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The aim of this study was to review the research which focused on ‘Reading Anxiety’ in Turkish language systematically. According to the questions derived from the aim, 16 papers were re-examined based on the rules of systematic review method. These papers were analysed in terms of their aims, designs, sampling and results. In addition to this, similarities and differences of the reviewed papers were discovered. It was seen that these studies were conducted with primary and middle school students. It was also found that the methodology of these reviewed studies was designed with quantitative approaches. The results of the review indicates that reading anxiety is related with reading comprehension, reading habit, reading fluency and reading motivation. Such factors as gender, parents‟ income, having books and place of residence have relation with reading anxiety. The results gathered from reviewed papers suggest that studies designed with qualitative and mixed-method are needed. Additionally, focusing on various topics related with „reading anxiety‟ with different participant groups are needed. In conclusion, it is believed that this systematic review study can provide fruitful information for the area and new perspectives for the further studies. [ABSTRACT FROM AUTHOR]

Salivary cortisol may be used as a biomarker of stress and anxiety in children with an autism spectrum disorder (ASD). Some suggestions have been made that the measurement of cortisol needs to be undertaken by repeated days' observations to ensure reliability of the data obtained. These requirements are discussed in regard to 14 studies of the test-retest agreement and stability in cortisol data across repeated daily measurements. Results of those studies almost universally fail to support the argument for repeated daily measurements of cortisol. Implications for the research protocols of studies using cortisol as an index of stress in children with ASD are discussed. [ABSTRACT FROM AUTHOR]

Background: Childhood Social Anxiety Disorder (SAD) is common and impairing. The recommended treatment is a disorder specific form of cognitive behavioural therapy (CBT) that includes social skills training and, whilst they appear to be more effective than more general treatments, it is not clear whether social skills training is the critical component involved in improved outcomes, particularly given that evidence for the relationship between social anxiety and social skills deficits in children is inconsistent. This may be partly due to an overlap in their observable features, and because the nature of the association may vary in different contexts (e.g. according to child age). An alternative approach is to examine the association between social anxiety and the social cognitive capacities that underpin social skills. This paper aims to examine the association between social anxiety and social cognition in children and adolescents, and examine conceptual and methodological moderators of this relationship. Methods: Papers published between 1980 and 2019 were screened systematically. Fifty studies were identified from which an effect size could be calculated for the relationship between social anxiety and social cognition, including 15,411 children and adolescents. Results: An overall significant, but moderate effect (r = −.15) was identified, where increased social anxiety was associated with lower social cognitive ability. Moderation analyses revealed specific associations within studies examining social anxiety among participants with and without ASD who were older than 7 years old, and studies assessing the relationship between social anxiety and specific aspects of Theory of Mind (ToM). No significant association was identified between social anxiety and emotion recognition. Conclusions: Significant associations between social anxiety and social cognitive abilities appear to be accounted for by elevated social anxiety among children with ASD, and those with difficulties in specific aspects of ToM but not broader social skills, such as emotion recognition. This reinforces the importance of accurately identifying and treating social anxiety within ASD populations. In addition, treatments for social anxiety among neurotypical populations may benefit from targeting particular aspects of ToM rather than emotion recognition and other broad social skills. [ABSTRACT FROM AUTHOR]

Background: Perinatal anxiety and depression are widespread, with up to 20% of women affected during pregnancy and after birth. In the UK, management of perinatal mental health falls under the remit of general practitioners (GPs). We reviewed the literature on GPs' routine recognition, diagnosis and management of anxiety and depression in the perinatal period.Method: A systematic search of Embase, Medline, PsycInfo, Pubmed, Scopus and Web of Science was conducted. Studies were eligible if they reported quantitative measures of GPs' or Family Physicians' assessment, recognition and management of anxiety or depression in pregnancy or post-partum.Results: Thirteen papers, reporting 10 studies, were identified from the United States, Australia, UK, Netherlands and Canada. All reported on depression; two included anxiety disorders. Reported awareness and ability to diagnose perinatal depression among GPs was high. GPs knew about and used screening tools in the UK but less so in US settings. Antidepressants were the first line of treatment, with various SSRIs considered safest. Counseling by GPs and referrals to specialists were common in the post-natal period, less so in pregnancy. Treatment choices were determined by resources, attitudes, knowledge and training.Conclusions: Data on GPs' awareness and management of perinatal depression were sparse and unlikely to be generalizable. Future directions for research are proposed; such as exploring the management of anxiety disorders which are largely missing from the literature, and understanding more about barriers to disclosure and recognition in primary care. More standardized training could help to improve recognition and management practices. [ABSTRACT FROM AUTHOR]

The Trojan Hose Affair scandal alleged that there was a hardline extremist Islamism plot to take over British state schools in Birmingham. While community groups and government officials battled to take control of the narrative, the pupils who were ultimately at the center of the scandal, were not considered. This paper is based on research conducted in 2015, with students at one of the schools implicated in the Trojan Horse Affair. Through seven one-to-one interviews and a group discussion, the research finds that students portrayed their selves in a state of constant psychological reconciliation due to the heightened mediatization, racialization, and securitization of Islam and Muslims, during and after the Trojan Horse affair. This caused increased levels of anxiety in students, which peaked around the constant surveillance through the gaze of the media, teachers, and Ofsted inspectors, creating a double-edged Panopticon. The paper particularly underscores student concerns for potential social exclusion and discrimination they may experience as a result of the school affiliation. [ABSTRACT FROM AUTHOR]

