Relations between anxiety sensitivity and panic symptoms in nonreferred children and adolescents

Calamari, John E.; Hale, Lisa R.; Heffelfinger, Susan; Janeck, Amy S.; Lau, Jason J; Weerts, Mark A; Taglione, Patricia A; Schisler, Richard L

doi:10.1016/s0005-7916(01)00026-x

Cited by 56 publications

(41 citation statements)

References 47 publications

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“…One key paper resulting from this study focused upon the links between panic/somatic symptoms of anxiety and anxiety sensitivity (fear of the physical sensations of anxiety). Anxiety sensitivity has previously been demonstrated to predict panic symptoms (Calamari et al, 2001) and has been shown to be heritable in an adult study of twins (Stein, Jang, & Livesley, 1999). Our analyses revealed that anxiety sensitivity was also heritable in our sample of 8 year olds, and that there is strong genetic overlap with panic/somatic symptoms (suggesting that the same genes that influence anxiety sensitivity may also influence panic/somatic symptoms) (Eley, Gregory, Clark, & Ehlers, 2007).…”

Section: ''Endophenotypes'' and Risk Pathwaysmentioning

confidence: 97%

Genetic Influences on Anxiety in Children: What we’ve Learned and Where we’re Heading

Gregory

Eley

2007

Clin Child Fam Psychol Rev

167

103

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Anxiety is a common problem, typically beginning early in life. This article explores reasons for individual differences in levels of anxiety among children, by reviewing the genetic literature. The plethora of research to date has demonstrated clearly that both genes and environmental influences play important roles in explaining differences in levels of anxiety of various types among children. This has encouraged researchers to search for specific genes and environmental influences upon anxiety. Despite important progress in identifying links between anxiety and specific genes-including associations between serotonin and dopamine genes and different symptoms of anxiety-overall, progress has been slow because multiple genes of small effect size are likely to influence anxiety. This article explains how the hunt for genes involved in anxiety is likely to benefit from genetically sensitive research, which examines the co-occurrence of symptoms; includes measures of the environment; and examines endophenotypes and risk pathways. KEY WORDS: anxiety; children; environment; genes; twins IntroductionAnxiety is characterized by fear, concern or dread. This may be related to a specific event or situation that is perceived threatening, or may be more pervasive. Individuals with high levels of anxiety may meet criteria for an anxiety disorder, of which there are many types (Diagnostic and Statistical Manual of Mental Disorders-IV, American Psychiatric Association, 1994). Although anxiety is a common difficulty occurring throughout the life-course it typically begins early in life Kessler, Berglund, Demler, Jin, & Walters, 2005), which suggests that research examining the origins of anxiety may be beneficial in childhood. While most children show at least some symptoms of anxiety, the exact prevalence of anxiety disorders is debatable. For example, a review of epidemiological studies examining rates of anxiety disorders in preadolescent children reported prevalence rates between 2.6 and 41.2% (Cartwright-Hatton, McNicol, & Doubleday, 2006).Given the widespread nature of childhood anxiety, researchers are trying to understand more about why anxiety develops and persists. One research area of rapid growth in this respect is genetics and this type of research has tended to focus upon symptoms of anxiety within the full range as opposed to anxiety disorders. A sceptic may point out that we are stuck with the genes that we are born with and argue that therefore, understanding the way in which genes influence behavior is of little use. However, as will be discussed in the course of this article, it is becoming increasingly clear that although it is true that our genes do not change throughout development, genes may become more or less influential over time; and the environment can influence the way in which our genes impact upon our emotions and behaviors. This article will document the progress that has been made in understanding genetic and environmental influences on childhood anxiety. Although there are numerous reviews of ...

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Section: ''Endophenotypes'' and Risk Pathwaysmentioning

confidence: 97%

Genetic Influences on Anxiety in Children: What we’ve Learned and Where we’re Heading

Gregory

Eley

2007

Clin Child Fam Psychol Rev

167

103

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“…For example, studies of anxiety sensitivity evaluated children's tendency to interpret physical cues as threatening [14]. Finally, some authors…”

