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1
Kolnogorova, Kateryna. "Anxious Apprehension, Anxious Arousal, and Asymmetrical Brain Activity". Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1585685011170334.
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Bell, Sarah. "Attentional bias for pictorial threat stimuli in anxious and non-anxious children". Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436704.
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Goldberg, D. P., H. U. Wittchen, P. Zimmermann, H. Pfister i K. Beesdo-Baum. "Anxious and non-anxious forms of major depression: familial, personality and symptom characteristics". Cambridge University Press, 2014. https://tud.qucosa.de/id/qucosa%3A39021.
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Background: Earlier clinical studies have suggested consistent differences between anxious and non-anxious depression. The aim of this study was to compare parental pathology, personality and symptom characteristics in three groups of probands from the general population: depression with and without generalized anxiety disorder (GAD) and with other anxiety disorders. Because patients without GAD may have experienced anxious symptoms for up to 5 months, we also considered GAD with a duration of only 1 month to produce a group of depressions largely unaffected by anxiety.
Method: Depressive and anxiety disorders were assessed in a 10-year prospective longitudinal community and family study using the DSM-IV/M-CIDI. Regression analyses were used to reveal associations between these variables and with personality using two durations of GAD: 6 months (GAD-6) and 1 month (GAD-1).
Results: Non-anxious depressives had fewer and less severe depressive symptoms, and higher odds for parents with depression alone, whereas those with anxious depression were associated with higher harm avoidance and had parents with a wider range of disorders, including mania.
Conclusions: Anxious depression is a more severe form of depression than the non-anxious form; this is true even when the symptoms required for an anxiety diagnosis are ignored. Patients with non-anxious depression are different from those with anxious depression in terms of illness severity, family pathology and personality. The association between major depression and bipolar disorder is seen only in anxious forms of depression. Improved knowledge on different forms of depression may provide clues to their differential aetiology, and guide research into the types of treatment that are best suited to each form.
4
Kroman, Luther. "The Anxious Fields of Play". VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2469.
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I see myself as a maker. Most of what I do is make paintings, but to define myself as a painter puts other projects at a critical disadvantage, labeling them as “side projects.” Robert Morris once said that although visually his work may vary a great deal, he felt the ideas flowed throughout the work. I like this idea. The role of the studio and the idea of play as both diligent investigation and a way of playing a game with the viewer is part of what I will discuss. In addition, I use game spaces as a surrogate to look at interpersonal interactions and as setting for a game within a game dynamic to be discussed.
5
Crawley, Sarah. "Somatic Complaints in Anxious Youth". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/155885.
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PsychologyPh.D.
Objective: This study examined (a) the distribution of physical symptoms in youth with specific primary anxiety disorders (i.e. separation anxiety disorder [SAD], generalized anxiety disorder [GAD], and social phobia [SP]) and (b) their response to treatment with cognitive-behavioral therapy (CBT; 14 sessions of CBT over the course of 12 weeks), medication, combination therapy (CBT + medication), or pill placebo in a sample. Method: Anxiety disordered youth (N = 488, age 7-17) who met criteria for a primary diagnosis of GAD, SAD, and/or SP as part of the Child/Adolescent Anxiety Multimodal Study (CAMS; Walkup et al. 2008) were included in this study. The sample was diverse and included children with comorbid secondary diagnoses. Results: The most common somatic complaints were headache, stomach pain or aches, feeling drowsy or too sleepy, head cold or sniffles, and sleeplessness. The distribution of these complaints did not differ across diagnostic groups. The number and severity of physical symptoms decreased over the course of treatment. Treatment condition, including placebo, was unrelated to the number and severity of physical symptoms posttreatment. Conclusions: Treatment of anxiety leads to a decrease in the number and severity of physical symptoms experienced in anxiety-disordered youth, irrespective of treatment type.
Temple University--Theses
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Godfree, Ross. "Interpretive biases in socially anxious adults". Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/359459/.
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Social phobia is a highly prevalent and debilitating anxiety disorder that can significantly impact quality of life and produce extreme distress in social situations. Cognitive models of social phobia suggest that information-processing biases are involved in the maintenance of social anxiety. Treatment typically involves a course of Cognitive Behavioural Therapy (CBT). Recent advancements in the understanding of the mechanisms underlying social anxiety have led to specific adjunctive treatments that target processing biases. The current literature review explores the efficacy of training programs designed to modify interpretative biases. Training programs typically involve repeated exposure to positive resolutions of ambiguous lexical social stimuli. Results suggest that current techniques are able to modify interpretative biases in non-anxious, socially anxious and clinical samples of social phobia. Multi-session programs have also been shown to reduce trait anxiety and social anxiety symptoms. Evidence for the generalisability of training to subsequent socially stressful situations remains mixed and requires further research. In the present study, the validity of a novel cognitive bias modification of interpretation (CBM-I) technique using ambiguous facial stimuli was examined in an unselected sample of 65 undergraduate students. Participants were randomly allocated to receive CBM-I-threat (n=31) or CBM-I-non-threat (n=34) training. The number of angry responses in a forced alternative (angry, neutral) choice was compared at pre and post assessment to determine the efficacy of training. Participants completed a subsequent social stressor task (impromptu speech). Measures of state anxiety, physiological measures of arousal, and judgements of speech performance were taken to examine the effects of training on emotional vulnerability. Results showed that the training program successfully induced a bias towards threat in the CBM-I-threat trained group. There was also some evidence that it was able to reduce the number of threat interpretations in CBM-I-non-threat trained individuals, however this was only when facial expressions were ambiguous. Early results suggest CBM-I training may also effect anticipated and retrospective negative evaluations of social performance.
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Herrmann, Andrew F. "I am Angry, Anxious, Aggravated Autoethnographer". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/828.
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Christian, Kelly M. "Effects of Anxious Mood on Play Processes". Case Western Reserve University School of Graduate Studies / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1223656658.
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Cannon, Melinda. "Cognitive Biases in Childhood Anxiety Disorders: Do Interpretive and Judgment Biases Distinguish Anxious Youth from their Non-anxious Peers?" ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1131.