Background: A magnetic resonance imaging (MRI) procedure can cause preprocedural and periprocedural anxiety in children. Psychosocial interventions are used to prepare children for the procedure to alleviate anxiety, but these interventions are time-consuming and costly, limiting their clinical use. Virtual reality (VR) is a promising way to overcome these limitations in the preparation of children before an MRI scan. Objective: The objective of this study is (1) to develop a VR smartphone intervention to prepare children at home for an MRI procedure; and (2) to examine the effect of the VR intervention in a randomized controlled trial, in which the VR intervention will be compared to care as usual (CAU). CAU involves an information letter about an MRI examination. The primary outcome is the child's procedural anxiety during the MRI procedure. Secondary outcomes include preprocedural anxiety and parental anxiety. We hypothesize that the VR preparation will result in a higher reduction of the periprocedural anxiety of both parents and children as compared to CAU. Methods: The VR intervention provides a highly realistic and child-friendly representation of an MRI environment. In this randomized controlled trial, 128 children (aged 6 to 14 years) undergoing an MRI scan will be randomly allocated to the VR intervention or CAU. Children in the VR intervention will receive a log-in code for the VR app and are sent cardboard VR glasses. Results: The VR smartphone preparation app was developed in 2020. The recruitment of participants is expected to be completed in December 2022. Data will be analyzed, and scientific papers will be submitted for publication in 2023. Conclusions: The VR smartphone app is expected to significantly reduce pre- and periprocedural anxiety in pediatric patients undergoing an MRI scan. The VR app offers a realistic and child-friendly experience that can contribute to modern care. A smartphone version of the VR app has the advantage that children, and potentially their parents, can get habituated to the VR environment and noises in their own home environment and can do this VR MRI preparation as often and as long as needed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Psychiatry & Clinical Psychology / Psychiatria i Psychologia Kliniczna is the property of Medical Communications Sp. z o.o. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To conduct a systematic review of pain anxiety, pain catastrophizing, and fear of pain measures psychometrically established in youth with chronic pain. The review addresses three specific aims: (1) to identify measures used in youth with chronic pain, summarizing their content, psychometric properties, and use; (2) to use evidence-based assessment criteria to rate each measure according to the Society of Pediatric Psychology (SPP) guidelines; (3) to pool data across studies for meta-analysis of shared variance in psychometric performance in relation to the primary outcomes of pain intensity, disability, generalized anxiety, and depression.Methods: We searched Medline, Embase, PsycINFO, and relevant literature for possible studies to include. We identified measures studied in youth with chronic pain that assessed pain anxiety, pain catastrophizing, or fear of pain and extracted the item-level content. Study and participant characteristics, and correlation data were extracted for summary and meta-analysis, and measures were rated using the SPP evidence-based assessment criteria.Results: Fifty-four studies (84 papers) met the inclusion criteria, including seven relevant measures: one assessed pain anxiety, three pain catastrophizing, and three fear of pain. Overall, five measures were rated as "well established." We conducted meta-analyses on four measures with available data. We found significant positive correlations with the variables pain intensity, disability, generalized anxiety, and depression.Conclusion: Seven measures are available to assess pain anxiety, pain catastrophizing, and fear of pain in young people with chronic pain, and most are well established. We present implications for practice and directions for future research. [ABSTRACT FROM AUTHOR]

This paper is about an infant's first experience of 'relating to the other' as explored through once weekly psychoanalytic psychotherapy with a mother and her infant over a period of 18 months. It considers the impact of trauma on the mother's capacity to develop reverie for her infant in any ordinary way. It explores the significance of the third in being able to bear the splitting of hateful projections of the infant in order to protect a good maternal object, and, ultimately, in being able to allow space for the mother-infant relationship to come into being and develop. The impact of patriarchal and fundamentalist states of mind on mothering, where utter certainty is a feature, and the roots of such states in infancy are also considered. This paper aims to highlight the urgency of psychotherapeutic early intervention for parents and their infants where there is severe relational trauma in a parent that compromises the infant's mental health and development from the beginning. Child psychotherapists, with further specialist supervision and training, are well placed to do such work due to their experience of psychoanalytic infant observation and capacity to tolerate and think about disturbing states of mind and early infantile anxieties. [ABSTRACT FROM AUTHOR]

Children with anxiety disorders (AD) characteristically complain of sleep problems and the extent to which cognitive behavioral treatments (CBT) for childhood anxiety produce sleep-based improvements is a topic of increasing interest. The current paper reviews available evidence for subjective sleep complaints and objective sleep alterations in children and adolescents with AD, including investigations of potential changes in sleep following anxiety-focused CBT. Despite pervasive complaints of poor sleep, the empirical literature provides minimal evidence for actual sleep-wake alterations in this population of youth and evidence for sleep-based changes following treatment for anxiety is minimal. In line with calls for more comprehensive models of the role of sleep in developmental psychopathology, several fundamental gaps in understanding are described and highlighted as essential avenues for clarifying the nature and consequences of poor quality sleep among youth with clinical levels of anxiety. In a second section of the paper, an emerging body of novel, translational research investigating more intricate sleep-anxiety relationships is introduced with potential implications for both etiological models and treatment design and delivery. [ABSTRACT FROM AUTHOR]

This paper explores children’s trauma symptoms related to parental incarceration and lays the groundwork for the implementation of Trauma Focused Cognitive Behavioral Therapy (TF-CBT) within a clinical community-based setting treating children and adolescents affected by parental incarceration. Children and adolescents who experience parental incarceration are more likely to develop symptoms of post-traumatic stress disorder (PTSD): depression, anger, aggression, and isolating and self-harming behaviors. Although parental incarceration is a known source of trauma, there are no documented studies examining effective clinical treatments to reduce the effects of the trauma experienced by these children and adolescents. Except for children and adolescents affected by parental incarceration, TF-CBT, a promising model for treating and reducing the symptoms of PTSD, has been successfully applied to various populations affected by trauma. Children of incarcerated parents resemble populations treated with TF-CBT in earlier applications. In this paper, we present a case illustration that examines the application of TF-CBT with one child who experienced trauma symptoms related to parental incarceration, while discussing the results of that application and the potential for broader applicability of TF-CBT within community-based organizations that treat the population of children and families affected by parental incarceration. [ABSTRACT FROM AUTHOR]

