Current Issues in the Assessment of Anxiety in Children and Adolescents: A Developmental Perspective

Campbell, Marilyn; Rapee, Ronald M.

doi:10.1017/s0813483900004952

Cited by 21 publications

(20 citation statements)

References 60 publications

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“…Our finding adds weight to claims that math anxiety symptoms may be displayed in primary-aged children [9,10,40] and is inconsistent with claims that math anxiety symptoms only appear in late primary/elementary school students [1,11]. It is possible of course that the latter studies may have underestimated young children's academic anxieties because of difficulties associated with assessing affective states retrospectively [13]. In the present study, this difficulty was minimized by asking children about their worry immediately after solving a problem.…”

Section: Discussioncontrasting

confidence: 87%

“…It is often assumed that children are able to report anxiety states-a claim that overlooks limitations in children's metacognitive capabilities, which may affect their ability to answer questions about their own cognitive or socioemotional states [13]. In questionnaires typically used to assess MA, children are asked to reflect on general events (e.g., imagine being in a math lesson) and rate their anxiety, yet this may be beyond their cognitive capabilities [9,14,15].…”

Section: Introductionmentioning

confidence: 99%

“…However, both groups of researchers asked probe questions about general retrospective events (e.g., experiences with mental calculation), rather than a specific problem solving event as they occurred. It is possible that the 9-year-olds in both studies lacked the abilities to reflect on general events [13].…”

Section: Introductionmentioning

confidence: 99%

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Relationships between 9-Year-Olds' Math and Literacy Worries and Academic Abilities

Punaro

Reeve

2012

Child Development Research

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We investigated whether 9-year-olds experience math and/or literacy worries and, if they do, whether it is related to problemsolving abilities. Fifty-eight children judged the correctness of math, literacy, and mental rotation problems that differed in difficulty and rated their worry level about the correctness of judgments. Nonverbal IQ, general math, and literacy abilities were also assessed. Results showed children's worry ratings varied as a function of task and problem difficulty. Latent class analyses of math and literacy worry ratings revealed high-, moderate-and low-worry subgroups in both domains. The high-worry math subgroup exhibited poorer math performance than the other math subgroups, demonstrating a link between math worry and math performance. No relationship was found between worry literacy subgroups and literacy performance. Moreover, no relationship was found between teachers' rating of children's academic and general worry and children's own worry ratings. The relevance of the findings for understanding math and literacy worry is discussed.

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Section: Discussioncontrasting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

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Relationships between 9-Year-Olds' Math and Literacy Worries and Academic Abilities

Punaro

Reeve

2012

Child Development Research

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“…While accurately assessing anxiety in children and adolescents is generally complex (Campbell & Rapee, 1996), when the participants are Indigenous further complications may arise. Bias, validity and reliability concerns have long been an area of contention due to cultural issues that can misrepresent abilities or states of mental health (Drew, 2000).…”

Section: Identificationmentioning

confidence: 99%

Anxiety Prevention in Indigenous Youth

Adermann¹,

Campbell²

2008

JSW

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Anxiety is the most prevalent psychopathology in young people, with up to 18% suffering from one or more anxiety disorders. Early prevention is important, as many signs of anxiety are often evident in childhood and adolescence. Anxiety disorders have negative consequences for academic, social and individual outcomes, and have been shown to be a precursor to depression, suicide and substance abuse. It is important to focus on a general population health approach of embedding anxiety prevention programs in the school curriculum as well as providing targeted intervention for indicated and at risk groups. Although there are some excellent evidence-based anxiety and depression prevention programs for children and adolescents, there has been little research into the prevention of anxiety in minority populations such as Indigenous young people. While it is easy to hypothesise that Australian Indigenous youth may suffer high levels of anxiety, data to support this are scant. Issues of appropriate research methodology; differing constructs of mental health; variable stressors and protective factors; and difficulties with culturally appropriate assessments and interventions complicate studies. Prevention and early intervention anxiety programs need to be culturally sensitive and adapted for Indigenous youth. This paper argues for more research to be conducted on the specific prevention needs in this seemingly vulnerable population.

