that the average age of the children was 10 years, 54.3% female, 60.6% grade 4 & 5 elementary school students attending SD 02 & 03 Penumangan Baru, with a moderate-severe anxiety level of 56.4%. When the research was conducted, students conducted online learning at home so as to assess children's anxiety, the researchers distributed questionnaires via a google form link through class groups that were assisted by parents to fill in as children's observers at home. This research is useful for SD 1,2 & 3, Penumangan Baru Village, Tulang Bawang Tengah Subdistrict, Tulang Bawang Barat Regency
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Yasemin, Mine, Yelda Kasimoglu, Simin Kocaaydin, Emine Karsli, Elif Bahar Tuna Ince y Gokhan Ince. "Management of dental anxiety in children using robots". En 2016 24th Signal Processing and Communication Application Conference (SIU). IEEE, 2016. http://dx.doi.org/10.1109/siu.2016.7495721.

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Sanborn, Ryan M., Yi-Meng Yen, Andrea S. Bauer, Patricia E. Miller, Dennis E. Kramer, Collin J. May y Carley B. Vuillermin. "Anxiety Surrounding Supracondylar Humerus Pin Removal in Children". En AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.819.

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Saroinsong, Wulan P., Brwa A. Sidiq, Maya H. Maulida, Asti Rahmayanti y Fadhila D. N. Aini. "Internet Fancy of Children Has Escalated Parents’ Anxiety". En International Joint Conference on Arts and Humanities 2021 (IJCAH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211223.199.

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Informes sobre el tema "Anxiety in children"

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

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Özükoç, Can. Reducing Anxiety in Children with Molar Incisor Hypomineralization Using Virtual Reality - a Randomized Crossover Study. "Prof. Marin Drinov" Publishing House of Bulgarian Academy of Sciences, noviembre de 2020. http://dx.doi.org/10.7546/crabs.2020.11.16.

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

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

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Kristi Shaw has completed an exceptional piece of research, providing critical analysis and originality in her dissertation Creating appreciation and community support for mothers caring for a child with anxiety disorder. She has completed a substantial dissertation that would achieve the goal of a thesis at a higher credit level. Shaw’s inside knowledge of caring for a child with anxiety disorder has been applied to this project. The research involves an ambitious application of appreciative inquiry to the task of supporting a group of mothers to take action on the needs of their children with high anxiety. She has made a strong case for addressing the problem of people globally experiencing increasing levels of anxiety and targeting the unique challenges for parents who have children living with the ‘invisible’ impairment of anxiety.
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Shaw, Kristi Lee y Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, febrero de 2023. http://dx.doi.org/10.34074/mono.097.

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This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned by elements of kaupapa Māori values, was utilised to explore the research questions. The data was collected via paired interviews, focus groups and small questionnaires with three to four mothers, after which thematic analysis was undertaken to identify important themes.There were four key themes discovered in the findings: (1) the mothers’ ongoing and challenging experiences of being silenced and isolated on the fringes, navigating the quagmire of social and institutional systems to help them help their children; (2) the mothers’ learning to cope by creating calm in the home, the child, and in themselves, often requiring them to ‘suspend’ their lives until their children become more independent; (3) the mothers employing a mother as advocate identity to face the challenges, and co-creating a mother as advocate group identity to continue to face those challenges to design a collective initiative;and (4) the value of freedom that the mothers experienced participating in the appreciative inquiry process with other mothers facing similar challenges and sharing their stories.This study demonstrates how appreciative inquiry is aligned with and supports the value of social identity theory and creating meaningful connections to help position and address anxiety disorder in the community. A key insight gained in this study is that our current social and institutional systems create disconnection in many facets of Western life, which contributes to the generation and perpetuation of stigmatisation, isolation and anxiety disorder. Within a Western capitalistic and individualistic culture, mental illness has become predominantly pathologised and medicated, positioning anxiety disorder within the child, and relegating the social dimension of the biopsychosocial approach as almost irrelevant. As mothers in this system spend valuable energy advocating for more support for their children, they put their own mental health at risk. There is no one solution; however, this study demonstrates that when mothers are supported through an appreciative inquiry process, strengthening their personal and social identities, there is the potential for health and wellbeing to increase for them, their children and the community.
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Zhao, Hongxia, Xuerui Lv, Yan Ma y Yanfu Wang. The effectiveness of the virtual reality for needle-related procedural pain and anxiety in children and adolescent: A protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, noviembre de 2020. http://dx.doi.org/10.37766/inplasy2020.11.0038.