Childhood anxiety is common, yet approximately half of youth do not receive treatment due to stigma, mistrust of the mental health service system, extensive wait lists for services and provider shortages. Alternative models and modes of treatment are needed. This paper describes the development of an alternative treatment that incorporates cognitive behavioral components for anxiety into an adaptive/therapeutic riding program delivered by certified riding instructors in a horse stable that offers horseback riding and therapeutic horsemanship programs. Using PracticeWise®, a well-established database of evidence-based mental health practices for youth, we identified five therapeutic elements that are the most commonly examined in rigorous research for childhood anxiety, and integrated them into a manualized program of adaptive riding sessions. Excellent fidelity to the intervention (98.7% mean score) and high inter-rater reliability (k = 0.92) were achieved. This approach has implications for expanding access to and engagement in adaptive/therapeutic riding interventions. Highlights: Almost half of children with a treatable mental health disorder such as anxiety do not receive mental health services due in part to stigma, mistrust, workforce shortages and wait lists for services. Adaptive/therapeutic riding delivered by an alternative workforce such as equine instructors can reduce barriers to services. Using PracticeWise®, a well-established database of evidence-based mental health practices for youth, the authors identified five therapeutic elements that are the most commonly examined in rigorous research for childhood anxiety, and integrated them into a manualized program of adaptive riding sessions. The program, called Reining in Anxiety, consists of 10 sessions that follow a similar format: (1) weekly review, (2) groom and connect, (3) warm up (4) session activity, (5) cool down, (6) parent/caregiver psychoeducation, and (7) homework instruction. There was high fidelity to the program as examined by session and instructor. Reining in Anxiety has much promise for delivery by a non-mental health workforce; future to examine the effectiveness of adaptive/therapeutic riding for childhood anxiety is underway, including enhancing access to and reducing barriers to services. [ABSTRACT FROM AUTHOR]

Copyright of Developmental Medicine & Child Neurology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The presence of parents during the dental appointment can affect the child's behaviour and, consequently, the success of the treatment. Aim: This systematic review aimed to evaluate whether parents' presence in the operatory room influences children's behaviour, anxiety and fear during dental treatment. Design: EMBASE, Cochrane Library, LILACS, PubMed, PsycINFO, Scopus, Web of Science, Google Scholar, OpenGrey and ProQuest Dissertations and Theses Databases were searched. Randomized and non‐randomized clinical trials in which some measure assessing children's behaviour and/or anxiety and fear during dental treatment with the presence and absence of parents were included. Two reviewers assessed studies for selection, extracted data, evaluated bias (Joanna Briggs Institute) and graded the certainty of evidence (Grading of Recommendations, Assessment, Development and Evaluation). Random‐effects meta‐analyses using mean difference (MD) and narrative synthesis were performed. Results: A total of 2846 papers were identified, and after a 2‐phase selection, sixteen studies were included (five in meta‐analyses). There was no difference in children's behaviour in the presence or absence of parents (P =.23, P =.40, P =.60 and P =.89, respectively). The presence or absence of parents did not influence children's anxiety (P =.94 and P =.97) or fear (DM: −0.08; CI:‐0.34–0.19, P =.24). All included studies presented a high risk of bias, and the certainty of evidence was considered to be very low. Conclusion: It is concluded that parents' presence in the operation room does not influence children's (up to 12 years old) behaviour, anxiety and fear during dental treatment with very low certainty of evidence. Methodological limitations of included studies, however, suggest that better designed trials are needed to adequately understand this issue. [ABSTRACT FROM AUTHOR]

Children and adolescents are at a significantly high risk of mental health problems during their lifetime, among which are depression and anxiety, which are the most common. Life skills education is one of the intervention programmes designed to improve mental wellbeing and strengthen their ability to cope with the daily stresses of life. This review aimed to identify and evaluate the effect of life skills intervention on the reduction of depression, anxiety and stress among children and adolescents. Following the Population, Intervention, Comparison and Outcome (PICO) model and the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) 2009 checklist, eight databases (Academic Search Complete, CINAHL, Cochrane, MEDLINE, Psychology and Behavioural Sciences Collection, PubMed, Scopus and Web of Science) were systematically reviewed from 2012 to 2020. The search was limited to English papers only. It included published experimental and quasi-experimental studies addressing the effect of life skills interventions on the reduction of at least one of the following mental health disorders: depression, anxiety and stress among children and adolescents (from the age of 5 years old to 18 years old). We used the Joanna Briggs Institute checklist for experimental and quasi-experimental studies to evaluate the quality of the included studies. This study was registered in PROSPERO [CRD42021256603]. The search identified only 10 studies (three experimental and seven quasi-experimental) from 2,160 articles. The number of the participants was 6,714 aged between 10 years old and 19 years old. Three studies in this review focused on depression and anxiety, whereas one study investigated depression and the other anxiety. Three studies targeted only stress and two examined the three outcomes, namely, depression, anxiety and stress. Almost in all studies, the life skills intervention positively impacted mental disorders, considering the differences among males and females. The overall methodological quality of the findings was deemed to be moderate to high. Our results clearly indicated the advantages of life skills programmes among adolescents in different settings and contexts. Nonetheless, the results highlight some important policy implications by emphasising the crucial roles of developers and policymakers in the implementation of appropriate modules and activities. Further research examining life skills intervention with a cultural, gender perspective, age-appropriate and long-term effect is recommended. [ABSTRACT FROM AUTHOR]

