Examining Changes in the Cognitive Attentional Syndrome and Attentional Control Following Metacognitive Therapy for Children with Generalized Anxiety Disorder

Walczak, Monika; Austgulen, Emma; Kirsten, Lena; Breinholst, Sonja

doi:10.1007/s41811-021-00124-8

J Cogn Ther

2021

DOI: 10.1007/s41811-021-00124-8

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Examining Changes in the Cognitive Attentional Syndrome and Attentional Control Following Metacognitive Therapy for Children with Generalized Anxiety Disorder

Monika Walczak

Emma Austgulen

Lena Kirsten

et al.

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2024

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Cited by 3 publications

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The Relationships Between Metacognitive Beliefs, Executive Functioning, and Psychological Distress in Early Adolescence

Belte,

De Regt,

Kannis-Dymand

et al. 2024

Cogn Ther Res

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Background Increased endorsement of metacognitions and poorer executive functioning have been associated with increased adolescent psychological distress. However, it is unknown whether poorer executive functioning strengthens the metacognitions–psychological distress relationship. Methods This cross-sectional study investigated unique and interactive contributions of self-reported positive metacognitions (beliefs that repetitive thinking is beneficial), negative metacognitions (beliefs that repetitive thinking is uncontrollable) and an objective test of executive function on self-reported psychological distress in N = 85 Australian adolescents (49% female, 51% male) aged 12–14 years (M = 13.22, SD = 0.45). Results Results of the hierarchical regression revealed both positive and negative metacognitions significantly, positively, and strongly predicted psychological distress. Furthermore, poorer executive functioning significantly strengthened the negative metacognitions–psychological distress relationship. These findings indicate that adolescents who endorse beliefs that their repetitive thinking is uncontrollable, dangerous, or helpful are more likely to be psychologically distressed. Furthermore, findings indicate adolescents with poorer inhibition were particularly vulnerable to the impact of negative metacognitions (e.g., repetitive thinking is uncontrollable) on psychological distress. This vulnerability is likely because negative metacognitions are highly intrusive, rendering their activation difficult to ignore. Conclusions Overall, findings support the self-regulatory executive function model, indicating metacognitions and executive functioning influence adolescent psychological distress. These findings have practical implications for clinical interventions.

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The Relationships Between Metacognitive Beliefs, Executive Functioning, and Psychological Distress in Early Adolescence

Belte,

De Regt,

Kannis-Dymand

et al. 2024

Cogn Ther Res

View full text Add to dashboard Cite

show abstract

Group metacognitive therapy for children and adolescents with anxiety and depression: A preliminary trial and test of proposed mechanisms

Thingbak,

Wells,

O’Toole

2024

Journal of Anxiety Disorders

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Effectiveness of an abbreviated version of the automated attention training technique (ATT) for stress reduction in a non-clinical sample—A randomized controlled trial

Baumeister,

Böger,

Schindler

et al. 2024

Journal of Contextual Behavioral Science

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Examining Changes in the Cognitive Attentional Syndrome and Attentional Control Following Metacognitive Therapy for Children with Generalized Anxiety Disorder

Cited by 3 publications

References 71 publications

The Relationships Between Metacognitive Beliefs, Executive Functioning, and Psychological Distress in Early Adolescence

The Relationships Between Metacognitive Beliefs, Executive Functioning, and Psychological Distress in Early Adolescence

Group metacognitive therapy for children and adolescents with anxiety and depression: A preliminary trial and test of proposed mechanisms

Effectiveness of an abbreviated version of the automated attention training technique (ATT) for stress reduction in a non-clinical sample—A randomized controlled trial

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