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1
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.Ph. D.
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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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Cumbo, Steven Kent. "Worry, anxiety and their relation in a clinical sample of children with anxiety disorders". FIU Digital Commons, 1995. http://digitalcommons.fiu.edu/etd/2689.
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Worry is the hallmark feature of the anxiety disorders in children and adolescents. Little information, however, is available on childhood worry, and when worry may lead to functional impairment. The number, frequency, intensity, and areas of worry were examined in a clinic sample of children with anxiety disorders (n=59) using a structured data gathering procedure. Findings revealed that number of worry increased with age; severity decreased with age. An interaction between age and gender was also found. No differences were found for frequency or intensity. The most common areas of worry were School, Health, and Personal Harm. A link between worry and anxiety was also established as children with Overanxious Disorder (which is characterized by excessive worry) scored higher on all worry parameters relative to children with other types of anxiety disorders. The theoretical and clinical implication of these finding are discussed.
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Pearson, Tarah R. "Anxiety and birth order : does birth order play a role in a child's anxiety level? /". Full text available online, 2009. http://www.lib.rowan.edu/find/theses.
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Friedman, Abby H. "Parenting factors related to asthma and anxiety in children". Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4983.
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VIANNA, RENATA RIBEIRO ALVES BARBOZA. "EVALUATION OF ANXIETY LEVELS IN A SAMPLE OF SCHOOL AGE CHILDREN IN RIO DE JANEIRO USING THE MULTIDIMENSIONAL ANXIETY SCALE FOR CHILDREN". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31428@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Introdução: Transtornos de ansiedade representam uma das mais comuns e debilitantes formas de psicopatologia na infância e adolescência. O desenvolvimento de instrumentos psicométricos voltados para a identificação de sintomas ansiosos precocemente pode se configurar em um interessante investimento na prevenção de prognósticos desfavoráveis ao longo do tempo. Objetivo: Avaliar o nível de ansiedade em crianças e adolescentes do Rio de Janeiro. Método: A escala MASC-VB foi aplicada juntamente com a escala RCMAS e o CDI em uma amostra composta por 317 sujeitos, com idades entre 8 e 16 anos, sendo 48 pacientes ambulatoriais e 269 estudantes, moradores da Rocinha e de outras localidades. Resultados: A escala mostrou características satisfatórias de consistência interna, validade discriminante, validade convergente e validade de critério. Os resultados apresentados são compatíveis com os obtidos no estudo de validação da escala no Brasil e com os estudos realizados com a versão original. Foram observados escores elevados de ansiedade em crianças e adolescentes moradores da Rocinha, compatíveis ou superiores aos encontrados na amostra de pacientes ambulatórias. Conclusão: A MASC é uma das escalas mais difundidas mundialmente para avaliar a presença de sintomas de ansiedade em crianças e adolescentes. Os dados obtidos com este estudo confirmam o bom desempenho psicométrico da escala para uso na população brasileira. Novos estudos se fazem necessários para melhor explicar os níveis elevados de ansiedade identificados na população geral, em especial na amostra extraída da Rocinha.
Anxiety disorders represent one of the most common and debilitating forms of psychopathology in children and adolescents. A way to prevent from a bad prognosis is to develop assessment tools that are able to identify the anxious phenomenon as soon as possible, at any time or culture. Objective: To evaluate the anxiety levels in children and adolescents from Rio de Janeiro. Method: Using a clinical sample of 48 outpatients and a community sample of 269 children and adolescent (8-16 years old) who lived in Rocinha and other localities, the MASC-BV and other psychometric tools were completed. Results: The MASCBV exhibited strong internal reliability, demonstrated good discriminative validity, good convergent validity and good criterion validity. The results are comparable to those presented in the validation study of the MASC in Brazil and to the first studies of the scale. As expected, high levels of anxiety symptoms were found in girls. Not expected, the higher scores in MASC-VB in the sample from Rocinha. Conclusion: The MASC is one of the most world-wide used scale to measure anxiety in children and adolescents. The results indicate good psychometric properties that shows it can be a useful measure to Brazilian population. New studies are necessary to better understand the high levels of anxiety in the community sample, specially in the Rocinha group.
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Forney, Elizabeth M. "Queer children disruption and anxiety in the domestic sphere /". Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/649820447/viewonline.
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Åhlén, Johan. "Universal prevention of anxiety and depression in school children". Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-333033.
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Anxiety and depression are common in children and adolescents, and involve individual suffering, risk of future psychiatric problems, and high costs to society. However, only a limited number of children experiencing debilitating anxiety and depression are identified and receive professional help. One approach that could possibly reduce the prevalence of these conditions is universal school-based prevention aimed at reducing the impact of risk factors and strengthening protective factors involved in the development of anxiety and depression. The current thesis aimed to contribute to the literature on universal prevention of anxiety and depression in children. Study I involved a meta-analysis of earlier randomized, and cluster-randomized trials of universal prevention of anxiety and depression. Overall, the meta-analysis showed small but significant effects of universal preventive interventions, meaning that lower levels of anxiety and depression were evident after intervention completion and partially evident at follow-up assessments. No variables were found to significantly enhance the effects, however, there was a tendency for larger effects to be associated with mental health professionals delivering the interventions. In Study II, a widely adopted prevention program called Friends for Life was evaluated in a large school-based cluster-randomized effectiveness trial. The results showed no evidence of an intervention effect for the whole sample. However, children with elevated depressive symptoms at baseline and children with teachers who highly participated in supervision, seemed to benefit from the intervention in the short term. Study III involved a 3-year follow-up of Study II and an examination of the effects of sample attrition. The results showed no long-term effects for the whole sample and no maintenance of the short-term subgroup effects observed in Study II. Finally, to increase our understanding of the development of anxiety in children and to assist future improvements of universal prevention, Study IV evaluated different trajectories of overall anxiety together with related patterns of disorder-specific symptoms in a school-based sample over 39 months. Evidence favored a model of three different developmental trajectories across age. One trajectory was characterized by increasing levels of overall anxiety, but fluctuating disorder-specific symptoms arguably related to the normal challenges of children’s developmental level, which warrants an increased focus on age-relevant challenges in universal prevention. The four studies provide further understanding of the overall effectiveness of universal prevention of anxiety and depression in children, the short- and long-term effects of universal prevention in a Swedish context, and ideas for further development of preventive interventions.