Gastroparesis (GP) is a chronic, gastric dysmotility disorder with significant morbidity and mortality. The hallmark of GP is the delayed emptying of the contents of the stomach in the absence of any mechanical obstruction. Patients most commonly report chronic symptoms of nausea, vomiting, feeling full quickly when eating, bloating, and abdominal pain. Treatments are limited with relatively poor efficacy. As such, children with GP are at significant risk for the development of psychological co-morbidities. In this paper, we provide a topical review of the scientific literature on the psychological, social, and emotional impacts of gastroparesis in pediatric patients. We aim to document the current state of research, identify gaps in our knowledge with appropriate recommendations for future research directions, and highlight the unique challenges pediatric patients with GP and their families may face as they manage this disease. Based on the current review, research into the psychosocial impacts in children with GP is essentially non-existent. However, when considering research in children with other chronic digestive diseases, children with GP are likely to face multiple psychosocial challenges, including increased risk for anxiety and depression, stigma, and reduced quality of life. These significant gaps in the current understanding of effects of GP across domains of childhood functioning allow for ample opportunities for future studies to address psychosocial outcomes. [ABSTRACT FROM AUTHOR]

This paper explores the challenges of resolving conflicting feelings around talking with a child about their terminal prognosis. When children are left out of such conversations it is usually done with good intent, with a parent wishing to protect their child from anxiety or loss of hope. There is however growing evidence that sensitive, timely, age appropriate information from those with whom children have a good relationship is helpful both for the child and their family. There is no evidence that involving children in sensitive and timely discussions creates significant problems, rather that withholding information may lead to confusion, frustration, distress and anger. The authors discuss ways in which families can be supported to have these significant conversations with their children. [ABSTRACT FROM AUTHOR]

The article discusses a paper that investigated if MathWise, an eight week one-on-one math tutoring program alleviates math anxiety in elementary school-aged children between seven-nine years. It informs that during the study participants underwent functional magnetic resonance imaging (fMRI) and also reported math anxiety levels using the Scale for Early Mathematics Anxiety (SEMA). The result showed that the intervention reduced math anxiety scores in the children.

A multisystemic model of resilience suggests that the capacity of one system to cope with atypical stress improves the capacity of co-occurring systems. In this paper, we review research demonstrating this relationship, where the more resilient caregivers are, the more likely children are to experience the promotive and protective factors they require for optimal growth and development in both home and school settings. We examine research from the last two decades on school- or family-based resilience promoting interventions, and advocate for a new perspective which adopts a multisystemic view of resilience in order to redirect the focus of the international research agenda, which places emphasis on children rather than systems. The implications of this multisystemic approach to resilience are discussed in relation to the design of programs that promote the well-being of parents and teachers in ways that contribute to more supportive and stable home and school environments for children. [ABSTRACT FROM AUTHOR]

Drawing and Painting can be considered the language of the child as beyond its obvious enjoyment and pleasure, it's the psychological expression of his innocent world as well as a revelation of his whole personality. There is a significant relationship between the lines drawn by a child and his physical and psychological characteristics. The purpose of this study is to evaluate various styles of children's drawings as well as isolating their psychological disorders and problems. In this descriptive-analytical drawings of 205 boys from primary schools of Gorgan in 1392 (2013) were evaluated. Simple sampling method used along with Machover's Draw a Person Projective Test. Final data were evaluated with a checklist. Participants' average age was 6.21 years. Results showed that 53.87 percent of children drew a normal human which is an indication of their consistency. 26.34 percent chose the middle of the paper for their drawings which shows their realism and present thinking; 56.34 percent of children did their drawings on the corners which express their feelings of being lowly valued. Drawing a relatively small human figure showed that 36.58 percent of children are feeling shy and afraid while 75.60 percent drew a happy-faced figure. And finally, in 10.24 percent of drawings, lips were shown closed and pressed which may be an indication of stress and tension. Results showed that while most of the participants were consistent, logical, and happy, a few showed signs of insecurity, aggression, depression, impulsivity, incompatibility, anxiety, shyness, and self-presumed low value. Therefore, as there is a significant and deep relationship between child's drawings of a human figure and his psychological disorders and incompatibilities, timely realization of such problems can prevent them from becoming chronic as well as helping toward their complete resolution. [ABSTRACT FROM AUTHOR]

Background Prenatal maternal depressive, anxious, and stress symptoms have been found to be associated with child and adolescent behavior problems. In this paper, we investigate their impact on behavior problems and depressive symptoms in adulthood. Methods Participants included 3,099 mother-offspring pairs from the Mater University Study of Pregnancy (MUSP), an Australian based, prebirth cohort study. We used latent class growth analysis (LCGA) with parallel processes to identify trajectories of maternal depressive, anxious, and stress symptoms over four time periods between the mothers' first clinic visit and 5 years postpregnancy. We fitted the estimates from the maternal trajectories in multivariate logistic regression models to predict internalizing and externalizing behavior at age 21. We adjusted for a wide range of prenatal and postnatal factors, including maternal life events, relationship quality, contact with the new born, as well as concurrent maternal depressive and anxious symptoms and father's history of mental health problem. Results LCGA found seven groups of mothers; one group of mothers exhibited high levels of depressive, anxious, and stress symptoms during pregnancy but not at later time points. Their offspring experienced increased levels of behavior problems and depressive symptoms. Conclusions This paper provides the first evidence that high levels of maternal subjective depressive, anxious, and stress symptoms experienced in early pregnancy may predict internalizing and externalizing behavior problems and depressive symptoms in young adults. [ABSTRACT FROM AUTHOR]

