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Zink J, Weniger M, Porst PT, Siegmund CB, McDonald M, Rückert F, Roessner V, Knappe S, Beesdo-Baum K. Indicated Prevention for Children Screened in Routine Health Care: Effectiveness of a Social Skills Program on Social Anxiety and Depressive Symptoms. Res Child Adolesc Psychopathol 2024:10.1007/s10802-024-01221-w. [PMID: 38963517 DOI: 10.1007/s10802-024-01221-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/03/2024] [Indexed: 07/05/2024]
Abstract
Social anxiety is common in childhood and potentially transitions into clinical disorders including depression. The present study aimed to examine the effectiveness of an indicated prevention program for children screened in routine care. Data came from the PROMPt project, a prospective implementation study (10/2018-09/2022) that explored a novel care chain, starting with screening with the Strengths and Difficulties Questionnaire (SDQ) as part of regular health check-ups, followed by indicated assignment and participation in a prevention program. Questionnaires assessing anxiety and depression symptoms were administered shortly after screening or before program participation (T0), six months after screening or after program participation (T1) and at a follow-up, six months after T1 (T2). Children who participated in a group cognitive-behavioral social skills program (TT; n = 145) were compared using mixed model analyses with non-participating children who were either screened as normal (NOR; n = 894) or refused program participation despite indication (NoTT; n = 67). TT scores improved from T0 to T1 compared to NOR and NoTT (anxiety β = -0.71 and β = -0.71, social anxiety β = -0.46 and β = -0.52, depression β = -0.52 and β = -0.73). Improvement was maintained at T2. Moderation analyses showed a trend toward greater benefit for participants with higher baseline scores. Indicated prevention can improve anxiety and depression symptoms in children identified by screening in routine care. Systematic screening and targeted prevention may positively affect mental health of children on a population level.
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Affiliation(s)
- Julia Zink
- Behavioral Epidemiology, Institute of Clinical Psychology and Psychotherapy, TUD Dresden University of Technology, Chemnitzer Straße 46, 01187, Dresden, Germany.
| | - Max Weniger
- Behavioral Epidemiology, Institute of Clinical Psychology and Psychotherapy, TUD Dresden University of Technology, Chemnitzer Straße 46, 01187, Dresden, Germany
| | - Patricia Theresa Porst
- Behavioral Epidemiology, Institute of Clinical Psychology and Psychotherapy, TUD Dresden University of Technology, Chemnitzer Straße 46, 01187, Dresden, Germany
| | - Cornelia Beate Siegmund
- Behavioral Epidemiology, Institute of Clinical Psychology and Psychotherapy, TUD Dresden University of Technology, Chemnitzer Straße 46, 01187, Dresden, Germany
| | - Maria McDonald
- Department of Child and Adolescent Psychiatry, Faculty of Medicine, TUD Dresden University of Technology, Dresden, Germany
| | - Frank Rückert
- Behavioral Epidemiology, Institute of Clinical Psychology and Psychotherapy, TUD Dresden University of Technology, Chemnitzer Straße 46, 01187, Dresden, Germany
| | - Veit Roessner
- Department of Child and Adolescent Psychiatry, Faculty of Medicine, TUD Dresden University of Technology, Dresden, Germany
| | - Susanne Knappe
- Behavioral Epidemiology, Institute of Clinical Psychology and Psychotherapy, TUD Dresden University of Technology, Chemnitzer Straße 46, 01187, Dresden, Germany
- Evangelische Hochschule Dresden (ehs), University of Applied Sciences for Social Work, Education and Nursing, Dürerstraße 25, 01307, Dresden, Germany
| | - Katja Beesdo-Baum
- Behavioral Epidemiology, Institute of Clinical Psychology and Psychotherapy, TUD Dresden University of Technology, Chemnitzer Straße 46, 01187, Dresden, Germany
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Zerrouk M, Ravigopal T, Bell MA. Assessing anxiety problems in a community sample during toddlerhood: The impact of child temperament and maternal intrusiveness. Infant Behav Dev 2024; 75:101932. [PMID: 38492253 PMCID: PMC11162957 DOI: 10.1016/j.infbeh.2024.101932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Revised: 01/22/2024] [Accepted: 02/25/2024] [Indexed: 03/18/2024]
Abstract
Previous research indicates that child temperament and maternal behaviors are related to internalizing behaviors in children. We assessed whether maternal intrusiveness (MI) observed at 10-months would moderate the impact of temperamental fear and the impact of inhibitory control (IC) at 24 months on anxiety problems at 36 months. A mother-child interaction task was coded for MI. Behavioral tasks were given to assess children's IC. Parents completed questionnaires about their children's temperamental fear and anxiety problems. Results showed that greater temperamental fear reported at 24 months predicted greater anxiety problems reported at 36 months, regardless of MI levels. Lower levels of IC at 24 months predicted more anxiety problems reported at 36 months when children experienced greater MI. These findings illustrate the importance of examining both intrinsic and extrinsic factors, independently and interactively, that contribute to children's anxiety problems in toddlerhood.
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Johnston CR, Quarmley M, Nelson BD, Helion C, Murty VP, Jarcho JM. Social feedback biases emerge during recall but not prediction and shift across the development of social anxiety. Proc Natl Acad Sci U S A 2023; 120:e2308593120. [PMID: 38117853 PMCID: PMC10756286 DOI: 10.1073/pnas.2308593120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Accepted: 11/08/2023] [Indexed: 12/22/2023] Open
Abstract
Memory is a reconstructive process that can result in events being recalled as more positive or negative than they actually were. While positive recall biases may contribute to well-being, negative recall biases may promote internalizing symptoms, such as social anxiety. Adolescence is characterized by increased salience of peers and peak incidence of social anxiety. Symptoms often wax and wane before becoming more intractable during adulthood. Open questions remain regarding how and when biases for social feedback are expressed and how individual differences in biases may contribute to social anxiety across development. Two studies used a social feedback and cued response task to assess biases about being liked or disliked when retrieving memories vs. making predictions. Findings revealed a robust positivity bias about memories for social feedback, regardless of whether memories were true or false. Moreover, memory bias was associated with social anxiety in a developmentally sensitive way. Among adults (study 1), more severe symptoms of social anxiety were associated with a negativity bias. During the transition from adolescence to adulthood (study 2), age strengthened the positivity bias in those with less severe symptoms and strengthened the negativity bias in those with more severe symptoms. These patterns of bias were isolated to perceived memory retrieval and did not generalize to predictions about social feedback. These results provide initial support for a model by which schemas may infiltrate perceptions of memory for past, but not predictions of future, social events, shaping susceptibility for social anxiety, particularly during the transition into adulthood.