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

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Dyulicheva, Yulia Yu, Yekaterina A. Kosova y Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Zhou, Jixing, Fu Zhang y Kun Huang. Maternal anxiety and children's physical growth: A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, marzo de 2021. http://dx.doi.org/10.37766/inplasy2021.3.0056.

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Rigby, Dan, Michael Burton, Katherine Payne, Zachary Payne-Thompson, Stuart Wright y Sarah O’Brien. Impacts of Food Hypersensitivities on Quality of Life in the UK and Willingness to Pay (WTP) to remove those impacts. Food Standards Agency, diciembre de 2022. http://dx.doi.org/10.46756/sci.fsa.kij502.

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This project concerns the impacts of food hypersensitivity on people’s quality of life and the monetary value people assign to the removal of those impacts. Food hypersensitivities (FHS) are, in this report, defined as comprising food allergy, coeliac disease and food intolerance. Estimates of the economic value of removal of food hypersensitivity were generated from a stated preference (SP) survey in which people completed a discrete choice experiment (DCE). The DCE comprised of choices between (i) no change in respondents’ food hypersensitivity and (ii) the condition being removed for a specified period, at a cost. The surveys were conducted between July and December 2021 by adults regarding their own food hypersensitivity or by parents/carers regarding their child’s food hypersensitivity. The samples comprised 1426 adults and 716 parents. The average WTP for the removal of an adult’s FHS for a year, pooled across all conditions was £718. For models estimated separately by condition, the WTP values for food allergy, coeliac disease and food intolerance were £1064, £1342 and £540 respectively. In models estimated on DCE data from parents regarding their children’s food hypersensitivity the average WTP, pooled across all conditions, was £2501. The annual WTP values by condition were: £2766 for food allergy; £1628 for coeliac disease; £1689 for food intolerance. Respondents rated their (child’s) health and the impacts of their (child’s) FHS using several established instruments including the Food Allergy Quality of Life Questionnaire (FAQLQ); Food Intolerance Quality of Life Questionnaire (FIQLQ); Coeliac Disease Quality of Life Questionnaire, (CDQ). In the adult allergy and intolerance models we find robust evidence of effects of the perceived severity of FHS on WTP – the higher people’s FAQLQ and FIQLQ scores, the more they are willing to pay to remove their condition. There was no effect of variation in the CDQ score on WTP to remove coeliac disease. In the child WTP results we find condition-severity effects in the coeliac sample: the worse the child’s CDQ score the higher the parents’ WTP to remove the condition. The WTP values are estimates of the combined annual costs associated with (i) the intangible costs including the pain, anxiety, inconvenience and anxiety caused by FHS and (ii) additional incurred costs (time and money) and lost earnings. The values can be incorporated into the FSA Cost of Illness (COI) model, the Burden of Foodborne disease in the UK (Opens in a new window) which is currently used to measure the annual, social, cost of foodborne disease. A Best Worst Scaling (BWS) exercise was conducted to identify the relative importance of the many and diverse impacts which comprise the FAQLQ, FIQLQ and CDQ instruments. The BWS results indicate that people assign very different levels of importance to the impacts comprising the three instruments. This unequal prioritisation contrasts with the equal weighting used in the construction of the FAQLQ, FIQLQ and CDQ measures. Embarrassment and fear related to eating out or social situations feature in the top three impacts for all the conditions. Identifying the effects which most affect quality of life (from the perspective of people living with those conditions) has the potential to inform policy and practice by both regulators and private organisations such as food business operators.
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