Emotional reactivity and cognitive regulation in anxious children

Carthy, Tal; Horesh, Netta; Apter, Alan; Edge, Michael D.; Gross, James J.

doi:10.1016/j.brat.2009.12.013

Cited by 215 publications

(128 citation statements)

References 43 publications

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“…In other words, anxiety can interfere with some aspects of cognition, but cognitive deficits can also contribute to anxiety. Anxiety has been found to interfere with positive reappraisals that children need to cope with negative emotion [15,22]. High levels of anxiety can also impair overall cognitive performance, though mild levels of anxiety are motivating and can enhance cognitive performance [30].…”

Section: De Cits and Strengthsmentioning

confidence: 99%

Cognitive findings in childhood anxiety: Translations for clinical practice

Manassis¹

2013

Translational Neuroscience

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IntroductionIn the past decade, the literature on cognition in anxious children has expanded rapidly. New To ensure a thorough review of relevant findings, a search of PubMed was undertaken using the search words "cognition", "anxiety", and "children". As this search yielded several hundred papers, only those published within the past 10 years were retrieved.Key citations within these retrieved papers were also obtained, including some from the psychological literature. Thus, this paper represents a selective rather than exhaustive review with emphasis on recent findings. All COGNITIVE FINDINGS IN CHILDHOOD ANXIETY: TRANSLATIONS FOR CLINICAL PRACTICE AbstractBackground: The study of cognition in anxious children (i.e., those with anxiety disorders and those with high trait anxiety) is a burgeoning field. Cognitive biases towards encoding threatening information, interpreting stimuli as threatening, and selecting avoidant responses have been found to affect these children, and in some cases their parents too. These biases as well as certain cognitive abilities and deficits have been related to childhood anxiety and its treatment. Given the plethora of recent findings, implications for the practicing clinician are not always obvious. Methods: Using a review of recent medical literature, this paper summarizes key findings and examines potential links to clinical practice. Results: The need to appreciate the reciprocal relationship between anxiety and cognition is highlighted (i.e., anxiety can contribute to cognitive biases and deficits, but cognitive problems can also contribute to anxiety). Cognitive factors can also predict poor response to traditional treatments, and thus suggest modifications of treatment that may benefit some children. Treatments focused on cognitive biases are gaining popularity, but their role in the treatment of anxious children and in relation to other anxiety treatments merits further study. Conclusion: Recent cognitive findings enhance our clinical understanding of anxious children, and may suggest ways of tailoring evidence-based treatments to best meet the needs of children with diverse cognitive profiles and developmental needs.

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Section: De Cits and Strengthsmentioning

confidence: 99%

Cognitive findings in childhood anxiety: Translations for clinical practice

Manassis¹

2013

Translational Neuroscience

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“…Aqui há um maior foco nas estratégias usadas e nos processos que podem ser mais ou menos eficazes, em função do contexto em causa (e.g. Carthy, Horesh, Apter, Edge, & Gross, 2010;Davis, Levine, Lench, & Quas, 2010;Dias, Vikan, & Gravås, 2000;Endrerud & Vikan, 2007;Garnefski, Rieffe, Jallesma, Terwogt, & Kraaij, 2007;Reijntjes, Stegee, Terwogt, & Hurkens, 2007;Reijntjes, Stegee, Terwogt, Kamhuis, & Telch, 2006;Saarni, 1997;Von Salisch & Vogelgesang, 2005;Zeman & Shipman, 1996, 1997.…”

Section: Construto Uni Ou Multidimensionalunclassified

Regulação das emoções na infância: Delimitação e definição

2018

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A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos. Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s)documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença.Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra. Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso.

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“…Having trusted adults at school, at home, and in the community, was associated with fewer suicide attempts in a large non-clinical sample of adolescents from an underserved community [13]. Maladaptive emotion self-regulation processes have been linked to key risk factors for suicide: depression [48][49][50], anxiety [51,52], antisocial behavior [53,54], and drug use [55]. Difficulties in various aspects of emotion regulation, including lack of emotional awareness [56], restrictive emotionality [50], and strategies for responding to and recovering from emotional upset [13,[56][57][58], have been linked directly with suicide risk and attempts.…”

Section: Pmentioning

confidence: 99%