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Affiliation(s)
- Camille R. Johnston
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA19122
| | - Megan Quarmley
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA19122
| | - Brady D. Nelson
- Department of Psychology, Stony Brook University, Stony Brook, NY11794
| | - Chelsea Helion
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA19122
| | - Vishnu P. Murty
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA19122
| | - Johanna M. Jarcho
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA19122
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Aucoin P, Gardam O, St John E, Kokenberg-Gallant L, Corbeil S, Smith J, Guimond FA. COVID-19-related anxiety and trauma symptoms predict decreases in body image satisfaction in children. Child Psychiatry Hum Dev 2023; 54:1666-1677. [PMID: 35543799 PMCID: PMC9091148 DOI: 10.1007/s10578-022-01364-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/13/2021] [Revised: 04/07/2022] [Accepted: 04/11/2022] [Indexed: 11/22/2022]
Abstract
The present study investigated short-term longitudinal effects of COVID-19-related trauma and separation, social, and generalized anxiety symptoms on children's body image satisfaction. Participants were 247 Canadian children (121 boys, 123 girls) aged between 7 and 12 years (M = 9.04). Two cohorts of parents were recruited to complete a questionnaire at two time points on their children's body image satisfaction and COVID-19-related trauma and anxiety symptoms. The first cohort (n = 136 children) was recruited in Summer 2020 and the second cohort (n = 111 children) was recruited in Winter 2021. For each cohort, follow-up surveys were completed approximately five months later, therefore covering an entire year with both cohorts. Multilevel regression analyses showed that children's trauma and anxiety at Time 1 predicted significant decreases in body image satisfaction at Time 2. Older children were especially at risk of decreased body image satisfaction as a result of their COVID-19-related trauma, social anxiety and generalized anxiety symptoms. Younger girls were susceptible to decreased body image satisfaction as a result of their separation anxiety symptoms. Given that children's body image dissatisfaction is a precursor to the development of eating disorders, these findings shed light on potential targets for early intervention with children who are at-risk of developing such difficulties.
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Affiliation(s)
- Philip Aucoin
- School of Psychology, Faculty of Social Sciences, University of Ottawa, 136 Jean-Jacques Lussier, Vanier Hall, K1N 6N5, Ottawa, Ontario, Canada
| | - Olivia Gardam
- School of Psychology, Faculty of Social Sciences, University of Ottawa, 136 Jean-Jacques Lussier, Vanier Hall, K1N 6N5, Ottawa, Ontario, Canada
| | - Elizabeth St John
- School of Psychology, Faculty of Social Sciences, University of Ottawa, 136 Jean-Jacques Lussier, Vanier Hall, K1N 6N5, Ottawa, Ontario, Canada
| | - Laila Kokenberg-Gallant
- School of Psychology, Faculty of Social Sciences, University of Ottawa, 136 Jean-Jacques Lussier, Vanier Hall, K1N 6N5, Ottawa, Ontario, Canada
| | - Sophie Corbeil
- School of Psychology, Faculty of Social Sciences, University of Ottawa, 136 Jean-Jacques Lussier, Vanier Hall, K1N 6N5, Ottawa, Ontario, Canada
| | - Jonathan Smith
- Department of Education, Sherbrooke University, Sherbrooke, Quebec, Canada
| | - Fanny-Alexandra Guimond
- School of Psychology, Faculty of Social Sciences, University of Ottawa, 136 Jean-Jacques Lussier, Vanier Hall, K1N 6N5, Ottawa, Ontario, Canada.
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Dollar JM, Perry NB, Calkins SD, Shanahan L, Keane SP, Shriver L, Wideman L. Longitudinal associations between specific types of emotional reactivity and psychological, physical health, and school adjustment. Dev Psychopathol 2023; 35:509-523. [PMID: 35034683 PMCID: PMC9288564 DOI: 10.1017/s0954579421001619] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Using a multimethod, multiinformant longitudinal design, we examined associations between specific forms of positive and negative emotional reactivity at age 5, children's effortful control (EC), emotion regulation, and social skills at age 7, and adolescent functioning across psychological, academic, and physical health domains at ages 15/16 (N = 383). We examined how distinct components of childhood emotional reactivity directly and indirectly predict domain-specific forms of adolescent adjustment, thereby identifying developmental pathways between specific types of emotional reactivity and adjustment above and beyond the propensity to express other forms of emotional reactivity. Age 5 high-intensity positivity was associated with lower age 7 EC and more adolescent risk-taking; age 5 low-intensity positivity was associated with better age 7 EC and adolescent cardiovascular health, providing evidence for the heterogeneity of positive emotional reactivity. Indirect effects indicated that children's age 7 social skills partially explain several associations between age 5 fear and anger reactivity and adolescent adjustment. Moreover, age 5 anger reactivity, low-, and high-intensity positivity were associated with adolescent adjustment via age 7 EC. The findings from this interdisciplinary, long-term longitudinal study have significant implications for prevention and intervention work aiming to understand the role of emotional reactivity in the etiology of adjustment and psychopathology.
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Affiliation(s)
- Jessica M. Dollar
- Department of Kinesiology and Psychology, University of North Carolina at Greensboro
| | - Nicole B. Perry
- Department of Human Development and Family Sciences, University of Texas at Austin
| | - Susan D. Calkins
- Department of Human Development and Family Studies, University of North Carolina at Greensboro
| | - Lilly Shanahan
- Department of Psychology and Jacobs Center for Productive Youth Development, University of Zurich
| | - Susan P. Keane
- Department of Psychology, University of North Carolina at Greensboro
| | - Lenka Shriver
- Department of Nutrition, University of North Carolina at Greensboro
| | - Laurie Wideman
- Department of Kinesiology, University of North Carolina at Greensboro
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Bao Y, Gao M, Luo D, Zhou X. The influence of outdoor play spaces in urban parks on children's social anxiety. Front Public Health 2022; 10:1046399. [PMID: 36561862 PMCID: PMC9763895 DOI: 10.3389/fpubh.2022.1046399] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Accepted: 11/18/2022] [Indexed: 12/12/2022] Open
Abstract
Urban green spaces are critical to the healthy development of children's social interactions and activities. However, the relationship between urban green spaces for children's activities and the alleviation of children's social anxiety remains unclear. In this study, we aimed to explore the link between spatial characteristics and social anxiety in children. To explore the coupling relationships among green space, play space, and social anxiety, an assessment of children's play spaces and levels of social anxiety was performed using self-reported data, OpenStreetMap captured the characteristic indicators of urban parks, and the ArcGIS and SPSS softwares were used for the mathematical analysis. The results showed that (1) both the NDVI and 10-min accessibility were significantly negatively related to children's social anxiety; (2) the diversity of service facilities, surfacing materials, and the attractiveness and challenge of the environment were negatively related to children's social anxiety; (3) there were significant differences between activity types and social anxiety. These results provide design references and a theoretical basis for improving the benefits of urban green space on children's health and wellbeing.