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The purpose of this study was to examine cognitive biases in clinically anxious children compared to normal children and to determine if cognitive biases could discriminate anxious youth from non-anxious youth. Two specific cognitive biases were the focus of the present study—interpretive biases (i.e., the tendency to interpret neutral stimuli in a negative way) and judgment biases (i.e., a lowered estimate of one's ability to cope with a threatening situation). Twenty-four youth comprised the anxiety disordered sample and were each matched to two normal youth on four demographic variables (gender, age, ethnicity, and family income level), thus the matched comparison sample consisted of 48 youth (ages 7 to 17). Interpretive biases were assessed with the Children's Negative Cognitive Error Questionnaire (CNCEQ) and judgment biases were assessed with the Anxiety Control Questionnaire—child form (ACQ-C). In addition, self-reported symptoms of anxiety and depression and parent-reported internalizing and externalizing symptoms were measured. Results indicated that (1) children in the clinic sample exhibited significantly more interpretive biases and judgment biases relative to the control sample, and scored significantly higher on measures of anxiety, depression, and parent-reported internalizing and externalizing symptoms relative to the control sample, (2) the ACQ-C demonstrated incremental validity over the CNCEQ in predicting diagnostic status, (3) the ACQ-C predicted diagnostic status while controlling for Generalized Anxiety Disorder symptoms and parent-reported internalizing and externalizing symptoms, but not while controlling for RCMAS (anxiety) and CDI (depression) scores, and (4) the relationship between the CNCEQ and diagnostic status was moderated by age and gender. This study adds to the research literature by demonstrating elevated CNCEQ scores among youth with anxiety disorders compared to non-anxious youth and extends findings with the ACQ-C by showing its incremental validity beyond the CNCEQ. The results also add to the understanding of the assessment of negative cognitive vi errors by highlighting developmental and sex differences in their association with anxiety disorder status in youth. Implications of the positive findings for theory and practice are noted and theoretical and methodological reasons for the negative results are discussed to highlight suggestions for future work in this area.
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Şimşek, Erdi. "Anxiety and L2 self-images : the anxious self". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55280/.
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This thesis brings together three studies, beginning with a preliminary qualitative study to survey the scene, and expanding by means of corroboration by an actual survey with a questionnaire, in order to investigate the mechanisms of foreign language anxiety (FLA). Surveying the scene by collecting exploratory qualitative and quantitative data from anxious learners, for gaining new insights from these individuals' perspectives, provided first the insight and then the necessary evidence that reframing anxiety as the "anxious self" - anxious about what to do in L2 classes or L2 spoken environments, about how others will respond and about the likelihood of taking successful action in L2 when necessary - might offer a useful approach to link anxiety research to other areas of second language acquisition (SLA), where the importance of the self-concept has been recognised, as well as to clinical psychology, which has long employed relaxation, guided-imagery and systematic de-sensitization in shaping the self-concept of the individual. A five-week intervention programme, based on this new approach, was designed with the purpose of reducing learners' anxiety levels. Using a combination of quantitative and qualitative measures, the impact of the programme on Turkish learners of English was documented, and results indicated that participants showed significantly lower levels of language anxiety, neuroticism, L2 (second language) stage fright, safety-seeking behaviours and quitting tendencies at the end of the programme. The findings also confirmed that visualisation training helped learners to improve their anxious self images, which resulted in increased levels of self-confidence and resilience to anxiety. The employment of relaxation techniques was shown to effectively relieve the somatic symptoms of language anxiety. The use of systematic de-sensitization activities showed positive results over the course of the study, supporting participants' ability to remain relaxed in anxiety-provoking situations. Co-operation and rapport in the classroom had also improved by the end of the programme and findings confirmed that conceptualising anxiety as a dimension of self could be a productive and effective approach, offering rich pedagogical implications.
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Hannesdottir, Dagmar Kristin. "Social Skills among Socially Anxious Children in Iceland". Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/32635.
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The primary purpose of this study was to examine the nature of social skills in socially anxious children from a social learning theory perspective. The reasons why socially anxious children often perform poorly in social situations have not yet been fully resolved. Is it due to lack of social skills or are these children too inhibited and nervous in social situations to exhibit the skills they possess? Ninety-two elementary and middle school children (age 10-14 years) in Kopavogur, Iceland participated in the study and completed questionnaires on social phobia and anxiety, social skills, assertiveness, and self-efficacy and outcome expectancy in social situations with friends and strangers. Based on how socially anxious they reported to be on the Social Phobia and Anxiety Inventory for Children (SPAI-C), 59 children were selected for further study. Results showed that socially anxious children reported being less socially skilled, less assertive with strangers than with friends, and lower in self-efficacy and outcome expectancy than children in a normal comparison group. However, the socially anxious children were not rated as less skilled by parents or teachers than the other children. Implications for the assessment and treatment of children and adolescents with social anxiety are discussed.Master of Science
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Lubitz, Joseph B. "Anxious Seas: Reading Affect in Dazai and Murdoch". Oberlin College Honors Theses / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1451406893.
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Bell, Clare. "Origins of Threat Based Responding in Anxious Children". Thesis, Griffith University, 2013. http://hdl.handle.net/10072/366749.
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Background: The purpose of this research was to provide a systematic examination of the role of attention and interpretation biases in the expression of anxiety in children. This research also examined the influence of maternal expectations on the information that mothers provide their children and the degree of avoidance behaviour mothers expect of anxious children relative to non-anxious children and siblings. Assessment of attention bias, interpretation bias and avoidance expectancies was undertaken using the following established experimental paradigms previously employed in paediatric research: (1) a visual probe task assessing attention bias for threat and happy faces relative to neutral faces (Waters, Mogg, Bradley, & Pine, 2008), (2) a hypothetical scenarios task assessing cognitive, emotional and behavioural interpretations of threat, positive and neutral situations (Bögels & Zigterman, 2000), and (3) an analogue task assessing estimates of avoidance of threat in threat and ambiguous situations (Field & Storksen-Coulson, 2007).Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
Full Text
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Beedie, Alexis. "Do young children have the skills to participate in cognitive-behavioural therapy? : investigating post-event attributions in anxious and non-anxious children". Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419396.
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Gifford, Sara L. "Threat interpretation bias in anxious children and their mothers". Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435982.
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Dimopoulou, T. "Clinically Anxious Asthma Patients: The Role of Catastrophic Cognitions". Thesis, Coventry University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486904.
