Cognitive components of separation anxiety.

Littenberg, Ronnie; Tulkin, Steven R.; Kagan, Jerome

doi:10.1037/h0030954

Cited by 40 publications

(8 citation statements)

References 6 publications

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“…Negative responses may also occur when the attachment figure engages in unpredictable behavior. In one study (Littenberg, Tulkin, & Kagan, 1971), mother's disappearance into a closet-a discrepant event-led to distress, whereas her departure through a door did not do so. In addition, we know that 12-month-old infants can actl vely regulate their emotional states by averting their gaze from a stranger as they become alarmed (Waters, Matas, & Sroufe, 1975) or by alternating approaches to a stranger with retreats to the mother, depending on whether affiliative or wary feelings predominate (Bretherton & Ainsworth, 1974;Bronson, 1972).…”

Section: Communication Of Emotion In Preverbal Infantsmentioning

confidence: 94%

Learning to Talk about Emotions: A Functionalist Perspective

Fritz²,

et al. 1986

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Section: Communication Of Emotion In Preverbal Infantsmentioning

confidence: 94%

Learning to Talk about Emotions: A Functionalist Perspective

Fritz²,

et al. 1986

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“…For example, Povinelli et al (1996) concluded that children younger than age 4 are unable to view themselves as an entity moving through time and cannot integrate past, present, and future versions of the self. Vasey (1993) proposes that even a vague notion of the near future, like that seen in children as young as 2 years old (Littenberg et al 1971), may be sufficient for worry. However, the increase in ability to understand the future seen in children around age 8 (Wallace and Rabin 1960) likely results in an ability to experience truly generalized worry.…”

Section: Cognitive Developmentmentioning

confidence: 99%

The Developmental Psychopathology of Worry

Kertz

Woodruff-Borden

2011

Clin Child Fam Psychol Rev

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Although childhood generalized anxiety disorder is generally understudied, worry, the cardinal feature of GAD, appears to be relatively common in youth. Despite its prevalence, there are few conceptual models of the development of clinical worry in children. The current review provides a framework for integrating the developmental psychopathology perspective, models of worry in adults, and data available on worry in children. General risk factors for the development of worry are considered, as well as potential pathways including genetics, temperament, cognitive, emotional and parenting influences, as well as the influence of cognitive development. Based on this review, it appears unlikely that main effects models will be able to explain the development of GAD or clinical worry in children and that a broad, complex model incorporating a number of factors and their interactions will best describe etiological and maintaining factors. With this perspective in mind, a number of suggestions for future work are offered.

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“…From this perspective, even toddlers may be capable of worrying. For example, 2-year-olds have been shown to be capable of entertaining hypotheses regarding the near-future probable actions of others (Littenberg, Tulkin, & Kagan, 1971), allowing anxiety about the possibility of separation. Similarly, Kagan (1981) has demonstrated that signs of anxiety can be seen in anticipation of task failure during this period.…”

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confidence: 99%

Worry in childhood: A developmental perspective

1994

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Age-related and developmental differences in the content and process of worry were examined in children 5 to 6, 8 to 9, and 11 Much of the anxiety experienced by adults is mediated by their active anticipation and elaboration of possible negative outcomes (i.e., worry) rather than the actual occurrence of external threats (Barlow, 1988; Borkovec, Shadick, & Hopkins, 1991;Mathews, 1990). Presumably, such anticipatory and interpretive cognitive activity also plays an important role in childhood anxiety (Kendall & Chansky, 1991;Kendall et al., 1992;Kendall & Ronan, 1990;Vasey, 1993). This view of anxiety fits well with current theories of emotional development that suggest cognitive factors and their development play an important role in children's emotions (e.g., Case, Hayward, Lewis, & Hurst, 1988;Fischer, Shaver, & Carnochan, 1989). This perspective has important implications for the development of anxiety because, as children develop, their ability to anticipate possible negative events and elaborate their consequences improve dramatically (Vasey, 1993).While excessive worry is characteristic of several anxiety disorders which occur in childhood, worry is common even among normal children. For example, Bell-Dolan, Last, and Strauss (1990) evaluated a sample of never-psychiatrically-ill children 5 to 18 years of age and found that over 30% endorsed symptoms of excessive worry or overconcern. Less severe levels of worry are even more common. Pintner and Lev (1940) and Orton (1982) found that over 70% of fifth and sixth graders reported 10 or more things about which they worry. Finally, Brown, O'Keefe, Sanders, and Baker (1986) asked children to describe thoughts that would occur to them in various stressful situations and found that catastrophizing thoughts were common in children ages 8 to 18 years.Despite its common occurrence, little is known about the role of worry in normal childhood anxiety. From the perspective of developmental psychopathology (Cicchetti, 1984), the role of worry in childhood anxiety disorders can only be understood in the context of normal development. One of the main obstacles to understanding its normal development has been the failure of most previous studies to adopt a clear definition of worry. Therefore, the first step in the present study was to adopt a heuristic definition.We assume that the defining features of worry in childhood are largely consistent with those described for adults (cf. Borkovec et al., 1991;Mathews, 1990). While caution is necessary when applying adult-based models to children, they can provide a useful context for initial research efforts. Worry was defined as primarily an anticipatory cognitive process involving repetitive thoughts related to possible threatening outcomes and their potential consequences. The worrier elaborates an event's potential negative consequences and exaggerates the likelihood and magnitude of such possibilities (Beck & Emery, 1985;MacLeod, Williams, & Bekerian, 1991;Vasey & Borkovec, 1992). Based on this definition, the present s...

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Cognitive components of separation anxiety.

Cited by 40 publications

References 6 publications

Learning to Talk about Emotions: A Functionalist Perspective

Learning to Talk about Emotions: A Functionalist Perspective

The Developmental Psychopathology of Worry

Worry in childhood: A developmental perspective

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