The article is devoted to the study of the temperament and behaviour of children with developmental disorder risks. Early age is most significant in terms of early identifying deviant development markers for implementing effective programmes for early intervention. The article deals with the peculiarities of using the Infant Behaviour Questionnaire - Revised (IBQ-R) and its application in scientific research; the results of domestic and foreign research into temperament as a marker/predictor of deviant behaviour are presented. The paper describes the results of a pilot study of differences in behaviour in a sample of 49 children aged 5.6 months. The research involved two groups of test children, a reference group (typically developing children) and the children of developmental risk groups (which included prematurity, family risk of autism spectrum disorders (ASD)/attention deficit and hyperactivity disorder (ADHD), paediatric arterial ischemic stroke). The significant impact of developmental disorder risks on the Perceptual Sensitivity Scale (IBQ-R) as well as the effect of sex and risks on the Approach, Vocal Reactivity (IBQ-R) scale were discovered. There are suggestions that prematurity may have a negative impact on the development of temperament in children aged 6 months. However, in comparison with such factors as the genetic predisposition to atypical development or local brain damage due to paediatric arterial ischemic stroke, prematurity (excluding extremely premature) probably has less influence on the development of temperament and behavioural characteristics. There is a significant heterotypic continuity of individual differences in temperament indicators at an early age, which highlights the need for further research into the issue and the formation of large cohorts of children. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Psychology / Revista de Psihologie is the property of Romanian Academy Publishing House / Editura Academiei Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Coping style plays an important role in children’s wellbeing. This paper describes the patterns of associations between children’s self-reported coping styles and symptoms of anxiety in order to determine whether particular dimensions are associated with better adjustment. Participants were 2566 children (1268 girls, 1298 boys) aged 7-11 years attending 15 schools in the South East of England. Results showed that aspects of coping were differentially associated with children’s self-reported anxiety. Patterns of association also varied by age and gender. Dimensions of coping were shown to form distinct adaptive and maladaptive coping styles which were also differentially associated with anxiety. Analysis of these styles indicated that it is the absence of maladaptive coping strategies, rather than the presence of adaptive strategies, that is significant in emotional wellbeing. These findings suggest that interventions designed to reduce or extinguish maladaptive coping styles may be of particular benefit in facilitating emotional wellbeing. [ABSTRACT FROM AUTHOR]

This paper uses material from two weekly observations of the transition of two 2 year-olds into nursery care. The observations are ‘participant’ observations which were undertaken by the author who was also working in the nursery at the time. The paper focuses on the emotional challenges and developmental shifts for each child. The first observation describes a little boy's efforts to cope with the loss of his mother during the day, and his separation anxiety and sibling/peer conflicts, which went relatively unrecognised by teachers. A surge of depressive pain is observed. The second observation looks at a little girl's struggle with the overwhelming anxiety of separation. A change is observed, as routines are established and she reunites with her parents each day; she gradually seems to begin to internalise a sense of being contained in her mother's mind even when she is separate. The developmental tasks for this age group are discussed and the process of developing confidence in the presence of a good internal parental figure (object) is seen to be essential for the development of external relationships outside the family. The necessity to support all children, but especially those who struggle most with separation, is discussed. [ABSTRACT FROM AUTHOR]

Literary scholar Clare Bradford gives voice to a pervasive anxiety that arises when a child audience meets unsettling ecological narratives. She remarks: "to explain to young children that pygmy hippos are under serious threat or that elephants are still being killed for their tusks or that wilderness areas are disappearing is to construct a dangerous and unstable world in which environmentalist values have largely failed to halt ecological problems" (2003, 112). This paper takes a close look at the issue of introducing children to difficult climate knowledge, and pays particular attention to notions of childhood innocence and maturation that tend to get framed within a utopian/dystopian binary (of "protecting/preparing" children for the messy and monstrous world). I take the question of 'what shall we tell the children?' as a spur for exploring the limits of this binary and turn to the work of Japanese animator Hayao Miyazaki and the philosophy of new materialism to illuminate other possible pathways. What happens when catastrophe meets whimsy in the work of Studio Ghibli? I don't profess to offer easy answers, but rather reflect upon some of the assumptions embedded in contemporary conversations about suitable knowledge while exploring the role fantasy might play in permitting access to truths that are harder to take in realist modes. [ABSTRACT FROM AUTHOR]

Copyright of Psihiatru.ro is the property of MEDICHUB MEDIA, S.R.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose Previous literature demonstrated low-to-moderate rates of agreement between children and mothers regarding child anxiety. The purpose of this paper is to evaluate factors related to differences between mother-child dyads who disagreed vs agreed in their reports of child anxiety symptoms.Design/methodology/approach In total, 87 children aged 9-12 years old and their mothers completed questionnaires regarding maternal perceptions of child behavior, maternal separation anxiety about the child’s individuation, and mother-child relationship characteristics.Findings The results showed that mothers in mother-child dyads who disagreed on child anxiety symptoms, compared to those in dyads who agreed on child anxiety symptoms, perceived their children as showing higher affect intensity and behavioral problems. They also expressed greater anxiety about the children’s individuation process, characterized in part by children’s increased autonomy and decline of reliance on them. Further, children in dyads who disagreed, compared to those in dyads who agreed, reported lower mother-child attachment security.Originality/value The results extend the literature by identifying specific factors related to the discrepancy between mothers’ and children’s reports of childhood anxiety in early adolescence. The results highlight the need to consider both mothers’ and children’s views when assessing childhood anxiety. Importantly, the results also indicate that specific factors investigated in this study, including maternal perception of children’s behavioral problems and their affect intensity, maternal anxiety about child individuation, and mother-child attachment security, could be used to inform clinical decisions regarding informant discrepancies. [ABSTRACT FROM AUTHOR]

