The effects of verbal information on children's fear beliefs about social situations

Lawson, Joanne; Banerjee, Robin; Field, Andy P.

doi:10.1016/j.brat.2006.01.007

Cited by 37 publications

(37 citation statements)

References 33 publications

(19 reference statements)

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“…and "Would you look forward to performing in front of others?" Children responded on a five-point Likert-type Scale (0 = not at all; 1= no, not really; 2 = don't know/neither; 3 = yes, a little bit; 4 = yes, very) adapted from Lawson et al (2007). Responses were added then divided by seven to produce a final score on a scale from 0 to 4, with higher scores indicating higher social fear beliefs.…”

Section: Social Fear Beliefs Questionnaire (Sfbq)mentioning

confidence: 99%

Vicarious learning of children’s social-anxiety-related fear beliefs and emotional Stroop bias.

Askew¹,

Hagel²,

Morgan³

2015

Emotion

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Models of social anxiety suggest that negative social experiences contribute to the development of social anxiety and this is supported by self-report research. However, there is relatively little experimental evidence for the effects of learning experiences on social cognitions.The current study examined the effect of observing a social performance situation with a negative outcome on children's (8-to 11-years-old) fear-related beliefs and cognitive processing. Two groups of children were each shown one of two animated films of a person trying to score in basketball while being observed by others; in one film the outcome was negative and in the other it was neutral. Children's fear-related beliefs about performing in front of others were measured before and after the film and children were asked to complete an emotional Stroop task. Results showed that social fear beliefs increased for children who saw the negative social performance film.In addition, these children showed an emotional Stroop bias for social anxiety-related words compared to children who saw the neutral film. The findings have implications for our understanding of social anxiety disorder and suggest that vicarious learning experiences in childhood may contribute to the development of social anxiety.

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Section: Social Fear Beliefs Questionnaire (Sfbq)mentioning

confidence: 99%

Vicarious learning of children’s social-anxiety-related fear beliefs and emotional Stroop bias.

Askew¹,

Hagel²,

Morgan³

2015

Emotion

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show abstract

“…, Field, Lawson and Banerjee (2008), Field and Lawson (2003) and Lawson, Banerjee and Field (2007) have demonstrated that the information that children are given in relation to threat influences both avoidant behaviours and fear beliefs, measured both directly and indirectly (Chapter 7). Parents may be particularly important sources of information transfer through tuition and spontaneous conversations, including recall of the past and planning for the future (Fivush, 1991;Nelson, 1993;Denham, Zoller and Couchard, 1994).…”

Section: Information Transfermentioning

confidence: 99%

Intergenerational Transmission of Anxious Information Processing Biases

Creswell

Cooper

Murray

2010

Information Processing Biases and Anxiety

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The question of the process of intergenerational transmission of anxiety has received increasing research attention in recent years. The aim of this chapter is to review the evidence that relates to one aspect of this process, namely, the intergenerational transmission of an anxious information processing style, and to consider the mechanisms by which this may occur. Research in this field is at an early stage and conclusions remain speculative; however, there is a sufficient empirical basis to outline a tentative cognitive-behavioural model of the intergenerational transmission of anxious information processing biases, which we hope will guide research in this area and ultimately inform developments in clinical practice.

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“…Patterns of fear have been documented from early childhood into adulthood (e.g., Field & Lawson, 2003;Lawson, Banerjee, & Field, 2007;Morris & Kratochwill, 1998). Fears are generally accepted as normative during childhood and are considered as an adaptive emotional reaction to threat (real or imagined).…”

Section: Fearmentioning

confidence: 99%

Coping With the Effects of Fear of Failure: A Preliminary Investigation of Young Elite Athletes

Sagar

Lavallee

Spray

2009

Journal of Clinical Sport Psychology

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Coping with stress is an important element in effective functioning at the elite level in sports, and fear of failure (FF) is an example of a stressor that athletes experience. Three issues underpin the present preliminary study. First, the prevalence of problems attributed to FF in achievement settings. Second, sport is a popular and significant achievement domain for children and adolescents. Third, there is a lack of research on FF in sport among this population. Therefore, the objectives of the study were to examine the effects of FF on young athletes and to find out their coping responses to the effects of FF. Interviews were conducted individually with nine young elite athletes (5 males, 4 females; ages 14-17 years). It was inferred from the data that FF affected the athletes' well-being, interpersonal behavior, sport performance, and schoolwork. The athletes employed a combination of problem-focused, emotion-focused, and avoidance-focused coping strategies, with avoidance strategies being the most frequently reported.

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The effects of verbal information on children's fear beliefs about social situations

Cited by 37 publications

References 33 publications

Vicarious learning of children’s social-anxiety-related fear beliefs and emotional Stroop bias.

Vicarious learning of children’s social-anxiety-related fear beliefs and emotional Stroop bias.

Intergenerational Transmission of Anxious Information Processing Biases

Coping With the Effects of Fear of Failure: A Preliminary Investigation of Young Elite Athletes

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