Anxiety Disorders in Children and Adolescents

Furr, Jami M.; Tiwari, Shilpee; Suveg, Cynthia; Kendall, Philip C.

doi:10.1093/oxfordhb/9780195307030.013.0049

Cited by 5 publications

(6 citation statements)

References 14 publications

(18 reference statements)

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“…Thus, we would argue that not only the quality of caring (e.g., the level of metacognitive awareness) and the dimension of anxiety, but also the context in which the relationship is investigated is important. Last but not least our findings confirm the importance of gender and age in the development of anxiety (Furr et al, 2009). Aligned with the literature (Furr et al, 2009) girls are more prone to higher anxiety in Spain and in Portugal and would need more attention in prevention and intervention programs in these two contexts.…”

Section: Practical Implications and Conclusionsupporting

confidence: 88%

The Association Between the 5Cs and Anxiety—Insights From Three Countries: Portugal, Slovenia, and Spain

et al. 2021

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Several of the most frequent psychological difficulties in childhood and adolescence are related to anxiety and lead to numerous short- and long-term negative outcomes in emotional, social, and academic domains. Empirical evidence consistently shows that the 5Cs (competence, caring, confidence, connection, and character) of Positive Youth Development (PYD) are positively related to adolescents’ contribution to self, family, and society as well as negatively related to risky behaviors and emotional difficulties, such as anxiety. Thus, the PYD can be one of the models that informs prevention programs. To provide contextualized, data-driven support for prevention efforts, we have analyzed the predictive value of the 5Cs for anxiety and anxiety dimensions using three different convenience youth samples from Portugal (N = 384, 46.6% female), Slovenia (N = 449, 69% females), and Spain (N = 768; 60.5% females). To assess the 5Cs, we used the same short form of the PYD scale in all samples (Geldhof et al., 2013) and different anxiety measures across samples: the Multidimensional Anxiety Scale for Children (MASC) in Portugal, the Lestvica anksioznosti za otroke in mladostnike anxiety scale (LAOM) in Slovenia and the Generalized Anxiety Disorder-7 (GAD-7) in Spain. The findings show significant associations of PYD and anxiety across all three contexts with all three different anxiety measures used. The associations vary across countries emphasizing the need to further research the role of contexts in anxiety prevention. Despite variations the results do indicate that connection is negatively associated with anxiety in all three contexts using the three anxiety measures, while confidence is a negative predictor and caring is a positive predictor of anxiety in Slovenia and Spain. Implications for practice within an educational framework for adolescents and youth are discussed, together with public policy recommendations.

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Section: Practical Implications and Conclusionsupporting

confidence: 88%

The Association Between the 5Cs and Anxiety—Insights From Three Countries: Portugal, Slovenia, and Spain

et al. 2021

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“…When the anxiety that is experienced in response to a stimulus is disproportionate to the level and duration of distress experienced, and to the outside developmental expectations, it is considered problematic or excessive (Furr, Tiwari, Suveg, & Kendall, 2009). In this way, excessive anxiety represents a dysregulation in the typical fear response system (Gray & McNaughton, 2000).…”

Section: Anxiety Symptomsmentioning

confidence: 99%

Relations Among Children's Coping Strategies and Anxiety: The Mediating Role of Coping Efficacy

Thorne

Andrews

Nordstokke

2013

The Journal of General Psychology

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The current study tests a model that depicts the relationships among coping strategies (active, distraction, avoidance, and support seeking) and anxiety symptoms. SEM is used to test if the relationship between these variables is mediated by coping efficacy. A large sample of Canadian children (N = 506) aged 8 to 11 years (boys = 249, girls = 245, unknown gender = 12) participated in the study. Results showed that coping efficacy is a partial mediator of the relations between active coping strategies and anxiety symptoms, however support was not found for it to be an effective mediator for other coping strategies. This study contributes to the understanding of childhood anxiety by highlighting the importance of the relationship between anxiety and the methods children use to cope with stress and how perceptions of their coping abilities influence this relationship.

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“…The theoretical basis for joint prevention and intervention lies in the simultaneous occurrence of aggression and anxiety. In studies on both non-clinical samples (Tanaka et al, 2010) and clinical samples (Furr et al, 2009;Levy et al, 2007;Mullin & Hinshaw, 2007;Phillips & Giancola, 2008), increased aggression often coincides with increased anxiety (Delfos, 2004). This relationship is of great interest for research and at the same time opens up the possibility of addressing anxiety and aggression, together with the same prevention and intervention programmes.…”

mentioning

confidence: 99%

Can FRIENDS for Life social-emotional learning programme be used for preventing anxiety and aggression in a school environment: 6 months, 1-year and 1-and-a-half-year follow-up

Kozina

2020

European Journal of Developmental Psychology

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FRIENDS for Life is an anxiety prevention programme that integrates cognitive behavioural approach with social and emotional learning. The current study examines the effects of the FRIENDS for Life programme in a school environment, with outcomes focusing on anxiety and aggression. The theoretical basis for the joint prevention and intervention of anxiety and aggression is based on their frequent simultaneous occurrence. Four classes of 4th-grade students (N = 85) were randomly assigned two to intervention and two to a no-treatment control group in a randomized control study. We measured the total anxiety and components of anxiety and the total of aggression and components of aggression with AN-UD and AG-UD aggression scale at pre-, post-, half-year, one-year and one-year-and a half follow-up. The results were inconclusive with regard to the effectiveness of the programme. However, there is some indication of possible effects on the reduction of anxiety and aggression in the boys' sub-sample. This was also the sub-sample that showed higher levels of anxiety and aggression at baseline, suggesting possible difference in the effectiveness of the programme. Proposals are made to replicate the study in a larger format.

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Anxiety Disorders in Children and Adolescents

Abstract: Fear is, I think, the greatest mental suffering for children.

Cited by 5 publications

References 14 publications

The Association Between the 5Cs and Anxiety—Insights From Three Countries: Portugal, Slovenia, and Spain

The Association Between the 5Cs and Anxiety—Insights From Three Countries: Portugal, Slovenia, and Spain

Relations Among Children's Coping Strategies and Anxiety: The Mediating Role of Coping Efficacy

Can FRIENDS for Life social-emotional learning programme be used for preventing anxiety and aggression in a school environment: 6 months, 1-year and 1-and-a-half-year follow-up

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