This paper describes state of mind assessments as undertaken by child psychotherapists. It considers the similarities and differences with an assessment for an ongoing child psychotherapy treatment intervention and is described here as a ‘package’ that is offered to the family, child and young person and also the referring colleague. It is suggested that the consultative aspect has more weight in a state of mind assessment. The stages of the assessment are outlined and include the initial consultation with the referring colleague, a meeting with parents, three sessions with a child or young person and feeding back to parents with further consultation to the referring colleague. The meaning of the request at any particular time is explored and influences the stance and the approach to the assessment by the therapist. A summary of a case example illustrates the different stages outlined here. The thinking and approach described may be particularly useful to trainees and those starting out as child psychotherapists in child and adolescent mental health services. [ABSTRACT FROM AUTHOR]

This review paper critically examines literature regarding restricted and repetitive behaviors (RRBs) in Autism Spectrum Disorder (ASD) and Obsessive-Compulsive Disorder (OCD). The similar behavioral profiles of these disorders presents the potential for confusion regarding diagnoses and intervention efforts. As such, this review highlights the similarities and differences between RRBs in ASD and OCD. The developmental trajectories of RRBs are presented, followed by an exploration of three constructs implicated in RRB manifestation: anxiety, executive functioning, and sensory phenomena. While RRBs tend to develop with some similarity in both disorders, the differing role of anxiety highlights important distinctions between ASD and OCD. We urge researchers and clinicians to think critically about the dimensions that affect RRB presentation. Future research should use this review as a starting point to further elucidate the differences between RRBs in these two populations. [ABSTRACT FROM AUTHOR]

This paper explores whether the increased vulnerability of children of anxious parents to develop anxiety disorders may be partially explained by these children having increased cognitive biases towards threat compared with children of non-anxious parents. Parents completed questionnaires about their child's anxiety symptoms. Children aged 5-9 (n = 85) participated in two cognitive bias tasks: 1) an emotion recognition task, and 2) an ambiguous situations questionnaire. For the emotion recognition task, there were no significant differences between at-risk children and children of non-anxious parents in their cognitive bias scores for reaction times or for accuracy in identifying angry or happy facial expressions. In addition, there were no significant differences between at-risk children and children of non-anxious parents in the number of threat interpretations made for the ambiguous situations questionnaire. It is possible that these cognitive biases only become present subsequent to the development of an anxiety disorder, or only in older at-risk children. [ABSTRACT FROM AUTHOR]

Background and Objectives: The essence of Problem-based Learning (PBL) is to find a prêt-à-porter solution to a problem, which is also known as scenario. Several features differentiate this teaching methodology from other typical approaches in language teaching contexts. In order to reinforce the association between learners' construction of the required knowledge to solve an ill-structured problem when assessing different possible solutions and attempting to find an acceptable solution, learners need to collect necessary information mostly on their own with the help of a teacher as a facilitator. PBL can also be considered as a potentially useful approach to language teaching and learning, especially with regard to productive skills in which leaners practice more fluently if they experience more involvement in the learning process. The PBL also contributes to learners and learning psychological aspects. Despite the generally acknowledged benefits of PBL, it has not been commonly used, especially in foreign language learning contexts. One reason for this may have been concerns about how the method might affect foreign language learners' feeling of anxiety, self-efficacy and willingness to communicate. The major objective of this study was to bridge the gap in our understanding of how the implementation of the PBL approach affects English as a Foreign Language (EFL) learners' psychological factors of willingness to communicate, self-efficacy, and classroom anxiety. Materials and Methods: Ninety pre-intermediate EFL students were selected according to the Oxford Placement Test (OPT) and purposeful sampling method. They were randomly assigned into 3 groups of online PBL, face-to-face PBL, and control group with 30 learners in each. Students in both online PBL and face-to-face PBL classes embarked on a 10-session speaking course according to the framework of the PBL approach. Meanwhile, the control group received speaking instruction based on a conventional method other than the PBL. Three questionnaires of Willingness to Communicate (WTC), English selfefficacy, and foreign language classroom anxiety scale were administered before and after the course to all participants. Analysis of covariance (ANCOVA) was employed to analyze the data. Findings: Results showed that EFL learners in the online and face-to-face PBL classes outperformed those in the control group in their WTC and self-efficacy. In addition, learners in the online and face-to-face PBL groups meaningfully experienced a lower level of classroom anxiety compared with the control group. Conclusions: The findings of the present study suggest that the PBL approach efficiently motivates learners to communicate and interact within the classroom context. In addition, learners in the online and conventional PBL groups felt more self-determining and responsible for their learning as a result of feeling more comfortable in the learning environment. Results also shed light on the idea that due to the experiential aspect of PBL, when learners explore the solutions to the problem/scenario and discuss them with others, that forms an environment with a minimized classroom speaking anxiety. Implications are also discussed at the end of the study. [ABSTRACT FROM AUTHOR]

For children with profound disabilities affecting communication, it can be extremely challenging to identify salient emotions such as anxiety. If left unmanaged, anxiety can lead to hypertension, cardiovascular disease, and other psychological diagnoses. Physiological signals of the autonomic nervous system are indicative of anxiety, but can be difficult to interpret for non-specialist caregivers. This paper evaluates an auditory interface for intuitive detection of anxiety from physiological signals. The interface, called "Biomusic," maps physiological signals to music (i.e., electrodermal activity to melody; skin temperature to musical key; heart rate to drum beat; respiration to a "whooshing" embellishment resembling the sound of an exhalation). The Biomusic interface was tested in two experiments. Biomusic samples were generated from physiological recordings of typically developing children (n = 10) and children with autism spectrum disorders (n = 5) during relaxing and anxiety-provoking conditions. Adult participants (n = 16) were then asked to identify "anxious" or "relaxed" states by listening to the samples. In a classification task with 30 Biomusic samples (1 relaxed state, 1 anxious state per child), classification accuracy, sensitivity, and specificity were 80.8% [standard error (SE) = 2.3], 84.9% (SE = 3.0), and 76.8% (SE = 3.9), respectively. Participants were able to form an early and accurate impression of the anxiety state within 12.1 (SE = 0.7) seconds of hearing the Biomusic with very little training (i.e., <10 min) and no contextual information. Biomusic holds promise for monitoring, communication, and biofeedback systems for anxiety management. [ABSTRACT FROM AUTHOR]