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All patients' participated in the quantitative phase were between the ages of 19 and 72 years (mean 43.83) and ha.d an average level of clinical anxiety of 14.06 (a score of 11 indicated the baseline for clinical level.s). Illness specific catastrophic cognitions of physical symptoms made a unique statistical contribution to the prediction of impairment of quality of life of asthma patients (~=.24~, p=0.031) even when disease and demographic variables were accounted for. The sample. of the qualitative phase . consisted of 9 females and 6 males with a mean score of age of 46.5 years. The average level of clinical anxiety for this sample was 15.13. Patients revealed a number of catastrophic cognitions from which the most prevalent physical catastrophic cognitions concerned thoughts of dying (n=9/15) and becoming ill (n=8/15); thoughts of becoming panicky (n=11/15) and being unable to control thinking (n=5/15) were the cognitions mostly reported by the participants about their mental state. Feelings of embarrassment (n=7/15) and fear of negative evaluation from others (7/15) were the most prevalent social catastrophic cognitions. Finally, investigation of the behavioural tactics employed by the participants revealed that the majority of patients displayed high levels of agoraphobic behavior and cognitive avoidance. Discussion and Conclusion This study is the first to date to investigate the role of catastrophic cognitions in asthma quality of life and to identify. the illness specific catastrophic cognitions and the behavioural outcomes of asthma patients with clinical levels of anxiety. Results indicated that the assumptions of the cognitive model of panic can provide some explanation about the effects of anxiety on quality of life of asthma patients. Maladaptive behavioural patterns and emotional distress caused by catastrophic cognitions can affect greatly the quality of life of asthma patients in addition to the physical impairments imposed by their illness. However, further inspection of the interview data showed that perhaps the relationship between anxiety and catastrophic thinking is not so direct as suggested by the cognitive hypothesis of anxiety. Other factors may be related to the development, severity and maintenance of catastrophic cognitions in asthma such as perceptions of'asthma and panic control. The present findings represent an important foundation in predicting asthma patients' cognitive and behaVioural patterns that may significantly'affect their quality of life. Implications for therapeutic interventions and futu're research are discussed.
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Osher, David E. "A method for assessing attentional bias in anxious rats". Connect to resource, 2006. http://hdl.handle.net/1811/24057.
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Thesis (Honors)--Ohio State University, 2006.Title from first page of PDF file. Document formatted into pages: contains 24 p.; also includes graphics. Includes bibliographical references (p. 14-15). Available online via Ohio State University's Knowledge Bank.
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Beck, Robert. "The Machiavellian personality and resistance to socially anxious behavior /". Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1203581231&sid=11&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Brandoli, Susan M. "Counterv(e)il : truth, apostasy and the anxious object". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/9409.
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The original form of the word countervail is defined as to act or avail against with equal
power, force, or effect, to counteract or offset, or to be of equal force in opposition. Similarly,Counterv(e)il plays with the origins of the original word, countervail, and its meaning, and also
conjures associations of veiling and masking, merging these concepts under the banner of a
type of surveillance, concealment and revealing. To counterv(e)il is to effect an intervention, and also a counter-action, an act of agency and equality. The significance of an image may well disturb when it is displaced from its habitual surroundings, where it becomes an “anxious object”. The written thesis and two accompanying
exhibitions in installation, video, and performance – Counterv(e)il: Desire and Counterv(e)il: Conceal – explore ideas of binary oppositions: interior/exterior, private/public, nature/culture, truth/fiction, presence/absence and both the reclamation and rejection of beliefs; but they also investigate the connections that intertwine, unite, and bind these seeming oppositions by both confronting and blurring dualisms. The written thesis, Counterv(e)il, as a whole also can be seen as an exploration of connections to relevant theoretical writings and contemporary artists,
establishing links of observation between issues of surveillance, desire and the gaze, abjection, subjectivity and performativity, liminalities and rhizomatic connections within the conceptual framework of the anxious object. When encountering the “anxious object,” we are confronted with a constructed and often ambiguous situation outside of our accustomed level of comfort, forcing us to devise new strategies for making sense of the world, forge new interpretations and links between object and
subject. The power of objects to generate feelings of anxiety, to question our preconceptions and construct new associations, allows the exploration of new territories of desire and remembrance. These objects of desire meld into each other, lose and reform their identity, take on new meanings and relationships, to be imagined, experienced, remembered and forgotten.
Through the private transformation of public spaces, sites of installation such as
Counterv(e)il present us with chains of meanings, bringing into question our perceptions of what is real and what is fiction: a kind of heterotopia, a misplacement or displacement, a
counter-site that represents, contests and inverts reality.
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Stoddard, Christine. "Becoming Anxious : Bodies, Time and the Performance of Pain". Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518817.
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Baddeley, Gillian Mary. "A multicomponent treatment programme for text-anxious elementary schoolchildren". Doctoral thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/17071.
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Bibliography : pages 269-283.The efficacy was assessed of multicomponent treatment in reducing test anxiety, and improving self-concept and examination performance, in test-anxious elementary schoolchildren. A core programme was devised, comprising three components: systematic desensitization, cognitive restructuring and informal study skills training. Two further components, one each for teachers and parents were added, giving a 'contextualised' programme. Three complementary studies compared either the contextualised programme with a no-treatment, non-identified, control condition (Study 1: n = 40; Study 3: n = 24), or the core programme with an attention-placebo control condition (Study 2: n = 26). It was hypothesised that Studies 1 and 3 would show significant between-group differences at post-test, with experimental subjects showing a significant decline in test anxiety and gains in achievement and self-concept. In Study 2, no significant between-group differences were hypothesised: subjects receiving the core treatment or attention-placebo programme being expected to show a similar degree of reduction in test anxiety and gain in self-concept, but no improvement in achievement.
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Gahr, Jessica L. "Risky Decision-making among Subgroups of Socially Anxious Individuals". University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352949163.
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Sawyerr, Louise. "Supporting socially anxious children and adolescents : challenges and possibilities". Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2735.
