Altering the Trajectory of Anxiety in  At-Risk Young Children

Rapee, Ronald M.; Kennedy, Susan; Ingram, Michelle; Edwards, Susan L.; Sweeney, Lynne

doi:10.1176/appi.ajp.2010.09111619

Cited by 234 publications

(172 citation statements)

References 29 publications

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“…5,12 These rates are, however, consistent with other research with preschool-aged inhibited children. 34 This may be due to the fact that anxiety was assessed at the same time as the participants were selected as being BI. Over time, some BI children become more confident and no longer meet the definition for BI.…”

Section: 16mentioning

confidence: 99%

Temperament and Family Environment in the Development of Anxiety Disorder: Two-Year Follow-up

Hudson¹,

Dodd²,

Lyneham³

et al. 2011

Journal of the American Academy of Child & Adolescent Psych

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Section: 16mentioning

confidence: 99%

Temperament and Family Environment in the Development of Anxiety Disorder: Two-Year Follow-up

Hudson¹,

Dodd²,

Lyneham³

et al. 2011

Journal of the American Academy of Child & Adolescent Psych

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“…Thus, the number of potential mechanisms and sites accountable for the dysregulation is vast (Pathak & Perry, 2006). Likewise, the environmental factors and components of social and physical threat concerns involved in childhood anxiety are hard to identify (Rapee, Kennedy, Ingram, Edwards, & Sweeney, 2010), particularly in the case of childhood TA (Nyroos et al, 2015a). Anxiety disorders belong to the most prevalent types of psychopathology during childhood occurring in magnitudes up to 10-15%, and showing an increased developmental trend (Kozina, 2014).…”

Section: Phenomenonmentioning

confidence: 99%

Special Education a Provision and an Adjacent System – Exemplified Through Test Anxiety

Nyroos¹

2015

JPBS

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In the context of the recently released DSM-5, here is discussed a common emotional experience among pupils and students, test anxiety, and demonstrated its multifaceted character, which terminates eligibility for both special educational and medical services. Severe test anxiety is associated with a huge range of deleterious life trajectories. However, it is also a biological reality; normative in its origin and in essence benign. Present paper merges the latest knowledge from different disciplines, and presents measures for theory and practice. Because intense and excessive test anxiety seems to be highly prevalent and the pathological symptoms are similar to those of other childhood anxiety disorders childhood test anxiety warrants attention.

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“…188 Although scarce, there is promising evidence that treatments based on existing therapies (CBT, parental training, and pharmacotherapy), adapted to atrisk populations, i.e., highly symptomatic children, but still not meeting criteria for the diagnosis of anxiety disorders, or children with first-degree relatives diagnosed with anxiety disorders, result in preventing and reducing the severity of these disorders. 189 This is a general overview about pediatric anxiety disorders. More specific and comprehensive reviews about the following topics can be found in the literature: prevalence, 15,[18][19][20] behavioral inhibition, [190][191][192] behavioral genetics, 48,52 genetics, 55,56,193,194 gene vs. environment interplay, 52,70 pathophysiology, 31,71 neural substrates, 71 normal development of fears, 195 psychopharmacological treatment, [196][197][198] and CBT.…”

Section: Preschool Children Treatment and Preventionmentioning

confidence: 99%

Pediatric anxiety disorders: from neuroscience to evidence-based clinical practice

Salum

DeSousa

Rosário

et al. 2013

Rev. Bras. Psiquiatr.

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The objective of this narrative review of the literature is to describe the epidemiology, etiology, pathophysiology, diagnosis, and treatment of pediatric anxiety disorders. We aim to guide clinicians in understanding the biology of anxiety disorders and to provide general guidelines for the proper diagnoses and treatment of these conditions early in life. Anxiety disorders are prevalent, associated with a number of negative life outcomes, and currently under-recognized and under-treated. The etiology involves both genes and environmental influences modifying the neural substrate in a complex interplay. Research on pathophysiology is still in its infancy, but some brain regions, such as the amygdala and the prefrontal cortex, have been implicated in fear and anxiety. Current practice is to establish diagnosis based purely on clinical features, derived from clinical interviews with the child, parents, and teachers. Treatment is effective using medication, cognitive behavioral therapy, or a combination of both. An introduction to the neuroscience behind anxiety disorders combined with an evidence-based approach may help clinicians to understand these disorders and treat them properly in childhood.

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Altering the Trajectory of Anxiety in At-Risk Young Children

Abstract: This brief, inexpensive intervention shows promise in potentially altering the trajectory of anxiety and related disorders in young inhibited children.

Cited by 234 publications

References 29 publications

Temperament and Family Environment in the Development of Anxiety Disorder: Two-Year Follow-up

Temperament and Family Environment in the Development of Anxiety Disorder: Two-Year Follow-up

Special Education a Provision and an Adjacent System – Exemplified Through Test Anxiety

Pediatric anxiety disorders: from neuroscience to evidence-based clinical practice

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