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Ale, Chelsea M. "Social anxiety and facial affect recognition in preschool children". Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5731.
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Thesis (M.S.)--West Virginia University, 2008.Title from document title page. Document formatted into pages; contains vii, 33 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 18-23).
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Taghavi, Seyed Mohammad Reza. "Cognitive aspects of clinical anxiety in children and adolescents". Thesis, King's College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338385.
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Ravenscroft, Suzannah. "Anxiety in young children : cognitive biases, development and assessment". Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/82041/.
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Anxiety is one of the most prevalent disorders to affect children. To understand how anxiety develops and what factors cause and/or maintain anxiety it is important to study anxiety in young children. Currently, there is a relative lack of studies focusing on anxiety and cognitive biases in children below 8 years old, in part due to a lack of methods for assessing anxiety subtypes and cognitive biases at this age. The primary aim of this thesis is to examine the associations between anxiety and cognitive biases in children aged between 4 and 8 years. A secondary aim is to develop a brief measure of early signs of social anxiety in young children. These aims are realised across four papers. In Paper 1 a meta-analysis of the current literature on anxiety-related interpretation bias in children and adolescents is presented. A robust relationship was found, that was moderated by age. The study highlighted the need for more studies with younger children. Following this, a novel measure of interpretation bias using ambiguous tones was used in Paper 2 to assess the presence of an anxiety related interpretation bias in children aged 4 to 8. Anxiety differences in interpretation bias were only seen once developmental confounds were accounted for. Paper 3 used eye-tracking to assess the presence of an anxiety related attention bias in 4 to 8 year olds. Evidence of nuanced patterns of attention bias between anxiety groups were found. In Paper 4 a measure of social worries was adapted and validated for children ages 4 to 8. Together, the studies provide new methods for the study of cognitive biases and anxiety in young children and new insights into their association. The work leads directly to several suggestions for future research including longitudinal work that tracks biases, anxiety and developmental factors over time.
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Sicouri, Gemma. "Understanding and treating anxiety disorders in children with asthma". Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17269.
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The aim of this thesis was to provide research to understand and treat anxiety in children with asthma. Specifically, the aims were to: (1) investigate the parent and cognitive factors associated with anxiety in children with asthma; and (2) evaluate a cognitive behavioural treatment (CBT) specifically developed for children in this population. The rationale behind this research was the identification of a higher prevalence of anxiety disorders in children with asthma compared to healthy children, yet very little understanding about the factors which may underlie this relationship. This poor understanding has translated into a lack of evidence-based treatments for this population. The research comprises of five empirical studies, including a meta-analysis, two cross-sectional empirical studies, a case series analysis of treatment and a qualitative study. The findings of this thesis highlight that some parenting behaviours, namely parental control, and child cognitions, namely avoidant coping, whilst understandable in the context of a chronic illness, may – in fact – also confer risk for anxiety in these children. The results also showed promise for the efficacy of a group CBT intervention for a small number of participants with asthma and a comorbid anxiety disorder, however critically a large number of eligible participants declined to take part. It appears that a number of barriers to treatment engagement exist, which relate specifically to parent beliefs and understanding about the link between asthma and anxiety. Additional research is needed with larger samples in order to further explicate the role of parent and cognitive factors in the development and maintenance of anxiety in children with asthma, and establish CBT as an evidence-based treatment for this population.
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Stein, Pamela Ann. "Correlates of manifest anxiety in children with learning disabilities". Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184788.
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Hypotheses were proposed suggesting that learning disabilities predispose individuals toward anxiety and that special education intervention moderates the manifestation of anxiety. A regression analysis was performed with the outcome variable of Total Anxiety from The Revised Children's Manifest Anxiety Scale (RCMAS; Reynolds & Richmond, 1985) with data from 91 elementary students with learning disabilities. Predictor variables included Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) Full Scale Intelligence Quotient (IQ), absolute WISC-R Verbal-Performance IQ differences, discrepancies between WISC-R Full Scale IQs and Woodcock-Johnson Psycho-Educational Battery (WJPEB; Woodcock & Johnson, 1977) achievement scores, percentage of special education intervention per day and percentage of special education per student's total school experience. A stepwise regression analysis resulted in Full Scale IQ (R² =.075) and percentage of special education per day (R² change =.050), as the only variables entered and retained in the equation to predict RCMAS Total Anxiety. The relationship between special education per day and Total Anxiety was positive (Pearson r =.27), which was opposite the hypothesized direction. When entered last in the complete prediction model, special education per day had a significant (p < .05) part correlation of.23. Full Scale IQ had a significant Pearson correlation with RCMAS Total Anxiety (r = -.27) but the part correlation (r = -.20) did not retain significance when the effects of the other predictor variables were held constant. The Learning Disabilities (LD) subject group had a mean Total Anxiety score of 50.6 (SD = 11.7), which was not significantly different than the RCMAS normative group. Separate stepwise regression analyses with outcome variables of the RCMAS factor scores identified predictor variables of Full Scale IQ, percentage of special education per day, or both as best predictors. Special education per total school experience had a significant part correlation (r = -.23) with the Physiological Anxiety factor when entered last in the complete prediction model. The need for cross-validation and further study is emphasized. Alternative explanations for the results of the present study are presented.
