Variables Influencing the Sources, Frequency and Intensity of Worry in Secondary School Pupils

Simon, Anita; Ward, L. O.

doi:10.1111/j.2044-8260.1974.tb00134.x

Cited by 24 publications

(17 citation statements)

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“…Similarly, the Worry List Questionnaire (WLQ; Simon and Ward 1974) provides a list of 100 items in eight categories to which the child indicates whether the item ''worries them often, deeply or upsets them badly.'' The Worries Inventory (Orton 1982) also assesses the occurrence of specific sources of worry by having children use a 3-point scale to rate the frequency of 62 worries.…”

Section: Introductionmentioning

confidence: 99%

Initial Validation of the Children’s Worry Management Scale

et al. 2009

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We investigated the psychometric properties of a new instrument, the Children's Worry Management Scale (CWMS). The CWMS has three subscales that specify methods of regulating worry: inhibition (the suppression of worry), dysregulation (exaggerated displays of worry), and coping (constructive ways of managing worry). Using a Caucasian, middle-class sample of 214 children (M = 9 years, 1 month), Study 1 provides reliability and validity data through patterns of correlations to parent-and child-completed measures of emotion management and behavioral problems. Internal consistencies range from .69 to .74. Study 2 establishes discriminant validity by demonstrating that the CWMS Dysregulation and Coping subscales differentiated, in the expected directions, between a group of children (n = 27) with DSM-IV anxiety diagnoses and a control group of children with no psychological disorders.

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Section: Introductionmentioning

confidence: 99%

Initial Validation of the Children’s Worry Management Scale

et al. 2009

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“…Children were asked to list and rank the things that worried them most, which constituted the basis for the development of a questionnaire that was distributed to 247 children aged 11 to 16, and whose findings were discussed in focus group meetings with the children themselves. While previous research on the same topic, but in which concerns were identified from the literature, found that children's worries were family, social relationships and school (Simon & Ward, 1974), or school work, money and social efficacy (Millar & Gallagher, 1996), in this study different and unexpected concerns became apparent: corruption, dirty streets, future, death of Iraqi children and car accidents. This is an instance where child participation led to increased awareness about worries on the part of both children and adults.…”

Section: Children As Researchersmentioning

confidence: 78%

Children as Research Advisors: Contributions to a ‘Methodology of Participation’ in Researching Children in Difficult Circumstances

Doná

2006

International Journal of Migration, Health and Social Care

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This article contributes to emerging discussions of child participation in general, and in research with migrant and displaced children specifically, by examining the involvement of children as research advisors in two projects: a study of foster care for separated children in Rwanda, and an analysis of the conditions of children outside parental care living in institutions and communities in Bangladesh.The comparison highlights the importance of conceiving participation as a research strategy, and advocates a 'methodology of participation' that considers varieties of participation and varieties of social change. Teaching research methods to children acting as advisors enabled them to understand what research is and to learn about the lives of other children, while contributing to decision-making processes in selecting questions, participants, interpreting findings and making recommendations. Children's input into research contributes to overcoming essentialist conceptualisations of children in difficult circumstances, and moving to viewing these children as social actors embedded in complex relational processes. At the same time, involving children in an advisory capacity treates them as active participants in the research process, as they are in social life.

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“…As the child matures, the range of fears broadens to include imagined or specific objects, such as nightmares (Jersild & Holmes, 1935). By the early school years, fears become more internalized and directed toward future situations, such as school or physical wellbeing (Kennedy, 1965;Simon & Ward, 1974). Moral, religious, and sexual fears appear to take on an increasing importance during adolescence (L. C. Miller, 1983).…”

Section: Evolution and Outcome Of Fear And Anxiety "Normal" Fear And mentioning

confidence: 99%