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Affiliation(s)
- Yu Bao
- Jilin Provincial Key Laboratory of Tree and Grass Genetics and Breeding, College of Forestry and Grassland Science, Jilin Agricultural University, Changchun, China
| | - Ming Gao
- Key Laboratory of Cold Region Urban and Rural Human Settlement Environment Science and Technology, Ministry of Industry and Information Technology, School of Architecture, Harbin Institute of Technology, Harbin, China
| | - Dan Luo
- Key Laboratory of New Technology for Construction of Cities in Mountain Areas, School of Architecture and Urban Planning, Chongqing University, Chongqing, China
| | - Xudan Zhou
- Jilin Provincial Key Laboratory of Tree and Grass Genetics and Breeding, College of Forestry and Grassland Science, Jilin Agricultural University, Changchun, China
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Zhang Q, Li B, Jin S, Liu W, Liu J, Xie S, Zhang L, Kang Y, Ding Y, Zhang X, Cheng W, Yang Z. Comparing the Effectiveness of Brain Structural Imaging, Resting-state fMRI, and Naturalistic fMRI in Recognizing Social Anxiety Disorder in Children and Adolescents. Psychiatry Res Neuroimaging 2022; 323:111485. [PMID: 35567906 DOI: 10.1016/j.pscychresns.2022.111485] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 04/07/2022] [Accepted: 04/16/2022] [Indexed: 01/11/2023]
Abstract
Social anxiety disorder (SAD) is a common anxiety disorder in childhood and adolescence. Studies on SAD in adults have reported both structural and functional aberrancies of the brain at the group level. However, evidence has shown differences in anxiety-related brain abnormalities between adolescents and adults. Since children and adolescents can afford limited scan time, optimizing the scan tasks is essential for SAD research in children and adolescents. Thus, we need to address whether brain structure, resting-state fMRI, and naturalistic imaging enable individualized identification of SAD in children and adolescents, which measurement is more effective, and whether pooling multi-modal features can improve the identification of SAD. We comprehensively addressed these questions by building machine learning models based on parcel-wise brain features. We found that naturalistic fMRI yielded higher classification accuracy (69.17%) than the other modalities and the classification performance showed dependence on the contents of the movie. The classification models also identified contributing brain regions, some of which exhibited correlations with the symptoms scores of SAD. However, pooling brain features from the three modalities did not help enhance the classification accuracy. These results support the application of carefully designed naturalistic imaging in recognizing children and adolescents at risk of SAD.
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Affiliation(s)
- Qinjian Zhang
- School of Computer Science and Technology, University of Chinese Academy of Sciences, Beijing, China
| | - Baobin Li
- School of Computer Science and Technology, University of Chinese Academy of Sciences, Beijing, China
| | - Shuyu Jin
- Laboratory of Psychological Health and Imaging, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Wenjing Liu
- Department of Child and Adolescent Psychiatry, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Jingjing Liu
- Laboratory of Psychological Health and Imaging, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Shuqi Xie
- Laboratory of Psychological Health and Imaging, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Lei Zhang
- Laboratory of Psychological Health and Imaging, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Yinzhi Kang
- Laboratory of Psychological Health and Imaging, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Yue Ding
- Laboratory of Psychological Health and Imaging, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Xiaochen Zhang
- Laboratory of Psychological Health and Imaging, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Wenhong Cheng
- Department of Child and Adolescent Psychiatry, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China.
| | - Zhi Yang
- Laboratory of Psychological Health and Imaging, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China; Institute of Psychological and Behavioral Science, Shanghai Jiao Tong University, Shanghai, China.
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Loscalzo Y. Psychological Counseling during the COVID-19 Pandemic: Clinical Thoughts and Implications Arisen from an Experience in Italian Schools. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127255. [PMID: 35742504 PMCID: PMC9223185 DOI: 10.3390/ijerph19127255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 06/01/2022] [Accepted: 06/09/2022] [Indexed: 01/08/2023]
Abstract
During the COVID-19 pandemic, I worked as a psychologist in two schools: a comprehensive school (an institution including three school levels: kindergarten, primary school, and secondary school of first grade) and a Provincial Center for the Education of Adults (CPIA). This paper provides some clinical considerations that arose from this personal experience, focusing on practical implications for school psychological counseling. Among the main points, I noticed that students were eager to disclose information about themselves in a professional space, were not afraid of being ridiculed by classmates for attending the service, and spontaneously used artistic media. Using English (a non-native language for both the Italian psychologist and the CPIA student) emerged as an added value for immigrant students who were not fluent in Italian. This allowed them to attend the psychology service and share their thoughts and feelings despite their difficulties with Italian. In conclusion, psychological counseling services should be implemented in all schools and across all school levels worldwide to favor psychological well-being and spread a culture prone to asking for psychological help. Moreover, using a non-native language might be helpful when working with international students. Finally, sandplay therapy (and art) might be an additional option to verbal counseling in school settings.
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Affiliation(s)
- Yura Loscalzo
- Department of Health Sciences, School of Psychology, University of Florence, 50135 Florence, Italy
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Sette S, Zava F, Baumgartner E, Laghi F, Coplan RJ. Examining links between social withdrawal subtypes and internalizing problems among Italian primary school children. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1080/17405629.2022.2086118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Affiliation(s)
- Stefania Sette
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
| | - Federica Zava
- Department of Education, Roma Tre University, Rome, Italy
| | - Emma Baumgartner
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
| | - Fiorenzo Laghi
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
| | - Robert J. Coplan
- Department of Psychology, Carleton University, Ottawa, Ontario, Canada
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10
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Hards E, Loades ME, Higson-Sweeney N, Shafran R, Serafimova T, Brigden A, Reynolds S, Crawley E, Chatburn E, Linney C, McManus M, Borwick C. Loneliness and mental health in children and adolescents with pre-existing mental health problems: A rapid systematic review. BRITISH JOURNAL OF CLINICAL PSYCHOLOGY 2022; 61:313-334. [PMID: 34529837 DOI: 10.1111/bjc.12331] [Citation(s) in RCA: 33] [Impact Index Per Article: 16.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2020] [Revised: 07/12/2021] [Indexed: 12/01/2022]
Abstract
OBJECTIVES Periods of social isolation are associated with loneliness in children and young people, and loneliness is associated with poor mental and physical health. Children and young people with pre-existing mental health difficulties may be prone to loneliness. Containment of COVID-19 has necessitated widespread social isolation, with unprecedented school closures and restrictions imposed on social interactions. This rapid review aimed to establish what is known about the relationship between loneliness and mental health problems in children and young people with pre-existing mental health problems. METHODS We sought to identify all primary research that examined the cross-sectional and longitudinal associations between loneliness/perceived social isolation and mental health in children and young people with pre-existing mental health problems. We also aimed to identify effective interventions that reduce the adverse impact of loneliness. A rapid systematic search was conducted using MEDLINE, PsycINFO, and Web of Science. RESULTS Of 4,531 papers screened, 15 included children and young people with pre-existing mental health conditions. These 15 studies included 1,536 children and young people aged between 6 and 23 years with social phobia, anxiety and/or depression, and neurodevelopmental disorders. Loneliness was associated with anxiety and depression both cross-sectionally and prospectively in children and young people with mental health problems and neurodevelopmental conditions. We found preliminary evidence that psychological treatments can help to reduce feelings of loneliness in this population. CONCLUSIONS Loneliness is associated with depression and anxiety in children and young people with pre-existing mental health conditions, and this relationship may be bidirectional. Existing interventions to address loneliness and/or mental health difficulties in other contexts may be applied to this population, although they may need adaptation and testing in younger children and adolescents. PRACTITIONER POINTS Loneliness is common in children and young people, and during periods of enforced social isolation such as during COVID-19, children and young people report high levels of loneliness (or increased rates of loneliness). The review showed that loneliness is associated, both cross-sectionally and prospectively, in children and young people with mental health problems and also in children and young people with neurodevelopmental conditions, such as autism spectrum disorder. Thus, loneliness is a possible risk factor of which mental health providers should be aware. Maintaining social contact both by direct and by indirect means, especially through the Internet, could be important in mitigating loneliness. Interventions to address loneliness should be further developed and tested to help children and young people with pre-existing mental health problems who are lonely by preventing exacerbation of their mental health difficulties, in particular anxiety and depression.