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Brazeal, Tammy J. "The effects of adults' input on anxious children's decision making /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924867.
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Singer, Jeremy. "The utility of the anxiety cluster scale of the Piers-Harris children's self-concept scale to identify anxiety problems in 10 year old children". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1213.
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It is widely accepted in the literature that internalised childhood psychopathology including anx1cty is best identified by child self-report, followed by observations by parents and then to a lesser extent, by teachers. Although anxiety scales are a useful way to quantify anxiety symptomatology and progress through treatment, changes to classification systems (e.g., DSM-111-R to DSM-IV) make their ability to screen for the presence of psychiatric problems difficult. This research looked at whether the Anxiety Cluster (AC) scale of the Piers-Harris Children's Self-Concept Scale (PHCSCS) can be used to identify anxiety disorders in children. Two separate studies were conducted in the present research. Study 1 sought to compare AC scores from 160 ten year old Western Australian school children to normative information provided in the PHCSCS manual. Study 2 involved administering the Anxiety Disorders Interview Schedule for DSM IV: Child Version (AD!S-C) to a sample of 76 children drawn from Study I to compare AC scores to anxiety diagnosis. The 76 participants comprised all II children with AC scores between 0 and 5 (indicating anxiety), all 47 children with AC scores between 6 and 9 (considered a-typical) and a sample of 18 out of 100 children with AC scores between 10 and 14 (indicating no anxiety). Sampling of the 10 to 14 group was necessary due to resource limitations for this study. Results for Study I found that AC scores for this cohort were approximately I point higher (indicating less anxiety) than reported in the manual. This result was unlikely to be due to inadequate sampling, rather, that the normative information for the PHCSCS does not provide for age and sex differences. Results for Study 2 were that I 0 out of II subjects (91%) with AC scores between 0 and 5 met sufficient criteria for one or more anxiety disorder, whilst 17 out of 18 children (94%) with AC scores between I 0 and 14 did not. Although it would increase the number false positives, raising the clinical cut-off to an AC score of 7 is recommended as it would reduce the number of false negatives. It would appear therefore, that the AC scale has good utility for use as a first stage screening tool. As such, an application could be the selection of children for intervention groups who are likely to have an anxiety disorder (AC score 0 to 7) and as a reasonable means of precluding those children who are unlikely to have an anxiety disorder (AC score l 0 to 14). A second stage screening involving a structured diagnostic interview would be necessary for the remaining children (i.e., AC score 8 and 9). Limitations of this study are discussed in terms of inter-rater reliability of diagnostic interviews and the sampling of approximately l in 5 children with AC scores of 10- 14 due to resource constraints.
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Choy, Shan-shan Susanna. "Validity of the Chinese version of the multidimentional anxiety scale for children (MASC) with the anxiety disorders interview schedule for DSM-IV (ADIS-IV)". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41712754.
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Waters, Allison M. "An investigation of information processing bias in childhood anxiety disorders /". St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16403.pdf.
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Jasinski, Faith. "The impact of divorce on anxiety in elementary-aged children". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003jasinskif.pdf.
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Barnard, Daniel. "Attentional bias in anxious children and adolescents : a developmental perspective". Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289359.
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Uhrlass, Dorothy J. "Children's self-perceived competence and prospective changes in depression and social anxiety". Diss., Online access via UMI:, 2009.
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Brumariu, Laura Elena. "FAMILY FACTORS AND ANXIETY SYMPTOMS IN PREADOLESENCE. A MEDIATION MODEL". [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1184424205.
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Thesis (M.A.)--Kent State University, 2007.Title from PDF t.p. (viewed Apr. 15, 2009). Advisor: Kathryn A. Kerns. Keywords: attachment, parenting, anxiety. Includes bibliographical references (p. 43-59).
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Warren, Margaret Koch. "An analysis of different aspects of test anxiety in children". Thesis, Virginia Tech, 1992. http://hdl.handle.net/10919/41516.
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Children with high test anxiety are more likely to exhibit performance decrements under evaluative situations, to repeat a grade, and to experience other forms of anxiety and depression than children with low test anxiety. Two types of test anxiety have been proposed for adults: Type A, a circumscribed anxiety only in testing situations, and Type B, test anxiety with concurrent general anxiety and worry in other areas. The primary purpose of this study was to apply the concept of Type A and Type B test anxiety to children and adolescents. An attempt was made to determine what factors differentiate Type A and Type B test anxiety in children and adolescents. A second purpose of this study was to investigate gender and age differences in test anxiety and its correlates.
574 subjects from fourth, seventh, and tenth grade classrooms in Montgomery County Public Schools participated in the study. These subjects were divided into four categories: Type A (hi test/lo general anxiety), Type B (hi test/hi general anxiety), lo test/hi general anxiety, and lo test/lo general anxiety. Subjects were administered questionnaires on test anxiety, general anxiety, depression, fear, and cognitions. In addition, school grades, school absences, and achievement and ability test scores were examined.
There were almost four times as many Type B children than Type A children in this sample. Results indicated that there were no differences between children with Type A and children with Type B test anxiety on the above-mentioned measures. However, children with test anxiety, whether Type A or Type B, were more likely to report higher levels of general anxiety, depression, and fear and to experience cognitive interference during test-taking. Children with test anxiety were also more likely to have lower grades in school and to sore lower on achievement and ability tests. In this sample, females consistently scored higher on the self-report measures, but no age differences were found. It was suggested that the lack of Type A/Type B differentiation may have been due to the presence of negative affectivity in children, differences between adults and children, or methodological issues. issues for future research were discussed.Master of Science
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Uljarevic, Mirko. "Repetitive behaviours, anxiety and sensory problems in children with autism and correlates of anxiety in their parents". Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/58326/.