Section: Interpretation Tasksmentioning

confidence: 99%

Cognitive findings in childhood anxiety: Translations for clinical practice

Manassis¹

2013

Translational Neuroscience

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IntroductionIn the past decade, the literature on cognition in anxious children has expanded rapidly. New To ensure a thorough review of relevant findings, a search of PubMed was undertaken using the search words "cognition", "anxiety", and "children". As this search yielded several hundred papers, only those published within the past 10 years were retrieved.Key citations within these retrieved papers were also obtained, including some from the psychological literature. Thus, this paper represents a selective rather than exhaustive review with emphasis on recent findings. All COGNITIVE FINDINGS IN CHILDHOOD ANXIETY: TRANSLATIONS FOR CLINICAL PRACTICE AbstractBackground: The study of cognition in anxious children (i.e., those with anxiety disorders and those with high trait anxiety) is a burgeoning field. Cognitive biases towards encoding threatening information, interpreting stimuli as threatening, and selecting avoidant responses have been found to affect these children, and in some cases their parents too. These biases as well as certain cognitive abilities and deficits have been related to childhood anxiety and its treatment. Given the plethora of recent findings, implications for the practicing clinician are not always obvious. Methods: Using a review of recent medical literature, this paper summarizes key findings and examines potential links to clinical practice. Results: The need to appreciate the reciprocal relationship between anxiety and cognition is highlighted (i.e., anxiety can contribute to cognitive biases and deficits, but cognitive problems can also contribute to anxiety). Cognitive factors can also predict poor response to traditional treatments, and thus suggest modifications of treatment that may benefit some children. Treatments focused on cognitive biases are gaining popularity, but their role in the treatment of anxious children and in relation to other anxiety treatments merits further study. Conclusion: Recent cognitive findings enhance our clinical understanding of anxious children, and may suggest ways of tailoring evidence-based treatments to best meet the needs of children with diverse cognitive profiles and developmental needs.

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“…For example, a recent meta-analytic review found a significant small effect size suggesting that youth diagnosed with panic disorder have higher levels of AS when compared to children with other anxiety disorders 10 . AS scores are also associated with total number of panic symptoms, number of panic attacks in the past year and month, amount of distress caused by the attacks and perceived seriousness of the attacks 9 , and predict panic symptoms after controlling for trait anxiety and depression 7 . Moreover, as in adults 28,29 , a study 30 showed that children with good heart-beat perception had significantly more panic/somatic symptoms and AS scores than those with poorer heart-beat perception, and there were no significant differences between those with good and poor heartbeat perception for general anxiety, social phobia or school phobia symptoms, suggesting a specific association between anxiety related to physiological cues and heart-beat perception as compared to anxiety related to others focus.…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies have consistently demonstrated that the CASI is a reliable and valid instrument for measuring anxiety sensitivity in both clinical and nonclinical samples of children and adolescents 5,6 . Furthermore, studies have shown that AS in children and adolescents correlates in a theoretically meaningful way with other anxiety measures, mainly those measuring panic symptoms, and that AS may be a risk factor for the development of anxious symptomatology and anxiety disorders in youth [7][8][9][10] . It is very important to examine the applicability and the psychometric properties of the CASI in different cultures and countries.…”

Section: Introductionmentioning

confidence: 99%

Reliability and convergent validity of the Childhood Anxiety Sensitivity Index in children and adolescents

Isolan

Salum

Flores

et al. 2012

J. bras. psiquiatr.

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Objective: The purpose of this study was to examine the reliability and the convergent validity of the Children Anxiety Sensitivity Index (CASI) with DSM-IV anxiety disorder symptoms, by comparison with the Screen for Child Anxiety Related Emotional Disorders (SCARED), in a community sample of Brazilian children and adolescents. Methods: Children and adolescents from five schools were selected from a larger study that aimed to assess different aspects of childhood anxiety disorders. All participants completed the CASI and the SCARED. results: This study supported the reliability of the CASI total score. Girls reported higher total anxiety sensitivity scores than boys and there were no differences in total anxiety sensitivity scores between children and adolescents. This study showed moderate to high correlations between the CASI scores with SCARED scores, all correlations coefficients being positive and significant. conclusions: Our findings demonstrate an appropriate reliability and evidence of convergent validity in the CASI in a sample of Brazilian children and adolescents. reSUMO Objetivo: O objetivo deste estudo foi examinar a confiabilidade e a validade convergente da Children Anxiety Sensitivity Index (CASI) com sintomas de transtornos de ansiedade de acordo com o DSM-IV, por meio da comparação com a Screen for Child Anxiety Related Emotional Disorders (SCARED). Métodos: Crianças e adolescentes provenientes de cinco escolas foram selecionados de uma amostra de um estudo maior que avaliava diferentes aspectos dos transtornos de ansiedade. Todos os participantes completaram a CASI e a SCARED. resultados: Esse estudo demonstrou a confiabilidade do escore total da CASI. Meninas apresentaram escores de sensibilidade à ansiedade mais altos do que meninos e não houve diferença nos escores totais de sensibilidade de ansiedade entre crianças e adolescentes. Esse estudo encontrou correlações de moderada a alta entre os escores da CASI e os escores da SCARED, sendo todas as correlações positivas e significativas. conclusões: Nossos achados demonstraram uma confiabilidade apropriada e evidência de validade convergente da CASI em uma amostra de crianças e adolescentes brasileiros.

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Relations between anxiety sensitivity and panic symptoms in nonreferred children and adolescents

Cited by 56 publications

References 47 publications

Genetic Influences on Anxiety in Children: What we’ve Learned and Where we’re Heading

Genetic Influences on Anxiety in Children: What we’ve Learned and Where we’re Heading

Cognitive findings in childhood anxiety: Translations for clinical practice

Reliability and convergent validity of the Childhood Anxiety Sensitivity Index in children and adolescents

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