Does Shy-Inhibited Temperament in Childhood Lead to Anxiety Problems in Adolescence?

Prior, Margot; Smart, Diana; Sanson, Ann; Oberklaid, Frank

doi:10.1097/00004583-200004000-00015

Cited by 323 publications

(257 citation statements)

References 13 publications

Supporting

Mentioning

237

Contrasting

Unclassified

Order By: Relevance

Section: Author Manuscriptmentioning

confidence: 99%

“…Although concurrent studies have been informative, longitudinal studies provide information concerning trajectories of development, suggest direction of causality, and hold greater promise for identifying risk and resilience factors. 12,13 Although several studies investigating child factors have utilized longitudinal designs, [14][15][16] there are few prospective studies examining familial or environmental factors.Among the existing prospective studies, findings substantiate aspects of the three-pronged etiological model that emphasize child, parent/family and environmental factors. For instance, with respect to child variables, evidence from longitudinal studies support such biological markers as behavioral inhibition and child temperament as predictors of later anxiety.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Childhood Predictors of Anxiety Symptoms: A Longitudinal Study

Grover

Ginsburg

Ialongo

2005

Child Psychiatry Hum Dev

View full text Add to dashboard Cite

The present study examined the concurrent and prospective relation between a select number of potential predictors and symptoms of anxiety among a high-risk community sample of 149 predominately African American children. Parent and child reports of anxiety were assessed in the first and seventh grade. Six domains of childhood risk factors (i.e., Loss-Death, Loss-Separation, Social Adversity, Negative Family Environment, Academic Difficulties, and Peer Rejection) were assessed using multiple informants in the first grade. Results indicated that children who experienced a more negative family environment, had a greater number of losses and deaths, and experienced academic failures in the first grade exhibited higher levels of anxiety (concurrently and/or at the six year follow-up). Findings provide empirical support to etiological models that posit both parental/familial and environmental factors contribute to the development of heightened anxiety in children. Keywords risk factors; child anxiety; African AmericanAnxiety disorders are among the most common childhood psychiatric disorders, with prevalence rates ranging between 3% and 15%. 1 Children with anxiety disorders experience significant impairment in their academic, familial, and social functioning. For instance, many anxious children have difficulty attending and performing in school, struggle with making and maintaining friendships, have high levels of family conflict, and experience significant personal distress (e.g., see . In light of the high prevalence of anxiety disorders and the short-and long-term impairment they confer, attempts to identify early risk factors or predictors of anxiety are needed. Identifying predictors of psychopathology is critical for informing etiological models, facilitating early identification, and developing preventive interventions. 5 The focus of the present study was to address this issue by examining a broad range of theorized predictors of anxiety over a seven-year period, capitalizing on an existing community-based longitudinal data set from the Baltimore Prevention Research Center at Johns Hopkins University Bloomberg School of Public Health.Developmental models of anxiety disorders in children served as a guide for identifying potential predictors. These models generally stress the reciprocal relation between a number of child (e.g., behavioral inhibition and avoidance, distorted thinking), parental/familial (e.g., psychopathology, family environment, parenting behaviors), and environmental NIH Public Access Author ManuscriptChild Psychiatry Hum Dev. Author manuscript; available in PMC 2012 June 13. factors (e.g., poverty, traumatic experiences). [6][7][8][9] Utilizing primarily concurrent designs, studies attempting to empirically validate theorized risk factors have identified several familial and environmental correlates of anxiety (e.g., see Refs. 10 and 11). Although concurrent studies have been informative, longitudinal studies provide information concerning trajectories of development, suggest direc...