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Repetitive and restricted behaviours have been considered as a core symptom of autism since the first descriptions provided by Leo Kanner (Kanner, 1943) and Hans Asperger (Asperger, 1944), and this view has been supported through all the incarnations of international diagnostic systems. However, when compared with other core features: problems in communication and problems in reciprocal social interaction, repetitive behaviours have been relatively neglected in terms of research. In particular, little is known about the triggers for repetitive behaviours and what functions they might serve for individuals with autism. Early theoretical accounts of autism proposed that sensory problems and anxiety are the key triggers for repetitive behaviours. Research in the field of developmental psychology has also demonstrated that in very young children, repetitive behaviours serve the function of constraining sensory unpredictability and warding of anxiety and this relationship has also been found in individuals with Obsessive Compulsive Disorder, a condition defined by anxiety and ritualism. However, the three way relationship between repetitive behaviours, sensory problems and anxiety has not been explored in the autism literature before. The main aim of the thesis (Part 1) was to explore this relationship in children with autism. In addition to this main focus, the work of the thesis also included a study of the mothers of the same children (Part 2), investigating mothers‘ own anxiety, sensory correlates of this anxiety and other factors. The main effects of autism are on the individual who is on the autism spectrum, however, impact is also felt by families. Parents of children with autism have been found to have higher prevalence of affective disorders when compared to both parents of typically developing children and parents of children with other disabilities. The second main aim of the thesis was to explore correlates of anxiety in mothers of children with autism. In Part 1, a series of studies are reported using questionnaire data to investigate repetitive behaviours (RRBs), anxiety and sensory problems in children with autism. Part 2, focused on anxiety in the mothers of these children and correlates of their anxiety. The first empirical chapter (Chapter 3) examined RRBs in children with and without autism and validated the Repetitive Behaviour Questionnaire-2 (RBQ-2; Leekam et al., 2007) for the first time with children with autism. Results indicated that the RBQ-2 provides a highly reliable measure of repetitive behaviours for children with autism aged from 2 to 17 years. Factor analysis revealed that a two-factor structure with the repetitive motor and sensory behaviour (RSM) factor and the insistence on sameness (IS) factor best represented the data. Internal consistency was high for both the total RBQ-2 scale and for each RSM and IS subscale separately. This chapter also explored moderators of repetitive behaviours in children and adolescents with autism and found that while RSM behaviours were negatively associated with lower chronological age, and lower expressive language levels, IS behaviours were not. Further analysis was conducted using a secondary dataset from a longitudinal study of RRBs in typically developing children at age 15, 24 and 72 months old. Results showed that IS and RSM behaviours represent relatively independent classes of behaviours in developmental terms. The second empirical chapter (Chapter 4) examined anxiety in children with autism and provided validation for the school age and preschool version of the Spence Anxiety Scales. Using this scale it was found that as many as 49% of children with autism met the criteria for elevated overall anxiety and that separation anxiety and physical injury fears were the most prevalent anxiety subtypes. Good agreement on total anxiety scores between children‘s and parents‘ reports was found. Analysis on the mediators of anxiety suggested that anxiety was not associated with chronological age, impairments in communication and social interaction, and expressive language levels. The third empirical chapter (Chapter 5) provided evidence that sensory problems in children and adolescents with autism are both multisensory and multimodal in nature. More precisely, only 2 children had problems in a single sensory modality while on the other hand, 40% of children had problems simultaneously across all five primary sensory modalities. Almost 91% of children and adolescents showed mixed types of sensory modulation problems, with 65.3% of children having problems in all four sensory quadrants (sensory hyper- and hypo-sensitivity, seeking, and avoidance). This chapter also explored the mutual relationship between the four sensory subscale (quadrants) of the Sensory Profile. Results indicated that children and adolescents with autism fluctuate between the states of hypo- and hyper-responsiveness; that avoidance behaviours are compensatory strategies related to being over-stimulated, and that seeking behaviours are more related to being over-stimulated rather than hypo-stimulated. The final chapter in Part 1, Chapter 6, examined the interrelations between RRB, sensory problems and anxiety. Results showed that both insistence on sameness (IS) and repetitive motor (RM) behaviours were associated with sensory problems. However, only IS behaviours were associated with anxiety while RM behaviours were not. Meditation analyses models showed that sensory sensitivity and anxiety were reinforcing each other in the relationship with IS behaviours. The two chapters in Part 2 examined the frequency and correlates of anxiety in mothers of children with autism. Findings from these two chapters (Chapters 8 and 9) suggested that anxiety is very prevalent among mothers of children with autism with 46% of mothers meeting the cut-off criteria for clinically significant anxiety. For the first time, sensory problems in mothers were examined, and were also found to be very prevalent in mothers, appearing in 60% per cent of mothers. The frequency of sensory features in mothers was correlated with the frequency of sensory features in their children. Further analysis suggested that higher levels of sensory over-sensitivity, higher levels of intolerance of uncertainty, and the dominant use of escape-avoidance coping style contributed to anxiety levels in mothers. Furthermore, it was found that sensory sensitivity in mothers was related to their higher use of escape-avoidant coping strategy and the mediation analysis suggested that sensory sensitivity, escape-avoidance coping and anxiety reinforced each other. The importance of these findings for future theoretical and clinical work is considered in detail in the general discussion chapter (Chapter 10).
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Rasnake, L. Kaye. "Anxiety reduction with children receiving medical care : cognitive developmental considerations /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487325740719711.