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This thesis starts with a quantitative investigation into the effectiveness of Cognitive Behaviour Therapy (CBT) school-based interventions on children and adolescents’ levels of social anxiety. The findings of this systematic review of the literature indicated that CBT interventions might effect a positive reduction in adolescents’ social anxiety on an immediate, post-test intervention basis. However, not enough evidence currently exists to suggest that CBT is effective on a longer-term basis due to studies’ lack of follow-up data and low/medium methodological quality (based on studies’ Weight of Evidence judgments). This thesis includes a bridging document. This document makes a link between the systematic review of the literature and the empirical research study. The bridging document aims to make explicit how I came to shift my research focus from a quantitative systematic review of the literature on CBT towards a small-scale, qualitative exploration into the perceptions of three parents. Parents were invited to reflect upon anxious adolescents’ transitions from compulsory school education into the adult world. The empirical research study details the rationale, design and findings from a small scale study which involved interviewing parents. The interviews were analysed using Interpretative Phenomenological Analysis (IPA). Three superordinate themes emerged which focussed on: parents’ perceptions of service delivery for anxious adolescents, anxious adolescents’ ability to cope in social situations, and the potential for anxious adolescents to make a fresh start as they transition into adulthood. This empirical work contributes to research into parental perceptions and social anxiety, and the practical implications for Educational Psychology practice are also considered.
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Lang, Graham Charles. "Aspects of brutality : anxious concepts in sculpture since 1950". Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1012724.
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It would be wrong to suggest that this essay is in any way a comprehensive study of brutal sculpture. Certainly not. There have been many deliberate omissions for reasons which become clear in the text. Very briefly, omissions of certain sculptors and their work are largely due to my wish to avoid repetitive ideas and images. My view in this essay is to provide a cross-section of ideas and works, whereby the reader might gain some insight into the varied nature of this kind of sculpture. Thus, there seemed very little need for endless similarities of concept and expression. It was the diversity which I felt was important. The chapter which discusses concepts of beauty is also not a comprehensive study. This subject demands more than a humble essay to do it any justice. However, my reasons for touching the vague and controversial outline of these concepts were, primarily, to suggest that notions of beauty as the sole criterion in the judgement of art are too limiting, and, consequently, to introduce the concept of vitalism, which I believe is more valid. Finally, I wish to mention the personal motive behind this work. Over the years, I have witnessed the emergence of brutal elements in my own work, which I found disturbing at times. I have never been able to answer satisfactorily the criticism I've received. All I knew was that these things came from a very deep source. It is with this in mind that I embarked on this project, hoping to achieve two things. Firstly, to provide an objective survey of an important development in art, and, secondly , to answer some of my criticism. Foreword, p. 1.
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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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Hoff, Alexandra Louise. "Targeting Parental Overcontrol in Cognitive Behavior Therapy for Anxious Youth". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/475616.
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PsychologyPh.D.
Many parent factors have been associated with child anxiety, and researchers have examined how parents may be most beneficially involved in cognitive behavior therapy (CBT) for anxious youth. Results have been mixed as to whether parent CBT, family CBT, and parent interventions addressing parental anxiety or overcontrol have an added benefit over youth-focused CBT. The present study compared (a) a parent group intervention targeting autonomy granting, (b) a parent CBT skills group, and (c) a parent support control group, all provided in conjunction with individual CBT for anxious youth ages 7 to 17. Randomly assigned group conditions, as well as variance in overall parent attendance across conditions, were examined as predictors of change in parenting behaviors and in child anxiety. No significant differences in youth anxiety outcomes were found across parent group conditions, and parental beliefs and involvement improved most for the support control group. However, youth whose parents attended more group sessions showed a significantly greater decrease in anxiety severity than youth whose parents attended fewer (0, 1) sessions, which was mediated by a significantly greater decrease in parental avoidance of child anxiety. The results suggest that additional parent participation in treatment may have an added benefit, even with an unstructured support group format, but do not offer clarity about the benefit of targeted interventions for parents.
Temple University--Theses
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Bulow, Catherine A. "An examination of social information processing patterns in anxious children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0008/NQ52409.pdf.
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VanMeenen, Kirsten M. "Brain electrical activity in infants of depressed and anxious mothers". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2587.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Aartman, Irene Helena Adriana. "Treating highly anxious dental patients in a dental fear clinic". [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2000. http://dare.uva.nl/document/57439.
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Tountas, Andrea M. "Hormonal Correlates of P50 Suppression in Socially Anxious Young Adults". ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2194.
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Ten to 15% of the population is temperamentally shy and have elevated physiological stress responses to novel social situations. Yet, the neural mechanisms underlying this personality trait are not fully understood (Beaton et al., 2009; Schmidt et al., 1997). Efficiently attending to, acting on, and remembering relevant stimuli and filtering out less important information is critical given the sheer volume of sensory and perceptual stimuli the brain is exposed to.
Relevant stimuli that garner attention are remembered and consolidated with existing memories. Stimuli that do not warrant extended attention are ignored or habituated to in a process underpinned by cortical and subcortical inhibitory brain networks that reduce processing load on finite attentional resources (Freedman et al., 1991; Adler et al., 1998). Inefficient filtering of irrelevant stimuli could underpin anxiety in those with temperamental shyness and anxiety (Aron, Aron, & Davies, 2005). We measured the P50 auditory event-related potential (ERP) using a paired auditory click paradigm, as well as self-reported social anxiety and shyness, and salivary cortisol in two groups of healthy young adults selected for being very shy or very gregarious. While shy and gregarious groups demonstrated a similar P50 ERP to sound one (S1), the shy group showed elevated P50 amplitudes in response to the second sound (S2) compared to the gregarious group. Participants categorized as being lower or higher on social anxiety displayed a reverse pattern: those higher in social anxiety had a reduced response to S1 compared to those lower in social anxiety, yet a similar response to S2. Further, higher salivary cortisol predicted smaller differences and larger ratios in the P50 ERP from S1 to S2.
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Ferrari, Lisa. "Attachment, Personal Resources and Coping in Trait-Anxious Adolescent Girls". Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1265400267.
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Morriss, Jayne. "The role of development and anxious disposition in fear regulation". Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66413/.