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Affiliation(s)
- Emily Hards
- Department of Psychology, University of Bath, UK
| | - Maria Elizabeth Loades
- Department of Psychology, University of Bath, UK
- Centre for Academic Child Health, University of Bristol, UK
| | | | - Roz Shafran
- UCL Great Ormond Street Institute of Child Health, London, UK
| | | | | | - Shirley Reynolds
- School of Psychology and Clinical Language Sciences, University of Reading, UK
| | - Esther Crawley
- Centre for Academic Child Health, University of Bristol, UK
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Do Maternal Parenting Behaviors Indirectly Link Toddler Dysregulated Fear and Child Anxiety Symptoms? Child Psychiatry Hum Dev 2021; 52:225-235. [PMID: 32406038 PMCID: PMC7666014 DOI: 10.1007/s10578-020-01004-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Dysregulated fear (DF), display of high-fear in low-threat contexts, has been shown to predict child anxiety development. Maternal protective, comforting, and intrusive behaviors have also been linked to child anxiety development and may be candidate mechanisms linking DF to anxiety. First, the relation between DF (age 2) and child separation anxiety (age 4) as indirectly linked by maternal protective, comforting, and intrusive behaviors was investigated. Second, the relation between DF and social anxiety (age 4) through parenting behaviors was investigated. Results suggested DF significantly predicted child separation anxiety through maternal intrusive behaviors, above and beyond protective and comforting behaviors. Neither protective nor comforting parenting behavior served as indirect effects between DF and separation anxiety. No parenting behaviors were found to indirectly link the relation between DF and social anxiety. Results suggest that multiple parenting behaviors are involved as environmental mechanisms by which DF predicts separation anxiety.
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Rice F, Ng-Knight T, Riglin L, Powell V, Moore GF, McManus IC, Shelton KH, Frederickson N. Pupil Mental Health, Concerns and Expectations About Secondary School as Predictors of Adjustment Across the Transition to Secondary School: A Longitudinal Multi-informant Study. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09415-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
AbstractThe transition from primary to secondary schooling is challenging and involves a degree of apprehension. The extent to which pre-existing mental health difficulties, as well as pupil, parent, and teacher concerns and expectations about secondary school predict adaptation to secondary school, is unclear. In a three-wave, prospective longitudinal study, we examined associations between pre-transition concerns and expectations about moving to secondary school with mental health difficulties and demographic factors. We then evaluated whether these constructs predicted multiple indicators of adaptive pupil functioning at the end of the first year of secondary school (academic attainment, classmate behaviour rating, school liking and loneliness at school). We found children’s concerns reduced across the transition period. Concurrent associations were identified between both concerns about secondary school and lower parent and teacher expectations that children would settle in well at secondary school, with mental health difficulties and special educational needs. Investigating associations with multiple indicators of adaptive functioning at secondary school, multivariable regression analyses controlling for a range of baseline factors (e.g. special educational needs), found children’s concerns about secondary school to be specifically associated with loneliness. In contrast, children’s mental health difficulties and both parent and teacher expectations of how well children would settle into secondary school were associated with a wider range of indicators of adaptive functioning at secondary school. When examining all predictors simultaneously, primary school teacher expectations showed longitudinal association with a wide range of indicators of successful transition. These findings suggest that assessing primary school teacher expectations may be useful for monitoring and supporting pupils through this transition period and could usefully inform school-based interventions to support transition and mental health.
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Golombek K, Lidle L, Tuschen-Caffier B, Schmitz J, Vierrath V. The role of emotion regulation in socially anxious children and adolescents: a systematic review. Eur Child Adolesc Psychiatry 2020; 29:1479-1501. [PMID: 31201527 DOI: 10.1007/s00787-019-01359-9] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/08/2019] [Accepted: 05/27/2019] [Indexed: 01/04/2023]
Abstract
While numerous studies suggest that emotion dysregulation is important in maintaining social anxiety among adults, the role of emotion regulation in children and adolescents with social anxiety is not yet well understood. In this systematic review, we use the process model of emotion regulation as a framework for understanding emotion regulation in children and adolescents with social anxiety. We performed a systematic literature search in the electronic data bases Medline and PsycINFO. Additional studies were identified by hand search. We identified 683 studies, screened their titles and abstracts, viewed 142 studies, and included 55 of these. Study results indicate that children and adolescents with social anxiety disorder or high social anxiety show emotion dysregulation across all five domains of emotion regulation, such as enhanced social avoidance, more safety behaviors, repetitive negative thinking, biased attention and interpretation of social information, and reduced emotional expression. While enhanced social avoidance seems to be specific to childhood social anxiety, other maladaptive emotion regulation strategies, such as repetitive negative thinking, seem to occur transdiagnostically across different childhood anxiety disorders. Implications for current theory, interventions and future research are discussed.