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Fredericks, Irina. "An Evaluation of Functional Impairment among Children with Anxiety Disorders". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/479.
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Despite a considerable progress in developing and testing psychosocial treatments to reduce youth anxiety disorders, much remains to learn about the relation between anxiety symptom reduction and change in youth functional impairment. The specific aims of this dissertation thus were to examine: (1) the relation between different levels of anxiety and youth functional impairment ratings; (2) incremental validity of the Children Global Assessment Scale (CGAS); (3) the mediating role of anxiety symptom reduction on youth functional impairment ratings; (4) the directionality of change between anxiety symptom reduction and youth functional impairment; (5) the moderating effects of youth age, sex, and ethnicity on the mediated relation between youth anxiety symptom reduction and change in functional impairment; and (6) an agreement (or lack thereof) between youths and their parents in their views of change in youth functional impairment vis-à-vis anxiety symptom reduction.
The results were analyzed using archival data set acquired from 183 youths and their mothers. Research questions were tested using SPSS and structural equation modeling techniques in Mplus.
The results supported the efficacy of psychosocial treatments to reduce the severity of youth anxiety symptoms and its associated functional impairment. Moreover, the results revealed that at posttreatment, youths who scored either low or medium on anxiety levels scored significantly lower on impairment, than youths who scored high on anxiety levels. Incremental validity of the CGAS was also revealed across all assessment points and informants in my sample. In addition, the results indicated the mediating role of anxiety symptom reduction with respect to change in youth functional impairment at posttest, regardless of the youth’s age, sex, and ethnicity. No significant findings were observed with regard to the bidirectionality and an informant disagreement vis-à-vis the relation between anxiety symptom reduction and change in functional impairment.
The study’s main contributions and potential implications on theoretical, empirical, and clinical levels are further discussed. The emphasis is on the need to enhance existing evidence-based treatments and develop innovative treatment models that will not only reduce youth’s symptoms (such anxiety) but also evoke genuine and palpable improvements in lives of youths and their families.
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Jitlina, Ekaterina. "The development of anxiety in children with autism spectrum disorders". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62776.
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Although up to 40% of children with autism spectrum disorder (ASD) have a comorbid anxiety disorder, little is known about the origins and trajectory of change in anxiety symptoms in ASD. Characteristics specific to ASD such as social impairments and alexithymia may alter the experience of anxiety in this population. Consequently, anxiety may differ in the ASD population and merits focused study. This dissertation consists of two related studies that used data from the longitudinal Pathways in ASD study. The psychometric properties of the Spence Children’s Anxiety Scale – Parent Form (SCAS-P) in 238 children who were seen annually from ages 7.5 to 11 were examined in Study 1. While the original six-factor structure was not a good fit in this sample, four subscales reflecting Generalized, Separation Anxiety, Panic and Agoraphobia symptoms were identified. In Study 2, parent ratings of Generalized, Separation Anxiety, Panic and Agoraphobia symptoms were captured at snapshots in middle childhood, as well as changing over time in 262 children who were seen annually between ages 7.5 to 11. The proportion of children whose parents rated them as experiencing Elevated Generalized Anxiety was comparable to past reports, though rates of Elevated Separation Anxiety symptoms were higher than past reports. Parent-rated Generalized Anxiety, Separation Anxiety, Panic and Agoraphobia symptoms were stable over the middle childhood years, and there was little variance in the trajectories of all except the Separation Anxiety domain. Children with age-typical language abilities were rated as experiencing higher levels of Generalized and Separation Anxiety in middle childhood. Parent-rated anxiety in early childhood significantly predicted higher Generalized and Separation anxiety across middle childhood, while parental internalizing symptoms in early childhood were predictive of Generalized, but not Separation Anxiety symptoms. There were no differences in Generalized or Separation Anxiety levels across ages 7-11 between boys and girls. The results of this research offer a deeper understanding of the psychometric properties of one widely used anxiety rating scale, as well as its predictors, incidence and development over middle childhood. In turn, this understanding can support efforts aimed at preventing and treating anxiety disorders in ASD.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Grant, Christina L. "Anxiety sensitivity and subjective feelings of dyspnea in asthmatic children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20829.pdf.
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McDonald, Leonie. "Attentional Bias and Social Anxiety in children and their mothers". Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527644.
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Jameson, Molly M. "Contextual factors related to math anxiety in second grade children". Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1395460.
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Math anxiety is a greatly understudied construct in children. In adult and adolescent samples, research shows that a number of factors are related to math anxiety including negative self-perceptions and outcomes. It is unknown if these same factors are related to math anxiety in children. This study was conducted to identify factors related to math anxiety in second grade children. Using Bandura's (1989) theory of triadic reciprocity as a theoretical model, children (n=91) and their parents (n=81) completed a series of self-report measures on math anxiety, math self-concept, reading self-concept, math self-efficacy, and aspects of the home math environment. Results indicated that the strongest predictor of math anxiety in second grade children was their level of math self-concept. The addition of environmental factors did not significantly increase the amount variance explained in math anxiety. Furthermore, despite research with adults that shows strong gender differences in math anxiety, no gender differences in math anxiety were found in second grade children. The discussion focuses on possible explanations for these findings as well as directions for future research.Department of Educational Psychology
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Walker, Alison. "Is mathematics anxiety amenable to intervention in school-aged children?" Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/is-mathematics-anxiety-amenable-to-intervention-in-schoolaged-children(cb8badd2-d02c-44d2-88e5-7e16e113f84e).html.