This clinical paper explores the way in which the first two years of a long-term psychotherapy helped six-year-old Anna to lessen her retreat into a chronic withdrawn emotional state. Over the course of the first year she would occasionally pick up the fridge from the doll’s house and try to open the doors, but because the fridge was actually a block of wood the doors could not open. In treatment, this inquiry came to represent the difficulties of engaging and making contact with a baby who found it very hard to feed. The author describes how, as Anna entered into a therapeutic relationship, it slowly became clear that there was an inner world jam-packed with persecutory anxieties and a family history of unmourned loss and trauma. Through fear Anna slammed the doors to her mind – to knowing herself – and by not feeding, Anna starved herself of opportunities for mental growth. It took some time for her to state, “it’s silly these doors don’t open, they should”. In the discussion of this clinical material the author draws on the work of Francis Tustin, Alessandra Piontelli and Marguerite Reid to consider the link between intergenerational and prenatal trauma and subsequent emotional disturbance in the child. [ABSTRACT FROM AUTHOR]

The paper draws on material from a young child observation undertaken by a Chinese observer in Beijing, China. It focuses on how the observed child adapted rather quietly to his first year in nursery. He never cried, nor did he create a scene or seek special attention. Ironically, the observer was drawn to him exactly because of this lack of drama and his apparent indifference to her. This indifference aroused a strong countertransference in the observer. Closer observation revealed the possibility of equally strong feelings behind the child's various ways of coping and of defending himself against distress, anxiety and other feelings related to the transition from home to nursery. Over time, he showed more and different aspects of himself, signalling development in the relationship with the nursery staff, his peers and the observer in a significant period of transition for any toddler. [ABSTRACT FROM PUBLISHER]

Purpose – The purpose of this paper is to investigate the Wiki and its influence on the anxiety produced during cross-cultural web-based collaborative learning sessions. Design/methodology/approach – In total, 49 high school students participated in transnational collaborative learning and engaged in a one-month Google Wiki activity. A transnational collaborative learning anxiety inventory was used to measure the anxiety of the participants, which included the dimensions of social anxiety, foreign language anxiety, and computer anxiety. In addition, platform usage records were compiled using Google Wiki user records and participation process checklists. Relative data derived from these two items were compared with the questionnaire data. Findings – The results indicated that participants who had experience with Wiki transnational collaborative learning exhibited significantly reduced SA and FLA. Participation process and user records revealed that embedding videos; responding to content created by others; proofreading and editing the content of others; updating layouts; underlining text, changing the font, and color coding; and increasing the number of edits reduced FLA. The number of times edits and responses were produced was correlated with decreases in SA. Originality/value – The causes and effects of transnational collaborative learning have concurrently received attention. However, studies on Wiks and their impact on the anxiety produced during cross-cultural Web-based collaborative learning are limited. Therefore, Google Wiki was used in this study as the medium through which the effects of Wiki participation on anxiety resulting from transnational collaborative learning were explored. [ABSTRACT FROM AUTHOR]

The prevalence of eating disorders (ED) in the eastern part of the world is lower than that of Western countries but appears to be increasing. Current research findings about ED in India seem to be moving in two different directions at once. On one hand there is increasing recognition of eating disorders within the Indian population. On the other, a persisting belief that the culture-bound syndrome of eating disorders is alien to India, and non-western cultures shield individuals from developing eating disorders. In a study by Mammen, Russell, and Russell (2007) on the prevalence of eating disorders and psychiatric comorbidity among children and adolescents found that 1.25 % of the sample could be diagnosed having an eating disorder. The commonest form being anorexia nervosa and psychogenic vomitting. Psychogenic vomitting can be defined as vomitting associated with emotional distress and anxiety. The present paper will highlight two case reports of children who presented with symptoms of psychogenic vomitting to the OPD of CNBC hospital, Delhi. The contrasting nature of the symptom initiation-one mimicking a previous serious illness and the other from academic stress will be highlighted. Behavioural and Cognitive interventions such as graded meal, distraction and cognitive restructuring were undertaken. The paper highlights the need to understand the need for tailor made interventions for children with such conditions as there may not always be an underlying psychological conflict. [ABSTRACT FROM AUTHOR]

This paper describes a study performed to investigate the impact of the conflict in Syria on Syrian refugee children. The Zaatari refugee camp in Jordan was chosen for this task. Two control (comparison) groups of children were selected: one from the Jordanian Ramtha district, which is just across the border from Syria, and that indirectly feel the consequences of the Syrian conflict, and the other from Amman, the capital of Jordan, which is far away from the border. The study compared the Zaatari, Ramtha and Amman groups in terms of expressed anxiety and depression symptoms. They were also compared with respect to their gender and age. The Zaatari children were more distressed than the others, and the symptom ‘thoughts of ending your life’ was expressed only by this group. The Ramtha group also expressed some distress. The fact that this group indirectly experiences the consequences of violence emphasises the dire circumstances of children inside Syria who are trapped between fighting groups. [ABSTRACT FROM PUBLISHER]

The paper presents the results of a two-year study on the implementation of the complex of psychological means of the correction of age and sporting activities related fears in primary school aged swimmers. Two groups of young swimmers from the sports school «Dolphin», Saint-Petersburg took part in the first part of the study: 1) 28 athletes of primary school age (born in 2005) with average sporting experience 3.5 years; and 2) 31 teen aged athlete (born in 2003) with average sporting experience 6 years. The group of teen athletes was involved to identify the characteristics of fears with primary school aged children in swimming. 12 coaches of the sports school also took part in the survey. The efficiency of the complex of psychological correction of fears in young swimmers of primary school age was confirmed by: а) the fears intensity; b) the number of athletes in the risk group and in the groups with low and intermediate fears intensity; c) state-anxiety indicator (both for the whole group of athletes born in 2005, and separately for girls and boys); d) statistically higher kill level of young swimmers of UT-1 in 2016 compared to 2014 and 2015. [ABSTRACT FROM AUTHOR]