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Affiliation(s)
- Kristin Golombek
- Department of Clinical Psychology and Psychotherapy, Institute of Psychology, University of Freiburg, Engelbergerstr 41, Freiburg, 79106, Germany
| | - Leonie Lidle
- Department of Psychology, Clinical Child and Adolescent Psychology, Leipzig University, Leipzig, Germany.,Leipzig Research Center for Early Child Development, Leipzig University, Leipzig, Germany
| | - Brunna Tuschen-Caffier
- Department of Clinical Psychology and Psychotherapy, Institute of Psychology, University of Freiburg, Engelbergerstr 41, Freiburg, 79106, Germany
| | - Julian Schmitz
- Department of Psychology, Clinical Child and Adolescent Psychology, Leipzig University, Leipzig, Germany.,Leipzig Research Center for Early Child Development, Leipzig University, Leipzig, Germany
| | - Verena Vierrath
- Department of Clinical Psychology and Psychotherapy, Institute of Psychology, University of Freiburg, Engelbergerstr 41, Freiburg, 79106, Germany.
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14
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EKŞİ H, ÇİNİ A, SEVİM E. Çocuklarda Okul Temelli Yalnızlık ve Yaşam Doyumu Arasındaki İlişkide Algılanan Stresin Aracı Rolü. KASTAMONU EĞITIM DERGISI 2020. [DOI: 10.24106/kefdergi.4128] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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15
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Behavioral inhibition system and self-esteem as mediators between shyness and social anxiety. Psychiatry Res 2018; 270:568-573. [PMID: 30347379 DOI: 10.1016/j.psychres.2018.10.017] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/20/2017] [Revised: 06/08/2018] [Accepted: 10/07/2018] [Indexed: 01/06/2023]
Abstract
Shyness has been demonstrated to be an important factor associating with social anxiety. However, it is less clear on the mechanisms responsible for such association. The aim of the present study was to examine whether behavioral inhibition system (BIS) and self-esteem mediated the relationship between shyness and social anxiety. A sample of 521 healthy volunteers in the age range of 18-25 years completed self-report measures of BIS, self-esteem, shyness and social anxiety. Our correlational analyses showed that shyness was positively associated with social anxiety, supporting the overlapping and continuum hypotheses. Furthermore, BIS was positively correlated with shyness and social anxiety while self-esteem was negatively related to them, indicating that BIS and self-esteem were different in the relation between shyness and social anxiety. Importantly, results from structural equation modeling revealed that the relation between shyness and social anxiety was partially mediated by BIS and self-esteem, which suggested that they might play important roles in the relation between shyness and social anxiety.
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16
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Weymouth BB, Buehler C. Early adolescents' relationships with parents, teachers, and peers and increases in social anxiety symptoms. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2018; 32:496-506. [PMID: 29620376 PMCID: PMC5991991 DOI: 10.1037/fam0000396] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
Previous research on social anxiety has clearly identified interpersonal relationships as important for social anxiety symptoms. Few studies, however, have utilized longitudinal designs and have examined mechanisms that might explain links between negative interpersonal relationships and changes in youths' social anxiety over time. Recent models of social anxiety suggest that negative interpersonal relationships are linked to social anxiety through effects on social skills and behaviors. Using an autoregressive design and a sample of 416 two-parent families (51% female, 91% White), this study examined whether connections among parent-adolescent hostility, teacher support (6th grade), and changes in early adolescent social anxiety symptoms (6th to 8th grades) are mediated by youths' compliance with peers (7th grade). Results indicated that youths who experienced greater parent-adolescent hostility and lower teacher support engaged in greater compliance with peers. In turn, those who engaged in greater compliance with peers experienced increases in social anxiety symptoms. Significant indirect effects were substantiated for only parent-adolescent hostility. Associations were unique to adolescent social anxiety after accounting for depressive symptoms. Associations did not differ for early adolescent girls and boys. The results reveal that nuanced social processes involving social behaviors and relationships with parents and teachers have important and potentially unique implications for changes in early adolescent social anxiety symptoms. (PsycINFO Database Record
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Affiliation(s)
- Bridget B. Weymouth
- The Methodology Center and The Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University
| | - Cheryl Buehler
- Department of Human Development and Family Studies, The University of North Carolina at Greensboro
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17
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Colonnesi C, Nikolić M, de Vente W, Bögels SM. Social Anxiety Symptoms in Young Children: Investigating the Interplay of Theory of Mind and Expressions of Shyness. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 45:997-1011. [PMID: 27662837 PMCID: PMC5487817 DOI: 10.1007/s10802-016-0206-0] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Children’s early onset of social anxiety may be associated with their social understanding, and their ability to express emotions adaptively. We examined whether social anxiety in 48-month-old children (N = 110; 54 boys) was related to: a) a lower level of theory of mind (ToM); b) a lower proclivity to express shyness in a positive way (adaptive); and c) a higher tendency to express shyness in a negative way (non-adaptive). In addition, we investigated to what extent children’s level of social anxiety was predicted by the interaction between ToM and expressions of shyness. Children’s positive and negative expressions of shyness were observed during a performance task. ToM was measured with a validated battery, and social anxiety was assessed using both parents’ reports on questionnaires. Socially anxious children had a lower level of ToM, and displayed more negative and less positive shy expressions. However, children with a lower level of ToM who expressed more positive shyness were less socially anxious. Additional results show that children who displayed shyness only in a negative manner were more socially anxious than children who expressed shyness only in a positive way and children who did not display any shyness. Moreover, children who displayed both positive and negative expressions of shyness were more socially anxious than children who displayed shyness only in a positive way. These findings highlight the importance of ToM development and socio-emotional strategies, and their interaction, on the early development of social anxiety.
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Affiliation(s)
- Cristina Colonnesi
- University of Amsterdam, Nieuwe Achtergracht 127, 1001, NG, Amsterdam, The Netherlands. .,Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands.