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A solid understanding of basic mathematics is essential for many practical, everyday tasks and good mathematical skills are increasingly necessary in the workplace. For some, however, mathematics can evoke an adverse emotional reaction, increasingly recognised in both psychology and education as 'Mathematics Anxiety' (MA); nationally funded projects are currently undertaking research in this area. Studies show that MA can develop in early childhood and increase in intensity with age; this emphasises the importance of early intervention and educational psychologists are well-placed to promote and support this. Paper One details a systematic literature review evaluating the impact and effectiveness of interventions on the reduction of MA in school-aged children. Nine studies, published between 2010 and 2017, met inclusion criteria and were assessed using quality frameworks. Findings indicated that MA might be amenable to intervention in children aged between seven and eighteen years; potential factors contributing to effective amelioration were identified and discussed. In Paper Two, the relationship between MA and working memory (WM) is highlighted and explored. Having established a possible bi-directional relationship, a quasi-experimental, empirical study aimed to assess the potential benefits of WM training for reducing MA. A comparison group completed activities encompassing many of the potentially effective factors identified in Paper One. 50 children, aged between eight and nine years, participated in six-week long interventions. MA was measured through self-report and qualitative questionnaires; data were analysed quantitatively (using descriptive and inferential statistics) or qualitatively (using content analysis) respectively. Findings question the validity of self-report measures of MA in this age group and implications for effective intervention are considered. Paper Three provides an overview of the concepts of evidence-based practice and practice-based research in addition to considering current literature in relation to effective dissemination of research. Implications resulting from the current research are discussed alongside the proposed dissemination strategy.
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Novom, Rebekah I. "Self-esteem and Social Anxiety in Children with Communication Impairments". Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/968.
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The proposed study will investigate how having a speech and/or language impairment, as well as age, affect children’s self-esteem and levels of social anxiety compared to children who have typical language development (TLD). This cross-sectional correlational study will examine approximately 160 participants between the ages of 5 to 10 who fall into one of four communication type groups: speech impairments (speech sound disorders and/or stuttering), language impairments (specific language impairment), speech and language impairments, or TLD. The participants’ self-esteem, levels of social anxiety, and attitudes about their communication ability will be measured via established scales. Participants will also be asked questions after viewing an animated video depicting dogs with communication impairments, in order to assess their awareness of their communication abilities. Participants with speech and language impairments are expected to have the lowest self-esteem and highest levels of social anxiety, while participants with TLD are expected to have the highest self-esteem and lowest levels of social anxiety. The older participants are expected to experience more problems than the younger participants. Lastly, it is expected that the relationship between the participants’ age, self-esteem, and social anxiety will be mediated by their awareness of their communication impairments, and moderated by their attitudes about their communication impairments. These findings will hopefully increase the knowledge that children experiencing communication impairments may need assistance to aid their psychosocial well-being.
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Garmroudinezhad, Rostami Elham. "Separation anxiety in children suffering from sleep terrors or sleepwalking". Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/34482.
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La relation entre la psychopathologie développementale et le sommeil, ou vice versa, est complexe (Gregory & Sadeh, 2016). Davantage de recherche est nécessaire, y compris des études longitudinales populationnelles chez les enfants. Cependant, le trouble d'anxiété généralisée et le trouble d'anxiété de séparation comptent tous deux les problèmes de sommeil parmi leurs principaux symptômes chez les enfants en clinique (Kupfer, 2015; Shanahan et al., 2014). Les résultats sont toutefois mitigés et certaines perturbations du sommeil ne sont pas associées à l'anxiété dans la population non-clinique d'enfants. On sait peu de choses sur la relation entre l'anxiété de séparation et les terreurs nocturnes et le somnambulisme chez les enfants d'une population non clinique. Donc, dans ce mèmoire, je tente de démontrer la présence de liens entre l'anxiété de séparation et les terreurs nocturnes d’une part, et le somnambulisme d’autre part, dans la petite enfance ; je teste la robustesse de ces associations après avoir pris en compte l'anxiété générale chez les participants. Enfin, j’explorerai les différences entre les sexes pour ces associations. Cette recherche fait partie de l'Étude longitudinale du développement des enfants du Québec (ÉLDEQ, Canada), pilotée par l'Institut de la statistique du Québec. Dans l'échantillon initial, 2223 familles ont été incluses lorsque les enfants avaient environ cinq mois. Dans cette étude, l'anxiété de séparation et l'anxiété générale ont été mesurés chaque année entre l'âge de 1,5 et 6 ans grâce au questionnaire informatisé rempli par l'interviewer, un entretien structuré en face à face avec la mère (N = 2045; 2044). Les terreurs nocturnes ont été évaluées entre 1,5 et 6 ans et le somnambulisme entre 2,5 et 6 ans à l'aide d'un questionnaire autoadministré à la mère (N = 1840; 1849). Un score moyen à travers les temps de mesure a été calculé pour l'anxiété de séparation et l'anxiété générale alors qu’une somme a été calculée pour les terreurs nocturnes et le somnambulisme. Les associations ont été testées par des régressions hiérarchiques en trois étapes : (1) anxiété de séparation et facteurs de confusion, (2) inclusion de l'anxiété générale et (3) inclusion d'un terme d'interaction sexe * anxiété de séparation. L'une des principales conclusions de cette étude est que l'anxiété de séparation pouvait prédire à la fois les terreurs nocturnes et le somnambulisme dans la petite enfance, même après contrôle de l'anxiété générale entrée comme facteur de confusion dans les modèles. Cette dernière n'a montré aucune association avec les deux parasomnies. Les associations n’étaient pas différentes pour les garçons et les filles. Nos résultats ont montré que l'anxiété de séparation pourrait jouer un rôle dans l’apparition des terreurs nocturnes et du somnambulisme chez les jeunes enfants dans la population générale (non-clinique). Cette étude représente une étape importante dans la compréhension des liens entre les symptômes d’anxiété de séparation et le sommeil chez les enfants.The relationship between developmental psychopathology and sleep is complex (Gregory & Sadeh, 2016). More research is