show abstract

Section: Author Manuscriptmentioning

confidence: 99%

mentioning

confidence: 99%

Childhood Predictors of Anxiety Symptoms: A Longitudinal Study

Grover

Ginsburg

Ialongo

2005

Child Psychiatry Hum Dev

View full text Add to dashboard Cite

show abstract

“…Thus, it should not be surprising that social withdrawal is also associated with loneliness and depressed affect from the earliest years of childhood through early adolescence (e.g., Coplan et al 2007, Eisenberg et al 1998, Hymel et al 1990, Prior et al 2000. Moreover, the combination of withdrawal and peer rejection, exclusion, and/or victimization appears to be the strongest predictor of these negative outcomes (e.g., Bell-Dolan et al 1995, Boivin & Hymel 1997, Gazelle & Ladd 2003, Gazelle & Rudolph 2004, supporting the premise that it is the negative response of the peer group that results in withdrawn children's internalized negative thoughts and feelings.…”

Section: Self and Social Cognitionsmentioning

confidence: 99%

Social Withdrawal in Childhood

Hipson¹,

Coplan²

2017

Encyclopedia of Evolutionary Psychological Science

View full text Add to dashboard Cite

Socially withdrawn children frequently refrain from social activities in the presence of peers. The lack of social interaction in childhood may result from a variety of causes, including social fear and anxiety or a preference for solitude. From early childhood through to adolescence, socially withdrawn children are concurrently and predictively at risk for a wide range of negative adjustment outcomes, including socio-emotional difficulties (e.g., anxiety, low self-esteem, depressive symptoms, and internalizing problems), peer difficulties (e.g., rejection, victimization, poor friendship quality), and school difficulties (e.g., poor-quality teacher-child relationships, academic difficulties, school avoidance). The goals of the current review are to (a) provide some definitional, theoretical, and methodological clarity to the complex array of terms and constructs previously employed in the study of social withdrawal; (b) examine the predictors, correlates, and consequences of child and early-adolescent social withdrawal; and (c) present a developmental framework describing pathways to and from social withdrawal in childhood.

show abstract

“…Regardless whether social behaviors are examined in short-term or long-term studies [23], [24]. Here are some longitudinal studies" results about aggression, prosocial behavior and shyness: Asendorpf [25], Degnan et al [26], Prior et al [27] and Roberts and del Vecchio [28] reported low stability of shyness before middle childhood. In conterast for shyness, Adams, Bukowski & Bagwell [23], Loeber [29], Loeber & Hay [7] and Olweus [30] found high stability about aggression.…”

Section: B Measurementioning

confidence: 99%

Social Behaviors in Nuclear and Extended families Children Age 6 to 11 – A Longitudinal Study with Turkish Sample

Seven¹,

İnci²

2016

IJSSH

View full text Add to dashboard Cite

Abstract-The main aim of this study is to identify whether or not the social behaviors such Prosociality, Shyness and Aggression of children, living in a stable life period families, are stable from age 6 to age 11 in a sample of Turkish children. In total, 47 children participated in the study, of whom 24 male and 23 female lived in families in Muş Province, Turkey. Teacher Assessment of Social Behaviors Scale were applied to the same group four times (at ages 6, 7, 9, 11) in five years. The children in this sample were assessed initially at the end of their final preschool year (age 6) and were reassessed at the end of the first (age 7), third (age 9) and fifth grade (age 11) of elementary school. All assessments were conducted in May. In conclusion, social behavior was found to be stable for 55% prosocial behaviors, 31% Shynese behavior and 79% for aggressive behavior as results of regression analysis. These findings support the argument that aggression and prosocial behaviors follows a stable course from age 6-11 age onwards. Repeated measures ANOVA with a Greenhouse-Geisser correction determined that mean not differed statistically significantly between aggression's (F(2.19, 98.56) = .235 , P > 0.05), shyness' (F(2.92, 131.58) = .982 , P > 0.05) and prosocial behaviours' (F(2.63, 118.67) = .383 , P > 0.05) time points and family types.

show abstract

Does Shy-Inhibited Temperament in Childhood Lead to Anxiety Problems in Adolescence?

Cited by 323 publications

References 13 publications

Childhood Predictors of Anxiety Symptoms: A Longitudinal Study

Childhood Predictors of Anxiety Symptoms: A Longitudinal Study

Social Withdrawal in Childhood

Social Behaviors in Nuclear and Extended families Children Age 6 to 11 – A Longitudinal Study with Turkish Sample

Contact Info

Product

Resources

About