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The ability to discriminate and update the threat or safety value of stimuli in the environment has clear health benefits. A common hallmark of many anxiety disorders is pervasive and sustained responding to stimuli that no longer signal threat, suggesting impaired fear regulation. Unfortunately, some populations, such as adolescents and those with anxious dispositions are particularly vulnerable to anxiety disorders. This body of work examines how individual differences in development and anxious disposition impact fear extinction, the key fear regulatory processes studied in this thesis. In a series of fear conditioning experiments adapted for developmental samples, we demonstrated individual differences in development and anxious disposition to predict substantial variability in fear extinction ability, as measured with psychophysiological and neural correlates. In a developmental sample, we found that younger age and age-related structural changes in the ventromedial prefrontal cortex (vmPFC) are important predictors of continued responding in the amygdala to learned threat vs. safety cues during fear extinction. In adult samples, however, we found intolerance of uncertainty to specifically predict elevated responses to both learned threat and safety cues in psychophysiological correlates and the amygdala during fear extinction, over and above other general measures of anxious disposition. More broadly, these findings highlight the potential of developmental and intolerance of uncertainty-based mechanisms to help understand pathological fear in anxiety disorders and inform future treatment targets.
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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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Stipelman, Brooke A. "Social skills deficit versus performance inhibition in socially anxious individuals". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3093.
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Thesis (M.A.) -- University of Maryland, College Park, 2005.Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Fitzpatrick, Elliott J. "DIFFERENTIAL EMOTIONAL RESPONSES TO POSITIVE FEEDBACK IN SOCIALLY ANXIOUS INDIVIDUALS". OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/370.
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Previous literature on social anxiety has conceptualized fear of negative evaluation as the core construct that maintains social anxiety. Recent research has turned to examining the interpretation of positive events and the effect of positive feedback in socially anxious individuals. The present investigation sought to extend and replicate the findings on social anxiety and response to positive events. Participants completed a variety of self-report measures and then participated in a brief social interaction task. Based on experimental condition, participants either received faux positive feedback or no feedback at all. After the interaction task (and feedback depending on condition) participants completed the second half of the measure packet including several measures that assessed their immediate emotional state. Consistent with previous literature, results indicated that fear of positive evaluation and social interaction anxiety were significantly related. Unexpectedly, social anxiety did not moderate the relationship between performance feedback and subsequent emotional response as hypothesized. Clinical implications and directions for future research are discussed.
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Weiner, Courtney L. "Predictors and correlates of sleep-related problems in anxious youth". Thesis, Boston University, 2013. https://hdl.handle.net/2144/12884.
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Thesis (Ph.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.Anxiety disorders constitute the most common and debilitating mental health disturbance experienced by youth today. Sleep-related problems (SRPs) are highly prevalent among anxious youth and encompass a variety of problems including nighttime fears, insomnia, and refusal to sleep alone. Sleep problems and anxiety have been proposed to have a reciprocal relationship, whereby disturbed sleep increases a child's vulnerability to developing anxiety, and increased anxiety then interferes with sleep. Given that chronic sleep disturbance is associated with a range of behavioral and physical problems in youth and predicts future psychopathology, it is important to elucidate the nature of sleep problems in anxious youth. The present study investigated the relationship between sleep and anxiety utilizing a sample of 101 youth, ages 6-17, with a primary anxiety disorder. Families completed a structured diagnostic interview and self-report questionnaires about child anxiety and mood symptoms, behavior problems, parent psychopathology, and family functioning. Parents also completed the Children's Sleep Habits Questionnaire (CSHQ), a measure designed to assess children's sleep habits and problems. The CSHQ covers a range of SRPs in various domains, including bedtime resistance, sleep onset latency, sleep anxiety, night wakings, parasornnias, and daytime sleepiness. Total scores of 41 or greater on the CSHQ are indicative of clinical sleep disturbance. Statistical analyses were conducted to examine the data for differences across demographic and diagnostic variables, using chi-square tests for categorical and t-tests for continuous variables. Hierarchical linear regressions were also performed to determine the unique and linear contributions of child and family characteristics on SRPs. Findings revealed that SRPs were highly prevalent across all anxious youth, but the nature of these problems varied by diagnosis. SRPs also differed as a function of age, with younger children experiencing greater nighttime difficulties and adolescents struggling with more daytime sleepiness. Certain child characteristics, including heightened anxiety sensitivity and severity of depressive symptoms, were found to predict greater SRPs. Several family factors, including impaired family functioning, maternal psychopathology, and parental intrusiveness, were also found to predict SRPs. Taken together, results of the present study suggest that sleep difficulties are widespread among anxious youth and walTant greater research and clinical attention.
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Presnall, Melissa. "Sleep problems in anxious children : a behavioural family intervention : a dissertation". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2943.
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This study used a multiple baseline across participants design to examine the relationship
between sleep and anxiety in school-aged children, the effectiveness of a behavioural family
intervention, and the co-existence of depression with children presenting with sleep
disturbances and anxiety symptoms. The families of five school-aged children, three females
and two males that met the selection criteria as having problematic sleep and anxiety
participated in the study. Interventions incorporating a combination of strategies from sleep
and anxiety research were individually designed for each child.
The hypotheses of the study were measured by the use of parent and child sleep
diaries, the Child Behaviour Checklist (CBCL), the State-Trait Anxiety Inventory for
Children (STAIC), and the Children's Depression Inventory (CDI) and were administered at
baseline, post-intervention, and follow-up. This study provides preliminary results that
indicate a relationship between sleep and anxiety may occur. The use of a behavioural family
intervention in the treatment of these problems showed mixed results, appearing most
successful in reducing participants' self-ratings of anxieties followed by reductions in parental
presence and sleep onset latency. The co-occurrence of depression was indicated and
symptoms decreased for those children whose sleep behaviours and anxiety problems
improved. The limitations of this study and implications for future research and professional
practice are discussed.
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Cheung, On-che Esther, i 張安之. "Effectiveness of a parental intervention program for high anxious trait children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209545.