needed, including longitudinal population-based studies in children. However, Generalized anxiety disorder and separation anxiety disorder all list sleep problems among their core symptoms in clinical children population (Kupfer, 2015; Shanahan et al., 2014), but results are mixed and sleep disturbances may not be associated with anxiety in non-clinical population of children. Little is known the relationship between separation anxiety and night terrors and sleepwalking among children in a non-clinical population. So, in this dissertation, I explore the links between separation anxiety and night terrors on one hand, and sleepwalking on the other hand, in a non-clinical early childhood sample. This research is part of the Quebec Longitudinal Study of Child Development (QLSCD, Canada), initiated by the Quebec Institute of Statistics. In the initial sample, 2223 families were included when children were approximately 5 months. Separation anxiety and General anxiety were measured from the ages of yearly 1.5 to 6 years through the Interviewer Completed Computerized Questionnaire, a face-to-face structured interview with the mother (N= 2045; 2044). Night terrors were assessed from 1.5 to 6 years of age, and sleepwalking from 2.5 years to 6 years, through a self-administered questionnaire completed by the mother (N= 1840; 1849). A mean score across measurement times was calculated for separation anxiety and general anxiety, and a sum for night terrors and sleepwalking. I tested the associations with three-step hierarchical regression models: (1) inclusion of separation anxiety and confounding factors as predictors, (2) inclusion of general anxiety, and (3) inclusion of an interaction term gender*separation anxiety. One of the major findings of this study is that separation anxiety predicts both night terrors and sleepwalking in early childhood, even after controlling for general anxiety. The latter showed no associations with any of the two parasomnias. Finally, these associations were not different for boys and girls. Our findings have shown that separation anxiety may play a role in night terrors and sleepwalking etiology. This study represents an important step for a better understanding of the association between separation anxiety symptoms and sleep in children in the general (non-clinical) population.
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Muskett, Ashley Elizabeth. "Feasibility of Anxiety Assessment for Children with Minimally-Verbal Autism". Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99101.
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While it is estimated that 30% of the total Autism Spectrum Disorder (ASD) population acquire very little or no language (Davis et al., 2011), few studies look at ASD treatment from a mental or emotional health perspective for this minimally verbal (MV) population (Tager-Flusberg and Kasari, 2013). It is well documented that there is a need for anxiety assessment and treatment for children with ASD (White, Oswald, Ollendick and Scahill, 2009). This study examined the feasibility of implementing an observational anxiety assessment and concurrent physiological data collection for children with MV-ASD. It was hypothesized that this measure would demonstrate adequate demand, acceptability, and feasibility to merit further study of the measure. Participants consisted of 12 children with MV-ASD and one parent. Each family visited the clinic for one three-hour visit during which the parent completed several questionnaires to assess the child's eligibility for the study as well as their current functioning. Children completed several clinician-administered assessments and observations. The results of this study suggest that this observational assessment protocol is acceptable and practical per parents self-report and the amount of children able to complete the study protocol, but there may not be enough demand for such a measure based on the number of interested participants. Additionally, the concurrent collection of physiological data was not practical in the current sample due to many children scoring too high on a measure of tactile sensitivity to attempt this data collection. Future studies should more carefully assess demand for this kind of assessment, as well as collect more data on the psychometric properties of such as measure.Doctor of Philosophy
Many children with Autism Spectrum Disorder or ASD, also experience a lot of anxiety or even an anxiety disorder. Unfortunately, many children with ASD also have a lot of difficulty learning to talk. When children with ASD can't speak to tell people how they are feeling it can make the diagnosis of anxiety really difficult. This project sought to use physical signs such as heart rate in combination with observing behaviors related to anxiety to see if we could better measure anxiety in children with ASD who can't talk. This was a feasibility study meaning that the goal of this project was just to see if the anxiety assessment process was possible and practical for these children to complete. 12 children with ASD and one of their parents participated in the study. They came to the clinic for three hours and completed some anxiety measures given by a clinician and some questionnaires. Our results suggested that some aspects of the anxiety assessment process are possible and helpful, such as the number of children who were able to complete the assessment process, but others aspects need more work before they are helpful, such as the collection of heart rate.
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DeRamus, Michelle. "Repetitive behaviors and anxiety in children with autism spectrum disorder". Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2136.
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Phaal, Bianca. "An examination of anxiety and communication apprehension in preschool children who stutter". Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1490.
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People who stutter (PWS) tend to have increased levels of anxiety compared to people who do not stutter (PWNS), particularly in social situations (Messenger, Onslow, Packman, & Menzies, 2004). In addition, children who stutter (CWS) as young as 3 years of age reportedly have more negative communication attitudes than their fluent peers, and these attitudes appear to worsen with age and stuttering severity (De Nil & Brutten, 1990, 1991; Vanryckeghem, Brutten, & Hernandez, 2005). The present study sought to examine generalized anxiety and communication apprehension in preschool CWS. Seven CWS aged between 3;3 and 4;11 years, and seven sex and age-matched children who do not stutter (CWNS) provided salivary cortisol samples at three distinct sampling times across a one-week period. They additionally provided a conversational speech sample, and were administered the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (Vanryckeghem & Brutten, 2007). Parents were required to complete the Preschool Anxiety Scale (Spence & Rapee, 1999) to provide estimates of their child's anxiety level. Results revealed no significant differences between CWS and CWNS in generalized anxiety or communication apprehension. No relationships were found between stuttering severity and generalized anxiety or communication apprehension either. Thus, it is concluded that generalized anxiety and communication apprehension are not associated with early childhood stuttering. Any changes in anxiety levels are likely to occur with increased chronological age and stuttering chronicity.