Aim: This participative, creative research aimed to explore the meaning of 'safe space' at school, defined as areas which children could access when emotionally dysregulated. This study aimed to answer the research question -- how do children and teachers understand the meaning of safe space at school? Rationale: Safe space is an overused and conceptually confused term, which has been described as the second-most popular strategy for supporting children's anxiety in UK schools. However, the scarce research literature documents adult views of the benefits of safe space, with little reference to children's perceptions. Method: A Mosaic-based approach, which offers child-centred, multi-modal methods for exploring views, was used to enable seven children and their three teachers to construct their understanding of safe space in school. Children designated as users of safe space led the researcher on a school tour and took photos of a puppet in their chosen safe spaces. Teachers participated in a semi-structured interview. Visual data was categorised using content analysis and combined with inductive, reflexive thematic analysis of verbal data to identify themes. Findings: Children's multiple, dynamic understandings of safe space generated themes of liberated places, safe bases and belonging, contrasting with teachers' differing understanding of a static, boundaried, restricted space. The value of psychological safety in school alongside giving children agency to self-regulate according to context and need is emphasised when considering safe space. Implications: Discussing the 'dilemmas of difference' regarding teachers' operationalising of a safe space in school leads to consideration of the potential implications for educational policy and practice. The value of deconstructing dominant adult discourses through visibly listening to children using a humanistic, empowering psychological framework is highlighted. Limitations: Children's words, photographs and actions were filtered and interpreted by the researcher which could be conceived as constraining child voice and furthering adult-child power imbalances. The full Mosaic approach where a platform for communication between adults and children is facilitated did not take place due to school closures because of the pandemic. Conclusions: This research extends, and to a degree challenges previous UK literature which suggests that safe space is a beneficial strategy for managing anxiety, as child participants had a more dynamic and flexible understanding of safe space than their teachers. Concerns were raised about the understanding and awareness teachers have regarding wellbeing interventions and how these have the potential to become stigmatising within a behaviourist-dominated school perspective. [ABSTRACT FROM AUTHOR]

Linked Content This article is linked to Ludvigsson et al and Kilincalp and Haji papers. To view these articles, visit https://doi.org/10.1111/apt.14991 and https://doi.org/10.1111/apt.15110. [ABSTRACT FROM AUTHOR]

In the current paper, we describe an integrated online- and mobile-based application for the treatment of childhood anxiety disorders, Anxiety Coach. The technology is designed to increase the use of exposure therapy by therapists and patients. We begin by outlining the clinical content and design of the application, and then review the clinical administration and theoretical basis for the program. Next, using results from an implementation feasibility study, we illustrate how data collected during application use can inform therapists, supervisors, and researchers about process variables (i.e., use of exposure) and outcomes (i.e., symptom improvement). Implications of the potential for Anxiety Coach to increase access to evidence-based treatment and directions for further research are discussed. • Most children with anxiety disorders do not receive exposure therapy • Anxiety Coach is a web- and mobile-based technology for childhood anxiety disorders • We introduce the content of Anxiety Coach and the underlying rationale • A case series illustrates the potential to collect outcome and process data [ABSTRACT FROM AUTHOR]

Background: The tendency to interpret ambiguity as threat (negative interpretation) has been implicated in cognitive models of anxiety. A significant body of research has examined the association between anxiety and negative interpretation, and reviews suggest there is a robust positive association in adults. However, evidence with children and adolescents has been inconsistent. This study aimed to provide a systematic quantitative assessment of the association between anxiety and negative interpretation in children and adolescents. Method: Following systematic searches and screening for eligibility, 345 effects sizes from 77 studies were meta‐analysed. Results: Overall a medium positive association was found between anxiety and negative interpretation in children and adolescents (d^ = .62). Two variables significantly moderated this effect. Specifically, the association increased in strength with increasing age and when the content of ambiguous scenarios matched the anxiety subtype under investigation. Conclusions: Results extend findings from adult literature by demonstrating an association in children and adolescents with evidence for content specificity in the association. Age effects imply a role for development. Results raise considerations for when and for whom clinical treatments for anxiety focusing on interpretation bias are appropriate. The vast majority of studies included in the review have used correlational designs and there are a limited number of studies with young children. The results should be considered with these limitations in mind. [ABSTRACT FROM AUTHOR]

Background: Children of caregivers with problematic substance use are at an increased risk for adverse childhood experiences, such as neglect, intentional and unintentional abuse, and household dysfunction. These experiences can contribute to anxiety, which is the most common mental health concern for children. Anxiety has multiple short- and long-term adverse effects. Aim: To describe the anxiety-provoking experiences of children living with caregivers who experience problematic substance use. Methods: Secondary analysis using exploratory, inductive thematic analysis was conducted on 16 interviews of individuals affected by substance use disorder in the Prince Albert, Saskatchewan area. The focus of the analysis is to describe anxiety-provoking experiences of children living in homes affected by a caregiver's substance use. Results: Three main themes were identified and included experiencing trauma, living in an unstable home environment, and resiliency in adulthood. Conclusion: Children who lived with caregivers with problematic substance use faced anxiety while living in an unstable home environment and experiencing traumatic events. This anxiety continued into adulthood. These children demonstrated resiliency despite the hardships they faced. This research contributes to understanding childhood anxiety in the context of living with caregivers with problematic substance use and the importance of using a trauma-informed approach when working with children. [ABSTRACT FROM AUTHOR]