Specificity of dysfunctional thinking in children with symptoms of social anxiety, separation anxiety and generalised anxiety
Specificity of dysfunctional thinking in children with symptoms of social anxiety, separation anxiety and generalised anxiety
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DOI：
10.1375/bech.20.3.160.24836
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发表时间：
2003-01-01
期刊：
影响因子：
1.1
通讯作者：
Kindt, M
中科院分区：
文献类型：
--
作者：
Bögels, SM;Snieder, N;Kindt, M
本研究调查了患有严重社交恐惧症（SP）、分离焦虑症（SAD）或广泛性焦虑症（GAD）症状的儿童是否具有一组特定的功能失调解释，这些解释与其特定恐惧的认知模型一致（“解释的内容特异性”）。还检查了这种认知偏差是否主要在与相关恐惧相关的模棱两可的情况下被激活（“情况的内容特异性”）。 SP、SAD 和 GAD 症状严重的儿童和焦虑程度较低的对照儿童会接触到描述模糊情境的故事，并被要求给出他们的解释和行动计划。结果显示，与对照组儿童相比，高度焦虑的儿童表现出消极的认知偏差，但在给出的行动计划方面与对照组没有差异。我们发现了一些证据来证明这种认知偏差的内容特异性。也就是说，与解释的内容特异性假设一致，SAD 较高的儿童比 SP 和 GAD 较高的儿童报告了更多与其恐惧内容一致的解释。此外，SP 和 SAD 较高的儿童主要表现出消极的认知偏差。分别针对社交和分离情况。 GAD 较高的儿童对于解释或情况没有表现出内容特异性。简要讨论了这些发现的理论意义。
The present study investigated whether children with high symptom levels of either social phobia (SP), separation anxiety disorder (SAD), or generalised anxiety disorder (GAD) are characterised by a specific set of dysfunctional interpretations that are consistent with the cognitive model of their specific fear ("content-specificity of interpretations"). It was also examined whether such cognitive bias is predominantly activated in those ambiguous situations that are relevant for the pertinent fear ("content-specificity of situations"). Children high on symptoms of SP, SAD, and GAD and low-anxious control children were exposed to stories describing ambiguous situations and asked to give their interpretations and action plans. Results showed that high-anxious children displayed a negative cognitive bias compared to control children, but did not differ from controls with respect to the action plans given. Some evidence was found for the content-specificity of this cognitive bias. That is, consistent with the hypothesis of content-specificity of interpretations, children high on SAD reported more interpretations consistent with the content of their fear than children high on SP and GAD. Further, children high on SP and SAD predominantly displayed a negative cognitive bias in response. to respectively social and separation situations. Children high on GAD did not show content-specificity for interpretations or situations. The theoretical implications of these findings are briefly discussed.