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“…Most of the methods used to evaluate anxiety and cognition in anxious individuals were originally developed for adults (Alfano, Beidel, & Turner, 2002;Schniering, Hudson, & Rapee, 2000;Silverman & Ollendick, 2005). This assessment is strongly influenced by factors relating to cognitive, metacognitive and linguistic development (Campbell & Rapee, 1996;Schniering et al, 2000). However one should not assume that children experience and report anxiety the same way as adults.…”

Section: Introductionmentioning

confidence: 99%

Cognitive errors and anxiety in school aged children

Pereira

Barros

Mendonça

2012

Psicol. Reflex. Crit.

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Cognitive models of emotional disorders emphasize the role of biased information processing in the psychological functioning of anxious individuals. So far, the role of cognitive errors in problems of childhood anxiety disorders has received little empirical attention. This study analyzes the relations between cognitive errors and symptoms of anxiety in a sample of school aged children. The sample, comprised by 205 children (8 to 13 years old), answered the Children's Negative Cognitive Errors Questionnaire (CNCEQ) and the Screen for Child Anxiety Related Emotional Disorders -Revised (SCARED-R). Results show a positive and statistically significant relationship between cognitive errors and symptoms of anxiety, suggesting the importance of modifying these cognitive processes for prevention and intervention targeting anxiety problems in school aged children. Keywords: Cognitive errors, anxiety, children. ResumoOs modelos cognitivos das perturbações emocionais enfatizam o papel do processamento enviesado de informação em indivíduos ansiosos. Até ao momento, o papel dos erros cognitivos nos problemas de ansiedade na infância tem recebido pouca atenção empírica. Este estudo analisa a relação entre erros cognitivos e sintomatologia de ansiedade em crianças. A amostra é composta por 205 crianças (8-13 anos), que responderam ao Questionário de Erros Cognitivos para Crianças (CNCEQ) e à versão revista do Questionário de Avaliação de Perturbações Emocionais Relacionadas com a Ansiedade em Crianças (SCARED-R). Os resultados, que revelam uma relação positiva e estatisticamente significativa entre erros cognitivos e sintomatologia de ansiedade, sugerem a importância da modificação destes processos cognitivos na intervenção dirigida aos problemas de ansiedade em crianças. Palavras chave: Erros cognitivos, ansiedade, crianças.Anxiety disorders are the most prevalent problems in childhood and adolescence (Albano, Chorpita, & Barlow, 2003), affecting between 5.7 and 17.7% of children and youth (Costello & Angold, 1995). The high prevalence of anxiety disorders in childhood and its high social costs underlie the need to study the etiology of anxiety disorders. Knowledge of risk and maintenance factors of anxiety disorders is fundamental to the development of preventive strategies and effective intervention.Cognitive models emphasize the role of cognitive aspects in the development of emotional disorders. Beck's cognitive model (Beck, Rush, Shaw, & Emery, 1979) introduced the concept of cognitive distortions or errors by assigning to these cognitions a central role in the psychological functioning of depressed individuals, and later in the psychological functioning of anxious individuals (Beck, Emery, & Greenberg, 1985).These cognitive errors are characterized by a negative bias in the interpretations of events which are not based on reality. Even in those cases where there is a more realistic basis for these interpretations, the repetitive nature and the self-deprecating and extremely negative content, causes them to have...

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Current Issues in the Assessment of Anxiety in Children and Adolescents: A Developmental Perspective

Cited by 21 publications

References 60 publications

Relationships between 9-Year-Olds' Math and Literacy Worries and Academic Abilities

Relationships between 9-Year-Olds' Math and Literacy Worries and Academic Abilities

Anxiety Prevention in Indigenous Youth

Cognitive errors and anxiety in school aged children

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