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In the literature, a well-known effective program in reducing children’s anxiety symptoms is the ‘Coping Cat’ program (Kendall, 1994). However, effectiveness studies of parental education program have been relatively limited. Parenting factors are important as the risk for anxiety disorders appears particularly high in the offspring of anxious parents (McClure, Brennan, Hammen, & Le Brocque, 2001). Further parenting styles such as over-involvement and criticism was found to play a significant role in the development and maintenance of childhood anxiety (Gar, & Hudson, 2008). Therefore, this study adopted the ‘Coping Cat’ treatment program and delivered exclusively to parents of 14 children with anxiety symptoms of ages 6-11. The intervention group consisted of 6 2-hours group sessions of 4 to 7 parents. Psychological questionnaires were administered to parents during pre and post treatment. The outcome measures were compared with another 14 parents who did not receive the parental education program. Self-reported questionnaires were administered, including Parenting Stress Scale (PSS), Alabama Parenting Questionnaire (APQ), Coping Self-Efficacy Scale (CSE 13), Brief COPE and Screen for Child Anxiety Related Disorders (SCARED), to assess parental stress, parental styles, parental stress-coping styles and indirect effect on children’s anxiety symptoms. Repeated-measures ANOVA and paired sample t-tests was computed to evaluate the effects of the parental program. Results suggested that the intervention group showed significantly reduction in parents and children’s levels of stress and anxiety symptoms. It also demonstrated significant decrease of child’s separation anxiety symptoms and school avoidance behaviours after intervention. Moreover, significant reduced level of negative parental practices and increased practices of positive stress-coping strategies were found at post-treatment. Furthermore, perceived efficacy in stopping unpleasant emotions and thoughts as well as getting support from friends and family had improved. Additionally, the reduced stress symptoms among participants in the intervention group were negatively correlated with the increased use of humour coping strategies. Likewise, the reduced level of anxiety symptoms at post-treatment was positively correlated with the reduced practices of negative and ineffective discipline.published_or_final_version
Clinical Psychology
Master
Master of Social Sciences
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Biesen, Judith N. "You and I—pronoun use and communication patterns in anxious couples". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/313.
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Studies have identified links between anxiety and couple communication, anxiety and pronoun use as well as pronoun use and communication. The current study investigated the association between pronoun use and communication in the context of anxiety. One hundred and fifteen couples rated their communication with their partner and participated in two seven-minute problem-solving discussions, which were analyzed using a linguistic word count program. Results indicate that the use of I was not associated with ratings of communication whereas use of You by either partner was related to lower ratings of communication by both men and women. Moreover, the results of several moderation analyses suggest the association between women's (but not men's) ratings of communication and men's and women's use of You and men's I was moderated by both men's and women's anxiety. Women's anxiety moderated the relationship between both partner's use of You and women's rating of couple communication and men's anxiety moderated the relationship between men's use of You and I and women's view of couple communication. The hypothesis that pronoun use mediates the relationship between anxiety and couple communication was not supported. Implications are discussed.
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Brozovich, Faith Auriel. "Examining Mental Imagery and Post-event Processing among Socially Anxious Individuals". Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/164223.
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PsychologyPh.D.
Social anxiety disorder (SAD) is characterized by an intense fear of negative evaluation from others in social and/or performance situations. Research has demonstrated that socially anxious individuals' post-event processing, or post-mortem review of social situations, often affects their levels of anxiety, negative emotions, interpretations, and memories of events (Brozovich & Heimberg, 2008). Furthermore, research has shown that processing negative descriptions using imagery is more emotion-evoking than semantic processing of the same material (Holmes & Mathews, 2005; Holmes & Mathews, 2010). The present study investigated post-event processing involving mental imagery and its effects on mood, anxiety, and potentially biased interpretations of social and nonsocial events. Socially anxious and non-anxious participants were told they would give a 5 min impromptu speech at the end of the experimental session. They were then randomly assigned to one of three manipulation conditions: post-event processing imagery (PEP-Imagery), post-event processing semantic (PEP-Semantic), or a Control condition. In the post-event processing conditions, participants recalled a past anxiety-provoking speech and thought about the anticipated speech either using imagery (PEP-Imagery) or focusing on their meaning (PEP-Semantic). Following the condition manipulation, participants completed a variety of affect, anxiety, and interpretation measures. Consistent with our predictions, socially anxious individuals in the PEP-Imagery condition displayed greater anxiety than individuals in the other conditions immediately following the induction and before the anticipated speech task. Socially anxious individuals in the PEP-Imagery condition also interpreted ambiguous scenarios in a more socially anxious manner than individuals in the Control condition. The impact of imagery during post-event processing in social anxiety and its implications for cognitive-behavioral interventions are discussed.
Temple University--Theses
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Stephenson, Kevin G. "Autism, Alexithymia, and Anxious Apprehension: A Multimethod Investigation of Eye Fixation". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6916.
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Reduced eye fixation and deficits in emotion identification accuracy have been commonly reported in individuals with autism spectrum disorder (AS), but are not ubiquitous. There is growing evidence that emotion processing deficits may be better accounted for by comorbid alexithymia (i.e., difficulty understanding and describing one's emotional state), rather than AS symptoms per se. Another possible explanation is anxiety, which is often comorbid with AS; emotion processing difficulties, including attentional biases, have also been observed in anxiety disorders, suggesting that anxiety symptoms may also influence emotion processing within AS. The purpose of the current study was to test the role of dimensional symptoms of autism, anxious apprehension (AA), and alexithymia in mediating eye fixation across two different facial processing tasks with three adult samples: adults diagnosed with autism (AS; n = 30), adults with clinically-elevated anxiety without autism (HI-ANX; n = 29), and neurotypical adults without high anxiety (NT; n = 46). Experiment 1 involved participants completing an emotion identification task involving short video clips. Experiment 2 was a luminescence change detection task with an emotional-expression photo paired with a neutral-expression photo. Joy, anger, and fear video and photo stimuli were used. Dimensional, mixed-effects models showed that symptoms of autism, but not alexithymia, predicted lower eye fixation across two separate face processing tasks. There were no group differences or significant dimensional effects for accuracy. Anxious apprehension was negatively related to response time in Experiment 1 and positively related to eye fixation in Experiment 2. An attentional avoidance of negative emotions was observed in the NT and HI-ANX group, but not the AS group. The bias was most pronounced at lower levels of AS symptoms and higher levels of AA symptoms. The results provide some evidence for a possible anxiety-related subtype in AS, with participants endorsing high autism symptoms, but low anxious apprehension, demonstrating more classic emotion processing deficits of reduced eye fixation.
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Spurr, Jane. "The observer perspective : its role in the maintenance of social phobia and social anxiety". Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340306.
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Djebbar, Chahida. "Le temps subjectif chez le déprimé anxieux : apport du Rorschach et de TAT : approche psycho-dynamique". Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB141/document.