| | - Milica Nikolić
- University of Amsterdam, Nieuwe Achtergracht 127, 1001, NG, Amsterdam, The Netherlands.,Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands
| | - Wieke de Vente
- University of Amsterdam, Nieuwe Achtergracht 127, 1001, NG, Amsterdam, The Netherlands.,Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands
| | - Susan M Bögels
- University of Amsterdam, Nieuwe Achtergracht 127, 1001, NG, Amsterdam, The Netherlands.,Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands
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18
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Cargnelutti E, Tomasetto C, Passolunghi MC. The interplay between affective and cognitive factors in shaping early proficiency in mathematics. Trends Neurosci Educ 2017. [DOI: 10.1016/j.tine.2017.10.002] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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19
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Zhu J, Ooi LL, Li Y, Coplan RJ, Xie Q, Zhang Y, Xu P. Concomitants and outcomes of anxiety in Chinese kindergarteners: A one-year longitudinal study. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017. [DOI: 10.1016/j.appdev.2017.06.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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20
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Mathews BL, Koehn AJ, Abtahi MM, Kerns KA. Emotional Competence and Anxiety in Childhood and Adolescence: A Meta-Analytic Review. Clin Child Fam Psychol Rev 2017; 19:162-84. [PMID: 27072682 DOI: 10.1007/s10567-016-0204-3] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Anxiety is conceptualized as a state of negative emotional arousal that is accompanied by concern about future threat. The purpose of this meta-analytic review was to evaluate the evidence of associations between emotional competence and anxiety by examining how specific emotional competence domains (emotion recognition, emotion expression, emotion awareness, emotion understanding, acceptance of emotion, emotional self-efficacy, sympathetic/empathic responses to others' emotions, recognition of how emotion communication and self-presentation affect relationships, and emotion regulatory processes) relate to anxiety in childhood and adolescence. A total of 185 studies were included in a series of meta-analyses (N's ranged from 573 to 25,711). Results showed that anxious youth are less effective at expressing (r = -0.15) and understanding emotions (r = -0.20), less aware of (r = -0.28) and less accepting of their own emotions (r = -0.49), and report less emotional self-efficacy (r = -0.36). More anxious children use more support-seeking coping strategies (r = 0.07) and are more likely to use less adaptive coping strategies including avoidant coping (r = 0.18), externalizing (r = 0.18), and maladaptive cognitive coping (r = 0.34). Emotion acceptance and awareness, emotional self-efficacy, and maladaptive cognitive coping yielded the largest effect sizes. Some effects varied with children's age. The findings inform intervention and treatment programs of anxiety in youth and identify several areas for future research.
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Affiliation(s)
| | - Amanda J Koehn
- Kent State University, 600 Hilltop Dr., Kent Hall, Kent, OH, 4424, USA
| | | | - Kathryn A Kerns
- Kent State University, 600 Hilltop Dr., Kent Hall, Kent, OH, 4424, USA
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21
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Kopala-Sibley DC, Klein DN. Distinguishing types of social withdrawal in children: Internalizing and externalizing outcomes of conflicted shyness versus social disinterest across childhood. JOURNAL OF RESEARCH IN PERSONALITY 2017; 67:27-35. [PMID: 29622851 PMCID: PMC5881907 DOI: 10.1016/j.jrp.2016.01.003] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Little research has examined the effect of subtypes of social withdrawal on the development of psychopathology across childhood. Parents of 493 children (220 females) completed a measure of their child's conflicted shyness and social disinterest as well as the Child Behaviour Checklist (CBCL) when their child was age 3, and again at age 6. When children were age 9, parents completed the CBCL. From 3 to 6, conflicted shyness predicted increases in anxiety symptoms in boys and girls, and predicted depressive symptoms in boys. From 6 to 9, social disinterest predicted increases in anxiety symptoms in girls and boys, and predicted increases in depressive symptoms in boys. In addition, in boys, conflicted shyness at age 6 predicted increases in externalizing symptoms at age 9. Conflicted shyness appears to be particularly problematic in early to middle childhood, while social disinterest appears to be more maladaptive in later childhood, with some differences by gender.
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Affiliation(s)
| | - Daniel N. Klein
- Department of Psychology, Stony Brook University, Stony Brook, NY
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22
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Bayram Özdemir S, Cheah CSL, Coplan RJ. Processes and conditions underlying the link between shyness and school adjustment among Turkish children. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2016; 35:218-236. [PMID: 27653012 DOI: 10.1111/bjdp.12158] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2015] [Revised: 08/22/2016] [Indexed: 12/01/2022]
Abstract
This study examined the underlying processes and conditions that contribute to the school adjustment of shy children in Turkey, where children's interpersonal relationships in social settings and academic achievement are highly emphasized. First, we examined the unique mediating roles of children's feelings of social anxiety, depressive symptoms, and loneliness in the associations between shyness and indices of school outcomes (academic achievement and school liking/avoidance). Second, we explored the moderating role of children's peer acceptance in these associations. Fourth- and fifth-grade children (N = 599; Mage = 10.11 years, SD = 0.65; 48% girls) provided information on shyness, social anxiety, depressive symptoms, loneliness, and school liking/avoidance. Head teachers in each classroom reported on students' academic performance. The peer nomination method was used to assess children's peer relationships. Results revealed that when children displayed shy behaviours, they reported more depressive symptoms that were, in turn, associated with poorer academic performance, less school liking, and higher school avoidance. Moreover, shyness negatively predicted school liking at low levels of peer acceptance, suggesting that difficulties in peer relationships increased shy children's risk of school dissatisfaction. Overall, our findings support the importance of the interpersonal relationship context for children's adjustment within the Turkish cultural context. Statement of contribution What is already known on this subject? Shy children have difficulties initiating and maintaining social interactions, which put them at risk for a wide range of socio-emotional difficulties. Shy children have poor academic performance and experience school adjustment difficulties in North America. What does this study add? Shyness is an important risk factor for poorer academic performance and adjustment among children in Turkey. The association between shyness and difficulties at school is explained by children's experience of depressive symptoms. Difficulties with peer relationships increase shy children's risk of school dissatisfaction.
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23
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Social Anxiety and Sociometric Nomination in Spanish Students of Compulsory Secondary Education. THE SPANISH JOURNAL OF PSYCHOLOGY 2016; 19:E41. [PMID: 27426039 DOI: 10.1017/sjp.2016.47] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Adolescents with social anxiety can manifest great interference in their relationship with classmates and other peers, as well as in their school performance. The aim of this study was to analyze the sociometric nominations and assessment of students with high social anxiety by their peers and teachers, and to determine whether these assessments differ significantly between evaluators (peers vs. teachers), in a sample of 2022 (51.1% male) Spanish adolescents aged between 12 and 16 years. Social anxiety was assessed using the Social Phobia and Anxiety Inventory questionnaire. Sociometric identification and assessment of various educational aspects of the students was performed through the Socio program and Teacher assessment scales, respectively. Results show that students with high social anxiety were nominated by peers as popular, rejected and neglected with the same frequency and proportionately less nominated as leaders, friendly, cooperative, and quarrelsome students than those without high social anxiety (d .97). Finally, peers significantly nominated students with high social anxiety more as leaders, cooperative, quarrelsome, obedient and good students than their teachers (d < .42). In conclusion, this study shows that adolescents with high social anxiety are valued and nominated by their peers and teachers differently.
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24
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Neal S, Rice F, Ng-Knight T, Riglin L, Frederickson N. Exploring the longitudinal association between interventions to support the transition to secondary school and child anxiety. J Adolesc 2016; 50:31-43. [PMID: 27176785 DOI: 10.1016/j.adolescence.2016.04.003] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2015] [Revised: 04/13/2016] [Accepted: 04/19/2016] [Indexed: 11/16/2022]
Abstract
School transition at around 11-years of age can be anxiety-provoking for children, particularly those with special educational needs (SEN). The present study adopted a longitudinal design to consider how existing transition strategies, categorized into cognitive, behavioral or systemic approaches, were associated with post-transition anxiety amongst 532 typically developing children and 89 children with SEN. Multiple regression analysis indicated that amongst typically developing pupils, systemic interventions were associated with lower school anxiety but not generalized anxiety, when controlling for prior anxiety. Results for children with SEN differed significantly, as illustrated by a Group × Intervention type interaction. Specifically, systemic strategies were associated with lower school anxiety amongst typically developing children and higher school anxiety amongst children with SEN. These findings highlight strategies that schools may find useful in supporting typically developing children over the transition period, whilst suggesting that children with SEN might need a more personalized approach.