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Fontaine, Eve Nicole. "The relation between family functioning and psychological adjustment in children with asthma and children with diabetes". Texas A&M University, 2005. http://hdl.handle.net/1969.1/4723.
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The goals of this study were to evaluate the relationships among family
functioning, psychological adjustment, and health-related quality of life in children with
asthma and children with diabetes. A secondary goal of this study was to examine the
relations between illness severity, psychological adjustment, and health-related quality
of life in the children with asthma. Participants included 41 children with asthma and
109 children with diabetes, and one primary caregiver of each child. Questionnaires
were given to children to assess their levels of anxiety, depression, and health-related
quality of life. Questionnaires pertaining to parenting stress, family functioning, and
psychological adjustment also were completed by the participating primary caregiver.
Results suggested these two groups of children do not differ in their psychological
adjustment, family functioning, or health-related quality of life. Normal levels of anxiety
and depression were reported, which both supports and contradicts current research in
this area. Additionally, parenting stress mediated the relationship between family
cohesion and parent-reported depression in children with diabetes; however, this result
was not obtained in the children with asthma. In children with diabetes, significant
relationships were found between self-reported anxiety and parenting stress and between parent-reported anxiety and health-related quality of life. Additionally, parent-reported
depression was significantly related to parenting stress, health-related quality of life, and
family cohesion. Self-reported depression was significantly predicted by health-related
quality of life. In children with asthma, health-related quality of life significantly
predicted self-reported anxiety and parenting stress was significantly related to parentreported
depression. Illness severity did not predict psychological adjustment or healthrelated
quality of life in children with asthma.
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Chorney, Daniel B. "Assessment of social anxiety in early childhood initial test construction and validation /". Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5784.
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Thesis (Ph. D.)--West Virginia University, 2008.Title from document title page. Document formatted into pages; contains vii, 84 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 50-64).
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McVey, James Michael. "Psychosomatic illness and anxiety in children their perceptions of family function and of physical pain /". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034983.
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Dooley, Sandra Y. "A Comparison of Adult Children of Alcoholic Families with Adult Children from Non-Alcoholic Families: a Replication". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279247/.
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The purpose of this study was to re-examine the issue of whether adult children of alcoholics experience more depression, anxiety, and lower self-esteem than do children of non-alcoholic families. This study is a replication of the study of David Dodd, entitled A Comparison of Adult Children of Alcoholic Families with Adult Children from Non-Alcoholic Families. 1990. The measures used in this study were as follows: Children of Alcoholics Screening Test, the Beck Depression Inventory, the State-Trait Anxiety Inventory, the Coopersmith Adult Self-Esteem Inventory, and a questionnaire developed by this writer designed to obtain family history regarding not only alcoholism, but other issues of family dysfunctionality as well. The subjects for this study were 231 students enrolled in the counselor education program at this university, all aged 19 or older. Of the 230 subjects, 31 were male and 199 were female. Eleven males identified themselves as children of alcoholics, as measured by the Children of Alcoholics Screening Test, and 60 females identified themselves as children of alcoholics. Thus, a total of 71 subjects in this study were identified as children of alcoholics. T-tests were conducted to see whether any differences existed between the male and female groups. No significant differences were found. Results of this study showed that family dysfunctionality rather than parental alcoholism was the factor of variability regarding depression, anxiety, and self-esteem. There appears to be a strong relationship between parental alcoholism and family dysfunctionality, but dysfunctionality clearly has more impact upon depression, anxiety, and self-esteem in the adult children of these families than does alcoholism.
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Aveni, Christina Marie. "The effects of biblioplay on anxiety related to first preschool experiences". Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-12042009-020035/.
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Weinberg, Laura Bruder. "The Effects of Depression and Anxiety in Children on the Wechsler Intelligence Scale for Children-Fourth Edition". NSUWorks, 2012. http://nsuworks.nova.edu/cps_stuetd/74.
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Anxiety and depressive disorders are among the most common mental health problems diagnosed in children and adolescents, and numerous theories explaining why children experience these debilitating disorders have been proposed. Established diagnostic criteria that differentiate anxious and depressive symptomatology characterize both groups of disorders as having an adverse effect on the child's academic and social functioning. While research has sought to examine the cognitive effects these disorders have on adults, there is relatively limited research on the cognitive effects in children and adolescents. The available research literature examining effects of anxiety and depression on intelligence test performance is also inconclusive, and there are no studies that characterize the effects of these disorders on the Wechsler Intelligence Scale for Children - Fourth edition. The purpose of the study was to clarify the effects of childhood anxiety and depression on intelligence test scores using the current fourth edition of the Wechsler Intelligence Scale for Children. Participants were selected from an archival database from a neuropsychology clinic and separated into two groups according to clinical diagnosis. No significant differences were found between the children and adolescents diagnosed with clinical disorders and the standardization sample or in idiographic analyses with regard to the WISC-IV Full Scale IQ or the Working Memory Index. The Processing Speed Index was found to be significantly lower than the Verbal Comprehension Index in children diagnosed with major depressive disorder. This finding was not observed in the anxiety disorders group. Examination of component subtest score patterns showed that Coding and Symbol Search were reduced in the depression group. This finding is consistent with previous studies, which suggest that reduced performance on the Processing Speed Index may be attributed to psychomotor retardation in major depressive disorder.
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Early, Martha C. "Observed positive and negative behaviors in children relation to anxiety and depression symptoms /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6108.
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Thesis (M.A.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 21, 2009) Includes bibliographical references.