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Cette thèse vise à mettre à l'épreuve les apports théoriques, dans un regard psycho-dynamique à partir d'un ancrage clinique et projectif, afin de comprendre le délicat tissage entre inscription temporelle et processus dans un travail d’articulation ; que propose le questionnement sur la perception des trois temps (passé, présent et futur), et de la spécificité d’inscription dans une situation non-figuratif au test du Rorschach, ainsi que processus d’enregistrement le récit au test du TAT. Si le caractère discontinu des évènements s'avère non structurant chez le déprimé anxieux, sur fond de la non continuité et de défaut de la permanence garanti par une relation objectale, à l'autre insuffisamment étayant, dont le psychisme se décompose dans la dépression anxieuse, revivre le passé et l'attente emporte souvent le sujet dans un abîme d'angoisse dans lequel il se perd. Ne pouvant plus s’ancrer dans le présent dans un mouvement d’élaboration et de symbolisation psychique, et, en miroir, engouffrant tout possible pour l'avenir, le sujet dit « déprimé anxieux » se retrouverait, paradoxalement, enfermé dans une impasse temporelle, se figure dans un spirale temporelle barré, sans écart qui potentialise son investissement pulsionnel, narcissique et objectalThis thesis aims to test theoretical contributions in a psycho-dynamic look from a projective clinical anchorage and to understand the delicate weaving between time registration and work processes in a joint; proposed questioning the perception of the three times (past, present and future), and specific registration in a non-representational situation in the Rorschach test and the account registration process to test the TAT. If the discontinuous nature of the events proves not structured in anxious depressed, amid the non continuity and lack of permanence secured by a object relation, to the other supporting insufficiently whose psyche decomposes in anxious depression , relive the past and expectation often takes the subject into a abyss of anguish in which he loses. No longer able to anchor in this development in a movement and psychic symbolization, and, mirror, engulfing everything possible for the future, the subject says "anxious depressed" would end up, paradoxically, locked in a dead time if contained in a temporal barred spiral without gap which potentiates its instinctual investment, and object-narcissistic
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Dingo, Rebecca Ann. "Anxious rhetorics (trans)national policy-making in late twentieth-century US culture /". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1120579965.
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Tomsky, Teresa Maria. "Representing partition : anxious witnessing and trauma in India and the former Yugoslavia". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/15292.
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“Representing Partition,” a comparative study on state division in India and the former Yugoslavia, investigates the way partition literatures, that body of texts covering the violent impact of state-partitioning, register their anxieties in a bid to alter political landscapes. The thesis argues that traumatic affects play a critical role in initiating an antipartitionist consciousness, a vital awareness which is key to the imagining, transformation, and enabling of political communities. My focus on different affects – including anxiety, melancholia, and nostalgia – and their ability to fuel forms of communal solidarity extends current work by postcolonial scholars. “Representing Partition” breaks with the theoretical focus on the nation-state by exploring how partition functions materially as well as symbolically in the generation of new political identities, at the levels of the individual, the regional, the diasporic, and in the creation of new institutions. In representing partition’s traumas, writers seek to perturb and provoke their audience, with a view to reshaping the subjectivities of the reading classes.
In four chapters, I examine the way literary narratives insistently return to partition as a site of multiple traumas and suggest new modes of commemoration, that are linked to political praxis. In naming partition’s heterogeneous traumatic effects, such discourses present an alternative to the ethno-national rhetoric of independence proclaimed by the post-partitioned state and gesture towards the formation of future communities. Chapter One analyses the important role of cosmopolitanism and affect in galvanising a form of commemorative ethics that responds to communal, class, and caste violence in novels by diasporic Indian writer Amitav Ghosh. Chapter Two examines the genre of the Indian partition anthology as a vehicle for articulating and, ultimately, institutionalising various collective traumas engendered by partition. Chapter Three concerns questions of recovery, retribution, and restitution as it investigates the break-up of Yugoslavia and its repercussions on self-avowed and traumatised Yugoslavs in the novels of Dubravka Ugresic. Chapter Four looks at testimonies to the 1992-1995 Bosnian war in the comic books of Joe Sacco. Sacco’s visual, self-reflexive strategies and his focus on the international media industry provide a critique of the way trauma is mediated, (re)produced, and commodified.
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Foster, Monica L. "The effects of biofeedback-assisted relaxation on high and low anxious diabetics". Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/2956.
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Previous investigations of biofeedback and relaxation for diabetics to control blood sugar level have been contradictory. The present study hypothesized that diabetics determined as high anxious would lower their blood sugar levels significantly, as compared to a low anxious group. Twelve participants, 34 to 70 years old, were divided into high and low anxious groups according to scores on four paper and pencil measures. For 6 weeks biofeedback-assisted relaxation was administered to both groups and a multivariate analysis of variance was conducted. The hypothesis was not supported. Three of 12 decreased blood sugar levels over treatment. A regression analysis was conducted to examine the variables those 3 participants had in common, yielding a multiple R of.96 (p (is less than) .001) between the reducers and the non-reducers. Reducers had (in order of importance in the regression equation) more monthly hassles; were less distancing, more confrontive, and more accepting of responsibility in their ways of coping; were less trait anxious; and experienced more anxiety-related affect. Inferences about the possible influences these variables had on success in treatment are discussed, and implications for future research are presented.
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Nichols-Lopez, Kristin A. "Anxiety Sensitivity’s Facets in Relation to Anxious and Depressive Symptoms in Youth". FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/268.
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Anxiety sensitivity is a multifaceted cognitive risk factor currently being examined in relation to anxiety and depression. The paucity of research on the relative contribution of the facets of anxiety sensitivity to anxiety and depression, coupled with variations in existing findings, indicate that the relations remain inadequately understood. In the present study, the relations between the facets of anxiety sensitivity, anxiety, and depression were examined in 730 Hispanic-Latino and European-American youth referred to an anxiety specialty clinic. Youth completed the Childhood Anxiety Sensitivity Index, the Revised Children’s Manifest Anxiety Scale, and the Children’s Depression Inventory. The factor structure of the Childhood Anxiety Sensitivity Index was examined using ordered-categorical confirmatory factor analytic techniques. Goodness-of-fit criteria indicated that a two-factor model fit the data best. The identified facets of anxiety sensitivity included Physical/Mental Concerns and Social Concerns. Support was also found for cross-ethnic equivalence of the two-factor model across Hispanic-Latino and European-American youth. Structural equation modeling was used to examine models involving anxiety sensitivity, anxiety, and depression. Results indicated that an overall measure of anxiety sensitivity was positively associated with both anxiety and depression, while the facets of anxiety sensitivity showed differential relations to anxiety and depression symptoms. Both facets of anxiety sensitivity were related to overall anxiety and its symptom dimensions, with the exception being that Social Concerns was not related to physiological anxiety symptoms. Physical/Mental Concerns were strongly associated with overall depression and with all depression symptom dimensions. Social Concerns was not significantly associated with depression or its symptom dimensions. These findings highlight that anxiety sensitivity’s relations to youth psychiatric symptoms are complex. Results suggest that focusing on anxiety sensitivity’s facets is important to fully understand its role in psychopathology. Clinicians may want to target all facets of anxiety sensitivity when treating anxious youth. However, in the context of depression, it might be sufficient for clinicians to target Physical/Mental Incapacitation Concerns.
