Anxiety‐Related Reasoning Biases in Children and Adolescents

Muris, Peter

doi:10.1002/9780470661468.ch2

Cited by 14 publications

(19 citation statements)

References 55 publications

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“…Recent models delineating the intergenerational transmission of anxiety take into account the additional factor of parental anxiety and suggest that information processing biases, and in particular, interpretation bias, may serve as such a mediator (Creswell et al 2010). Interpretation bias is the tendency of anxious individuals (both clinically and trait anxious) to interpret ambiguous information in a threatening manner, a finding that has been demonstrated in both adult and child samples (for reviews see Mathews and MacLeod 1994;Muris 2010). Interpretation bias has been found not only to be associated with child anxiety disorders, but also to play a causal role in the onset of these problems (Muris et al 2008).…”

Section: Information Processing Biasesmentioning

confidence: 98%

A Parent–Child Interactional Model of Social Anxiety Disorder in Youth

Ollendick

Benoit

2011

Clin Child Fam Psychol Rev

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In this paper, one of the most common disorders of childhood and adolescence, social anxiety disorder (SAD), is examined to illustrate the complex and delicate interplay between parent and child factors that can result in normal development gone awry. Our parent-child model of SAD posits a host of variables that converge to occasion the onset and maintenance of this disorder. Specifically, five risk factors--temperamental characteristics of the child, parental anxiety, attachment processes in the parent-child dyad, information processing biases, and parenting practices--will be highlighted. While it is acknowledged that other factors including genetic influences and peer relationships may also be important, they are simply not the focus of this paper. Within these constraints, the implications of our parent-child interaction model for prevention, treatment, research, and practice will be explored.

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Section: Information Processing Biasesmentioning

confidence: 98%

A Parent–Child Interactional Model of Social Anxiety Disorder in Youth

Ollendick

Benoit

2011

Clin Child Fam Psychol Rev

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“…It is still unclear to what extent these cognition variables may longitudinally differentiate between trajectories of social anxiety during adolescence (Muris 2010). …”

Section: Trajectories Of Social Anxiety In Children and Adolescents Amentioning

confidence: 99%

Trajectories of Social Anxiety during Adolescence and Relations with Cognition, Social Competence, and Temperament

Miers

Blöte

Rooij

et al. 2012

J Abnorm Child Psychol

142

101

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This cohort-sequential study examined developmental trajectories of social anxiety in a nonclinical sample (N = 331, 161 girls) aged 9 to 17 years at initial and 12 to 21 years at final assessment. We tested whether variables assessing cognition, social competence, and temperament discriminated between the trajectories. Variables were collected from different sources: participants, independent observers, parents, and teachers. Using Latent Class Growth Modeling (LCGM) we identified three distinct social anxiety trajectory groups: i) high and changing; ii) moderate and decreasing; and iii) low and decreasing. Multinomial regression analyses showed that the cognition variables, negative interpretations of ambiguous social situations and self-focused attention, differentiated between all three trajectories. A lack of social skills and having social problems at school were specifically related to the chance of following the high trajectory versus the moderate trajectory. Neuroticism differentiated between the low and moderate trajectories. Findings indicate that adolescents at risk of belonging to a high social anxiety trajectory can be discriminated from peers belonging to a less anxious trajectory using both cognition and social competence variables.

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“…However, the studies that specifically addressed interpretation bias in socially anxious youth are scarce (see also Muris 2010). …”

Section: Negatively Biased Interpretations Of Social Situationsmentioning

confidence: 99%

Negative Social Cognitions in Socially Anxious Youth: Distorted Reality or a Kernel of Truth?

2010

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We review studies that investigate negative social cognitions of socially anxious youth in relation to two specific domains: interpretation of ambiguous social situations and self-evaluation of social performance, including social skills and nervous behaviors. In this review, we address the question whether socially anxious youth’s negative perceptions are distortions of reality or reflect a kernel of truth as compared to other sources of information including independent adult observers and age peers. Studies key to this question are those that investigate not only the social perceptions themselves but also the social behavior of socially anxious youth. Hence the selection of studies for the review was based on this criterion. From the relevant literature it is, as yet, unclear whether the negative interpretations of ambiguous social situations shown by socially anxious youth are distorted or a reflection of reality. Socially anxious youth’s self-evaluations of social skills appear partly distorted and partly true, depending on the person judging the social skills. In contrast, self-evaluations of nervous behaviors appear distorted. The studies reviewed indicate that research would benefit from including a wider range of perceptions from persons relevant to the socially anxious youth’s daily social environment, not only parents and teachers but also their age peers.

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Anxiety‐Related Reasoning Biases in Children and Adolescents

Cited by 14 publications

References 55 publications

A Parent–Child Interactional Model of Social Anxiety Disorder in Youth

A Parent–Child Interactional Model of Social Anxiety Disorder in Youth

Trajectories of Social Anxiety during Adolescence and Relations with Cognition, Social Competence, and Temperament

Negative Social Cognitions in Socially Anxious Youth: Distorted Reality or a Kernel of Truth?

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