Parent and Teacher Ratings of Temperamental Disposition to Social Anxiety: The BIS 3–6

Ballespí, Sergi; Jané, María; Riba, M. Dolors

doi:10.1080/00223891.2011.645929

Cited by 13 publications

(6 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings are consistent with existing research which suggest that enhancement of a child’s ability to regulate emotions may contribute to resilience and subsequently lead to improved behaviour, relationships, self-esteem and potentially reduce symptoms of anxiety (Ballespi, Jane, & Riba, 2012). Even though no statistically significant effect of FRIENDS was observed on questionnaires assessing the secondary outcomes of self-esteem and worries (Stallard et al, 2014), this qualitative analysis indicates that there were nonetheless positive changes in these areas, as commonly noted by teachers and parents increase in children confidence and self-esteem.…”

Section: Discussionsupporting

confidence: 90%

Child, Teacher and Parent Perceptions of the FRIENDS Classroom-Based Universal Anxiety Prevention Programme: A Qualitative Study

Skryabina

Morris

Byrne

et al. 2016

School Mental Health

View full text Add to dashboard Cite

School-based mental health prevention programmes can be effective but their adoption within schools will depend on their social acceptability. We report a qualitative evaluation summarising the views of children (115), parents (20) and school staff (47) about a universal school-based anxiety prevention programme FRIENDS. This study was conducted as part of a large scale randomised controlled trial (n = 1362) involving 40 schools in the UK providing primary education to children aged 7–11. Reported overall experience of the programme was very positive, with all three major components of the cognitive behaviour therapy programme (emotional, cognitive, and behavioural) being accepted well and understood by children. The programme was considered to be enjoyable and valuable in teaching children important skills, particularly emotional regulation and coping. Children provided examples of using the skills learned during FRIENDS to manage their emotions and solve problems. However, teachers were concerned that the programme overlapped with the current school curriculum, required additional time and almost half were unable to identify any tangible changes in the children’s behaviour. Whilst this paper provides evidence to support the social validity of the FRIENDS anxiety prevention programme, the concerns raised by teachers question the longer-term sustainability of the programme.

show abstract

Section: Discussionsupporting

confidence: 90%

Child, Teacher and Parent Perceptions of the FRIENDS Classroom-Based Universal Anxiety Prevention Programme: A Qualitative Study

Skryabina

Morris

Byrne

et al. 2016

School Mental Health

View full text Add to dashboard Cite

show abstract

“…The family breeding style of a single parent may cause BIS-sensitive people to exhibit avoidance behaviors and a great increase in anxiety (activated unpleasant affect) during stress. Consequently, behavioral inhibition could discourage these children from interacting with the environment, predisposing them to isolation, social anxiety, and depression (59). Notably, higher levels of fun seeking tendencies in individuals with a single parent may lead to a higher risk of these individuals developing externalizing problems, such as higher alcohol consumption (60), in which approach or reward-seeking behaviors become dysregulated.…”

Section: Discussionmentioning

confidence: 99%

Psychopathological Correlates and Emotion Regulation as Mediators of Approach and Avoidance Motivation in a Chinese Military Sample

et al. 2019

View full text Add to dashboard Cite

Background: Approach and avoidance motivation have been thoroughly studied in common mental disorders, which are prevalent in the military context. Approach/avoidance motivational dispositions underlie emotion responses and are thought to influence emotion dysregulation. However, studies on the mediating role of emotion regulation (ER) between motivational dispositions and mental disorders have been insufficient. We examined the psychopathological correlates of motivational dispositions and explored the mediating role of ER. Methods: The Behavioral Inhibition System and Behavioral Activation System (BIS/BAS) scales and measures of mood disorders (depression, anxiety, OCD, and PTSD) were administered to a nonclinical sample of 3,146 Chinese military service members. The Emotion Regulation Questionnaire for Armymen (ERQ-A) (Chinese version) was used to measure ER styles. We examined the reliability and construct validity of the BIS/BAS scales. Approach/avoidance motivations were correlated with symptoms of mood disorders. Mediation analysis was conducted to confirm the mediating role of ER between motivation and mood disorders. Results: The results showed acceptable internal reliability and construct validity of the BIS/BAS scales. Gender (female), family status (single-parent family), and social relationships (having fewer good friends) were significant predictors of high BIS sensitivity. More years of education, an older age, being an only child and being in a single-parent family all significantly predicted high BAS sensitivity. The BIS/BAS scales were predictive of various DSM-V-based mental disorders (depression, anxiety, OCD, and PTSD). Immersion exacerbated the impact of BAS/BIS sensitivities on depressive/PTSD symptoms, while reinterpretation and talking out alleviated the impact of BAS/BIS sensitivities on these symptoms. Conclusions: Motivational dispositions have an impact on mood symptoms under specific conditions. ER strategies (immersion, reinterpretation, and talking out) were shown to be partial mediators between approach/avoidance motivation and mood disorders. These findings highlight the importance of ER in altering the impact of motivational dispositions on mood disorders and as a promising target of psychotherapies.

show abstract

“…The Behavioral Inhibition Scale for children aged 3-6 (BIS 3-6) is a dimensional tool designed to detect BI in children between 3 and 6 years of age [57]. It consists of 37 items (36 in the version for teachers, with most of the items being identical to the items on the form for parents) to which parents and teachers respond based on a child's current behavior using five response categories (almost never, rarely, sometimes, often, almost always).…”

Section: Methodsmentioning

confidence: 99%

Who Should Report Abnormal Behavior at Preschool Age? The Case of Behavioral Inhibition

Ballespí

Jané

Riba

2011

Child Psychiatry Hum Dev

Self Cite

View full text Add to dashboard Cite

Children who are behaviorally "inhibited"-a condition at the extreme of the behavioral inhibition dimension-experience distress in uncertain social situations. Although parents and teachers are in the best position to detect this condition, they rarely agree. This study aims to analyze the agreement between parents and teachers and to examine the relations between ratings made by parents and teachers and assessments made by clinicians and researchers. Parents, teachers and clinicians rated the behavioral inhibition of 365 preschoolers. Seventy-three randomly selected participants were observed using an adaptation of the Behavioral Inhibition Paradigm. Parent-teacher correlations on 34 items and different clusters were, on average, r = .3. The degree of convergence between observational measures and ratings by parents and teachers was moderate-low and did not improve when considering only subsamples from the ends of the distributions. Discriminant analysis suggests that both parents and teachers tend to have a moderate-low ability to detect "inhibited" children.

show abstract

Parent and Teacher Ratings of Temperamental Disposition to Social Anxiety: The BIS 3–6

Cited by 13 publications

References 44 publications

Child, Teacher and Parent Perceptions of the FRIENDS Classroom-Based Universal Anxiety Prevention Programme: A Qualitative Study

Child, Teacher and Parent Perceptions of the FRIENDS Classroom-Based Universal Anxiety Prevention Programme: A Qualitative Study

Psychopathological Correlates and Emotion Regulation as Mediators of Approach and Avoidance Motivation in a Chinese Military Sample

Who Should Report Abnormal Behavior at Preschool Age? The Case of Behavioral Inhibition

Contact Info

Product

Resources

About