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Affiliation(s)
- S Neal
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London WC1H 0AP, UK.
| | - F Rice
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London WC1H 0AP, UK; Institute of Psychological Medicine and Clinical Neurosciences, MRC Centre for Neuropsychiatric Genetics and Genomics, Cardiff University, UK
| | - T Ng-Knight
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London WC1H 0AP, UK
| | - L Riglin
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London WC1H 0AP, UK; Institute of Psychological Medicine and Clinical Neurosciences, MRC Centre for Neuropsychiatric Genetics and Genomics, Cardiff University, UK
| | - N Frederickson
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London WC1H 0AP, UK
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25
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Berzins TL, Garcia AF, Acosta M, Osman A. The Social Anxiety and Depression Life Interference-24 Inventory: Classical and modern psychometric evaluations. PERSONALITY AND INDIVIDUAL DIFFERENCES 2016; 98:16-24. [PMID: 28781401 DOI: 10.1016/j.paid.2016.03.048] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Two instrument validation studies broadened the research literature exploring the factor structure, internal consistency reliability, and concurrent validity of scores on the Social Anxiety and Depression Life Interference-24 Inventory (SADLI-24; Osman, Bagge, Freedenthal, Guiterrez, & Emmerich, 2011). Study 1 (N = 1065) was undertaken to concurrently appraise three competing factor models for the instrument: a unidimensional model, a two-factor oblique model and a bifactor model. The bifactor model provided the best fit to the study sample data. Study 2 (N = 220) extended the results from Study 1 with an investigation of the convergent and discriminant validity for the bifactor model of the SADLI-24 with multiple regression analyses and scale-level exploratory structural equation modeling. This project yields data that augments the initial instrument development investigations for the target measure.
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Affiliation(s)
- Tiffany L Berzins
- The University of Texas at San Antonio, 1 UTSA Circle, Psychology Department, San Antonio, TX 78249, United States
| | - Antonio F Garcia
- The University of Texas at San Antonio, 1 UTSA Circle, Psychology Department, San Antonio, TX 78249, United States
| | - Melina Acosta
- The University of Texas at San Antonio, 1 UTSA Circle, Psychology Department, San Antonio, TX 78249, United States
| | - Augustine Osman
- The University of Texas at San Antonio, 1 UTSA Circle, Psychology Department, San Antonio, TX 78249, United States
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26
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Predictors of Childhood Anxiety: A Population-Based Cohort Study. PLoS One 2015; 10:e0129339. [PMID: 26158268 PMCID: PMC4497682 DOI: 10.1371/journal.pone.0129339] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2014] [Accepted: 05/08/2015] [Indexed: 11/30/2022] Open
Abstract
Background Few studies have explored predictors of early childhood anxiety. Objective To determine the prenatal, postnatal, and early life predictors of childhood anxiety by age 5. Methods Population-based, provincial administrative data (N = 19,316) from Manitoba, Canada were used to determine the association between demographic, obstetrical, psychosocial, medical, behavioral, and infant factors on childhood anxiety. Results Risk factors for childhood anxiety by age 5 included maternal psychological distress from birth to 12 months and 13 months to 5 years post-delivery and an infant 5-minute Apgar score of ≤7. Factors associated with decreased risk included maternal age < 20 years, multiparity, and preterm birth. Conclusion Identifying predictors of childhood anxiety is a key step to early detection and prevention. Maternal psychological distress is an early, modifiable risk factor. Future research should aim to disentangle early life influences on childhood anxiety occurring in the prenatal, postnatal, and early childhood periods.
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27
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Liu J, Coplan RJ, Ooi LL, Chen X, Li D. Examining the Implications of Social Anxiety in a Community Sample of Mainland Chinese Children. J Clin Psychol 2015; 71:979-93. [DOI: 10.1002/jclp.22195] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | | | | | | | - Dan Li
- Shanghai Normal University
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28
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The self-report Version of the LSAS-CA: Psychometric Properties of the French Version in a non-clinical adolescent sample. Psychol Belg 2014. [DOI: 10.5334/pb.al] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
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29
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Liao C, Liu Q, Zhang J. The Correlation between Social Anxiety and Loneliness of Left-Behind Children in Rural China: Effect of Coping Style. Health (London) 2014. [DOI: 10.4236/health.2014.614204] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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30
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Kingsbury A, Coplan RJ, Weeks M, Rose-Krasnor L. Covering all the BAS’s: A closer look at the links between BIS, BAS, and socio-emotional functioning in childhood. PERSONALITY AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.paid.2013.04.021] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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31
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Roorda DL, Koomen HM, Thijs JT, Oort FJ. Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2013. [DOI: 10.1016/j.appdev.2013.03.002] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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32
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Riglin L, Frederickson N, Shelton KH, Rice F. A longitudinal study of psychological functioning and academic attainment at the transition to secondary school. J Adolesc 2013; 36:507-17. [PMID: 23582980 DOI: 10.1016/j.adolescence.2013.03.002] [Citation(s) in RCA: 60] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2012] [Revised: 02/25/2013] [Accepted: 03/02/2013] [Indexed: 10/26/2022]
Abstract
This longitudinal study of adolescents in the first year of secondary school, examined the relationship between psychological functioning at the beginning of year 7 (mean age 11.25 years) with attainment at the end of year 7 (mean age 11.78 years). Depressive symptoms, school liking and conduct problems predicted lower attainment across time having controlled for the temporal stability in psychological functioning and attainment. School concerns predicted lower attainment for boys only, and the effects of depressive symptoms on later attainment were significantly stronger for boys compared to girls. School liking - and school concerns for boys - remained significant predictors of attainment when controlling for conduct problems. The transition to secondary school may represent a window of opportunity for developing interventions aimed at improving both pupil psychological functioning and attainment.
