Cross-generational influences on childhood anxiety disorders: pathways and mechanisms

Lebowitz, Eli R.; Leckman, James F.; Silverman, Wendy K.; Feldman, Ruth

doi:10.1007/s00702-016-1565-y

Cited by 38 publications

(35 citation statements)

References 172 publications

(184 reference statements)

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“…In particular, clinical research shows that many phobias may be acquired through social transmission, either observational or instructed [85]. Intergenerational transmission of fear and anxiety may be explained by various mechanisms, including genetic and epigenetic mechanisms, environmental conditions, or gene-environment interactions [86–87]. A recent study on children-of-twins found that the association between parental and offspring anxiety was independent of genetic confounds, and likely depended on parental modeling of anxious behaviors and children’s social learning of anxiety [76].…”

Section: Social Learning and Transmission Of Maladaptive Fears And Anmentioning

confidence: 99%

Social Fear Learning: from Animal Models to Human Function

Dębiec

Olsson

2017

Trends in Cognitive Sciences

144

119

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Learning about potential threats is critical for survival. Learned fear responses are acquired either through direct experiences or indirectly through social transmission. Social fear learning (SFL), also known as vicarious fear learning, is a paradigm successfully used for studying the transmission of threat information between individuals. Animal and human studies have begun to elucidate the behavioral, neural and molecular mechanisms of SFL. Recent research suggests that social learning mechanisms underlie a wide range of adaptive and maladaptive phenomena, from supporting flexible avoidance in dynamic environments to intergenerational transmission of trauma and anxiety disorders. This review discusses recent advances in SFL studies and their implications for basic, social and clinical sciences.

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Section: Social Learning and Transmission Of Maladaptive Fears And Anmentioning

confidence: 99%

Social Fear Learning: from Animal Models to Human Function

Dębiec

Olsson

2017

Trends in Cognitive Sciences

144

119

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“…In the case of altricial species (i.e., animals born in an underdeveloped state that require parental care for survival), such as the human, there is likely no other stimulus as powerful as the parent. The parent is the conduit of emotional learning during the sensitive period in amygdala development [42], and is itself a powerful motivating reinforcer [43]. The parent can both attenuate (e.g., parental buffering [44*]) and amplify [45*] affective behavior as well as amygdala engagement by the environment.…”

Section: The Amygdala As a Studentmentioning

confidence: 99%

The developing amygdala: a student of the world and a teacher of the cortex

Tottenham

Gabard-Durnam

2017

Current Opinion in Psychology

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Amygdala and prefrontal cortex (PFC) function subserving emotional behavior has largely been examined from the perspective of their adult roles, with a tremendous focus on the regulatory influence of the PFC over amygdala activity. Here we consider the circuit’s function in its developmental context, when maximal learning about emotion and incentives from the environment is necessary. We argue that during development the amygdala exhibits an overwhelming influence over the developmental destiny of circuitry function, and the amygdala’s learning and experiential history are conveyed to the cortex to modulate subsequent PFC development. We present recent findings on the different developmental trajectories of the amygdala and PFC, their functional connectivity, and the timing of environmental influences as evidence supporting our position.

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“…Anxiety disorders are also reported to be more prevalent in girls and among children with comorbidities or chronic conditions (e.g., diabetes) [14,[18][19][20]. Although there is some evidence that heritability (i.e., anxiety runs in families) may have a role in anxiety, there is debate as to whether this can be explained by modeling of anxious behaviors within a family [1,21,22]. However, anxiety disorders may involve complex interactions between a child's unique characteristics and their environment [23].…”

Section: Introductionmentioning

confidence: 99%

Anxiety related disorders in adolescents in the United Arab Emirates: a population based cross-sectional study

et al. 2020

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Background: Anxiety disorders are common among children and adolescents. However, there is a paucity of upto-date data on the prevalence and correlates of anxiety-related disorders among children and adolescents in the United Arab Emirates (UAE). Methods: We conducted a cross sectional study to determine the prevalence of specific anxiety-related disorders (e.g., generalized anxiety disorder, panic disorder, separation anxiety, social anxiety) in the UAE, and identify correlations between these disorders and adolescents' demographic variables. Participants were 968 adolescents aged 13-18 years attending secondary schools across the UAE. Convenience sampling was used to recruit participants. We collected demographic information and data about participants' anxiety levels. Anxiety was assessed using the Arabic and English versions of the Screen for Child Anxiety Related Disorders scale. Univariate analyses (independent sample t-tests and analysis of variance) were performed to evaluate factors affecting participants' anxiety scores. Chi-square tests were used to compare factors associated with anxiety disorders. Results: Participants' mean age was 16 ± 1.8 years, and 65.8% were female. The overall prevalence of anxiety disorders was 28%, with this being significantly higher in girls (33.6%) than boys (17.2%) (p < 0.0001). Participants aged < 16 years had higher generalized anxiety, separation anxiety, and social anxiety scores compared with those aged ≥16 years (p ≤ 0.05). Those from households with a maid had significantly higher generalized anxiety, panic disorder, separation anxiety, and significant school avoidance scores than those without a maid (p ≤ 0.05). In addition, participants from middle and low economic backgrounds had higher separation anxiety scores compared with children from high economic backgrounds (p ≤ 0.05). The multivariate analysis showed the main associated factors with anxiety were gender (being female, p < 0.001) and caregiver (other than mother and father together, p < 0.001).

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Cross-generational influences on childhood anxiety disorders: pathways and mechanisms

Cited by 38 publications

References 172 publications

Social Fear Learning: from Animal Models to Human Function

Social Fear Learning: from Animal Models to Human Function

The developing amygdala: a student of the world and a teacher of the cortex

Anxiety related disorders in adolescents in the United Arab Emirates: a population based cross-sectional study

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