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Otway, Lorna J. "Exploring the effects of attachment security priming on depressed and anxious mood". Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/362608/.
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On the basis of correlational evidence linking attachment insecurity to depression and anxiety (Reis & Greyner, 2004; Eng et al., 2001) my first aim in Study 1 (N = 144) was to uncover causal relationships between attachment patterns and depression and anxiety. Anxious-primed participants reported higher depressed mood than secure-primed participants. Furthermore, avoidant-primed and anxious primed participants reported higher anxious mood compared to secure-primed participants, suggesting a causal relationship between attachment anxiety and depression and that attachment anxiety and attachment avoidance cause anxious mood. The beneficial effects of repeated security priming can last for several days (e.g., Carnelley & Rowe, 2007). My second aim, in Study 2 (N = 50) and Study 3 (N = 81) was to test the effectiveness of repeated security priming via text messages. Participants completed secure (versus neutral) primes in the laboratory followed by text message primes for 3 days. In both experiments, secure- (versus neutral)-primed participants reported higher felt security immediately after the laboratory prime, after the last text prime and 1 day after the last text prime. This is a promising development for researchers interested in exploring the long-term effects of repeated attachment security priming. My third aim was to test the effectiveness of repeated secure versus neutral priming (in the laboratory and via texts) on depressed and anxious mood. In Study 3, secureprimed participants reported less anxious mood compared to neutral-primed participants. Furthermore, results suggested that over time repeated security priming is likely to reduce depressed mood. In Study 4 (N = 12) secure-primed clinically depressed outpatients did not show differences in depressed or anxious mood compared to neutral-primed participants. Further research is necessary with an adequate sample size. These findings make a novel contribution to understanding the role of attachment patterns in mood disorders. Moreover, the clinical implications of these results are that in the future, security priming might be included in the treatment of anxiety and depression.
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Ruge, Maree Ellen. "Assessment and management of the anxious patient in the cardiac catheter laboratory". Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/4a49fdc9498ee77ed378e67115bee4ec073f5ca87b799a96d480b5c644e3994d/10284925/Ruge_2013_Assessment_and_management_of_the_anxious.pdf.
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Nurses in the cardiac catheter procedure environment provide care for patients undergoing investigation and intervention for diagnosis and treatment of heart disease. It is evident that such patients undergoing cardiac catheterisation will experience heightened anxiety. Consequently, psychological assessment should be incorporated throughout all aspects of nursing care in this setting. Routine assessment is important to enable early identification of patient anxiety and inform management strategies to be applied to best support the patient. However, there is evidence from across cardiac patient populations that anxiety is not routinely asse ssed in the acute care setting. Moreover, evidence supports that nursing assessment of anxiety may be unreliable and does not always reflect the patient experienced anxiety. The objective of this study was to utilise a qualitative approach to study nursing practices in regards to anxiety assessment and management when caring for patients undergoing cardiac catheter procedures. The study was undertaken from a single site cardiac catheter procedure unit in a large tertiary hospital. Data was collected through document analysis, chart review and semi-structured individual interviews with five cardiac nurses. This study found that nursing assessment and management of patient anxiety for patients in this setting was not clearly defined or actively implemented. The research also identified that there were negative outcomes for both patients and nursing staff when patient anxiety was not identified or managed in a timely manner. Unique organisational and cultural factors were found to influence these aspects of care in this environment. Findings also identified the need for a standardised approach to nursing assessment of anxiety and its subsequent management. Timely anxiety assessment and application of suitable nursing interventions to minimise patient anxiety are needed to yield positive outcomes for both patients and nursing staff. It is suggested that a suitable assessment tool to support standardised anxiety measurement be developed.
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Everhart, Daniel Erik Jr. "Cerebral Regulation of Cardiovascular Functioning and Fluency among Anxious and Nonanxious Men". Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30497.
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This experiment investigated lateralized hemispheric regulation of the autonomic nervous system (ANS) among high anxious and nonanxious university undergraduate men using a novel laboratory paradigm. Specifically, this three phase paradigm entailed the administration of a verbal fluency (left frontal) and nonverbal fluency (right frontal) task with or without the threat of a painful stimulus (cold pressor) to high anxious and nonanxious participants. Thus, the cerebrums are hypothesized to be engaged in a dual-task experience requiring the regulation of the ANS and concurrent performance on the verbal or the nonverbal fluency measure. Given the literature which supports relative right hemisphere activation among anxious individuals, it was hypothesized that high anxious men would (1) demonstrate greater physiological arousal to the cold pressor, (2) perform relatively worse on nonverbal fluency measures and demonstrate greater difficulty regulating cardiovascular functioning, and (3) demonstrate relatively lower nonverbal fluency scores and increased physiological arousal when presented with the nonverbal fluency task and cold pressor stimulus simultaneously. The results are evaluated using three perspectives: Heller's (1993) hypothesis, Kinsbourne's Functional Cerebral Distance principle, and lateralized regulation of the sympathetic and parasympathetic nervous system. The results only partially supported the right hemisphere activation hypothesis for anxious individuals, as many of the significant results were counter to hypotheses. Specifically, high anxious men demonstrated lower verbal fluency scores and greater heart rate during the combined stimulus of the cold pressor and verbal fluency task. The data are supportive of relative anterior deactivation among high anxious men. The discussion extends the findings to present questions regarding cerebral regulation of the ANS. Future experiments which may add to the current understanding of lateralized regulation of the sympathetic nervous system (SNS) and parasympathetic nervous system (PNS) are suggested.Ph. D.