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Affiliation(s)
- Lucy Riglin
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London WC1H 0AP, United Kingdom
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33
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Roorda DL, Koomen HMY, Spilt JL, Thijs JT, Oort FJ. Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors. J Sch Psychol 2013; 51:143-58. [PMID: 23375178 DOI: 10.1016/j.jsp.2012.12.001] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2012] [Revised: 12/03/2012] [Accepted: 12/04/2012] [Indexed: 11/27/2022]
Abstract
The present study investigated whether the complementarity principle (mutual interactive behaviors are opposite on control and similar on affiliation) applies to teacher-child interactions within the kindergarten classroom. Furthermore, it was examined whether interactive behaviors and complementarity depended on children's externalizing and internalizing behaviors, interaction time, and interaction frequency. A total of 48 teachers and 179 selected kindergartners with a variety of externalizing and internalizing behaviors were observed in a small group task setting in the natural ecology of the classroom. Teachers' and children's interactive behaviors were rated by independent observers. Teachers reported about children's externalizing and internalizing behaviors. Multilevel analyses indicated that both teachers and children reacted complementarily on the control dimension but not on the affiliation dimension. Teachers showed more control and more affiliation toward children with higher levels of internalizing behavior. In addition, teachers displayed less affiliation toward children with higher levels of externalizing behavior, whereas those children did not show less affiliation themselves. Teachers' and children's complementarity tendencies on control were weaker if children had higher levels of externalizing behavior.
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Affiliation(s)
- Debora L Roorda
- Research Institute of Child Development and Education, University of Amsterdam, The Netherlands.
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34
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Kingsbury M, Coplan RJ, Rose-Krasnor L. Shy but Getting By? An Examination of the Complex Links Among Shyness, Coping, and Socioemotional Functioning in Childhood. SOCIAL DEVELOPMENT 2012. [DOI: 10.1111/sode.12003] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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35
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Abstract
Social anxiety disorder is highly prevalent in adolescence, persistent into adulthood, and associated with multiple impairments. Despite the development of efficacious treatments for socially anxious youth, few affected adolescents receive such treatment. This study examined service use in a sample of high school students (n = 1,574), as well as predictors of treatment delay and factors associated with adolescents' disclosure of social difficulties. Self-report measures of social anxiety and service utilization were administered by study staff to 10th- and 11th-grade classrooms across three public high schools. Consistent with the literature, results indicated low treatment utilization (14 %) and lengthy delays in treatment initiation. Symptom severity, impairment, and disclosing anxiety to school personnel were significant predictors of service utilization. Several demographic and illness-specific factors were associated with a higher likelihood of disclosing social discomfort. These findings underscore the important role of school personnel in identifying and referring youth with anxiety disorders. Implications are discussed for increasing access to services, including school-wide screenings and training of school personnel to recognize and provide intervention for anxious youth.
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36
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Flett GL, Coulter LM, Hewitt PL. The Perfectionistic Self-Presentation Scale–Junior Form. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2012. [DOI: 10.1177/0829573511431406] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study assessed the psychometric characteristics and correlates of the Perfectionistic Self-Presentation Scale–Junior Form (PSPS-JR). The PSPS-JR was designed for use with children and adolescents, but its psychometric properties and applications among early adolescents have not been investigated. The PSPS-JR has three subscales assessing the perfectionistic self-promotion (i.e., the need to appear perfect), the need to avoid displaying imperfections, and the need to avoid disclosing imperfections to others. A sample of 88 adolescents in Grades 7 and 8 completed the PSPS-JR, the Child–Adolescent Perfectionism Scale, the Dysfunctional Attitudes Scale for Children, and a three-factor measure of social anxiety. Psychometric analyses indicated that two of the PSPS-JR subscales had acceptable levels of internal consistency, but the nondisclosure of imperfection subscale had relatively low internal consistency. Significant links were found between the PSPS-JR subscales and trait perfectionism and dysfunctional attitudes, thus attesting to the concurrent validity of this new measure. Finally, perfectionistic self-presentation was associated robustly with all three social anxiety factors and predicted unique variance in social anxiety, above and beyond trait perfectionism. The findings support the continued use of the PSPS-JR and the assessment of individual differences in perfectionistic self-presentation among early adolescents.
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Affiliation(s)
| | | | - Paul L. Hewitt
- University of British Columbia, Vancouver, British Columbia, Canada
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Arbeau KA, Coplan RJ, Matheson A. Someone to Lean on: Assessment and Implications of Social Surrogate Use in Childhood. SOCIAL DEVELOPMENT 2011. [DOI: 10.1111/j.1467-9507.2011.00612.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Thijs J, Koomen H, Roorda D, ten Hagen J. Explaining teacher–student interactions in early childhood: An interpersonal theoretical approach. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2011. [DOI: 10.1016/j.appdev.2010.10.002] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Osman A, Bagge CL, Freedenthal S, Gutierrez PM, Emmerich A. Development and evaluation of the Social Anxiety and Depression Life Interference-24 (SADLI-24) inventory. J Clin Psychol 2010; 67:82-98. [PMID: 20939019 DOI: 10.1002/jclp.20728] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
We describe the development of a new self-report instrument, the Social Anxiety and Depression Life Interference-24 (SADLI-24) inventory. We initially retained 30 content specific items for the instrument (Study 1). In Study 2 (N = 438), we established a 2-factor solution, Social Anxiety Life Interference-12 (SALI-12) and Depression Life Interference-12 (DLI-12). We also examined estimates of known-groups and concurrent validity. Confirmatory factor analysis in Study 3 (N = 430) provided support for the oblique two-factor structure. In Study 4 (N = 179), we provided additional support for estimates of known-groups validity. In Study 5 (N = 63), we evaluated estimates of test-retest reliability. Both SADLI-24 scale scores showed good estimates of internal consistency.
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Affiliation(s)
- Augustine Osman
- Department of Psychology, The University of Texas at San Antonio, TX 78249-0641, USA.
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Boyer P, Bergstrom B. Threat-detection in child development: an evolutionary perspective. Neurosci Biobehav Rev 2010; 35:1034-41. [PMID: 20832423 DOI: 10.1016/j.neubiorev.2010.08.010] [Citation(s) in RCA: 70] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2010] [Revised: 08/17/2010] [Accepted: 08/18/2010] [Indexed: 12/22/2022]
Abstract
Evidence for developmental aspects of fear-targets and anxiety suggests a complex but stable pattern whereby specific kinds of fears emerge at different periods of development. This developmental schedule seems appropriate to dangers encountered repeatedly during human evolution. Also consistent with evolutionary perspective, the threat-detection systems are domain-specific, comprising different kinds of cues to do with predation, intraspecific violence, contamination-contagion and status loss. Proper evolutionary models may also be relevant to outstanding issues in the domain, notably the connections between typical development and pathology.
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Affiliation(s)
- Pascal Boyer
- Departments of Psychology, Washington University in St. Louis, United States.
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Coplan RJ, Schneider BH, Matheson A, Graham A. ‘Play skills’ for shy children: development of aSocial Skills Facilitated Playearly intervention program for extremely inhibited preschoolers. INFANT AND CHILD DEVELOPMENT 2010. [DOI: 10.1002/icd.668] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
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