Buffering cognitive irregularities based on internal and external cues in children with social anxiety disorder

根据社交焦虑症儿童的内部和外部线索缓冲认知不规律

• 批准号: 413095700
• 负责人: Professorin Dr. Julia Asbrand
• 金额: --
• 依托单位: Abteilung Klinische Psychologie und Psychotherapie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/413095700?language=en
• 关键词: Buffering; cognitive; irregularities; based; internal

Models of social anxiety disorder (SAD) in adults have focused on cognitive biases before, during and after social situations, which might lead to a negative self-concept in patients with diagnosed SAD. It could be shown that patients with SAD report more anxiety and worries even before a social situation (anticipatory rumination). During a social situation, patients with SAD often focus more prominently on themselves (e.g. feelings, bodily perceptions, thoughts; self-focused attention). After the situation, rumination processes are found with a focus on negative aspects of the social situation (post-event processing). How these factors are influenced and how they interact – possibly a shift of attention towards internal signals – has not yet been fully clarified, especially in children. Furthermore, based on theoretical models it can be expected that buffer effects are possible (e.g. by social support or positive self-instructions) leading to less generation of negative thoughts. However, these effects have not yet been examined in children with SAD.Therefore, the current project aims to conduct two experimental studies which try to answer some of the current research questions about maintenance of SAD in childhood: Based on current theoretical assumptions of maintenance of SAD (in adulthood), the first study examines if children with SAD react more strongly towards internal signals (e.g. bodily perceptions). It is expected that they subsequently report more negative cognitions before, during and after a social situation (self-report as dependent variable). Assessment of eye tracking completes the examination of subjective measures as further dependent variable. The focus of attention (independent variable) will be experimentally controlled by a light (external signal) and a vibration device located at the finger (internal signal).The second study aims to clarify influence of cognitive processes by social support from the parents and positive self-instruction (independent variables) during social stress. Besides subjective data concerning cognitions, psychophysiological measures are used as independent variables.Based on a power analysis, a sample of 46 children per group (with and without SAD) aged 9 to 14 is examined.The project will offer important insights into factors of maintaining SAD in childhood and add to considerations, if theoretical models of SAD in adulthood can provide explanations for SAD in childhood.

成人社交焦虑障碍（SAD）的模型集中在社交情境之前、期间和之后的认知偏差，这可能导致被诊断为SAD的患者产生消极的自我概念。这可能表明，SAD患者甚至在社交情境（预期反刍）之前报告更多的焦虑和担忧。在社交情境中，SAD患者通常更突出地关注自己（例如感觉，身体感知，思想;自我关注）。在情境之后，反刍过程被发现关注社会情境的消极方面（事后处理）。这些因素如何受到影响，以及它们如何相互作用----可能是注意力转向内部信号----尚未完全阐明，特别是在儿童中。此外，根据理论模型，可以预期缓冲效应是可能的（例如通过社会支持或积极的自我指导），从而减少负面思想的产生。然而，这些影响还没有在SAD儿童中进行研究。因此，本项目旨在进行两项实验研究，试图回答目前关于儿童期SAD维持的一些研究问题：基于目前SAD（成年期）维持的理论假设，第一项研究考察SAD儿童是否对内部信号（例如身体感知）反应更强烈。预计他们随后会在社交情境之前、期间和之后报告更多的负面认知（自我报告为因变量）。眼动追踪的评估完成了作为进一步因变量的主观测量的检查。实验中，通过灯光（外部信号）和手指上的振动装置（内部信号）来控制注意力的集中（自变量）。第二项研究的目的是阐明在社会压力下，父母的社会支持和积极的自我指导（自变量）对认知过程的影响。本研究以儿童为研究对象，以心理生理学指标为自变量，采用功效分析法，对9 ~ 14岁儿童（有SAD和无SAD）各46名进行了研究，为儿童期SAD的形成因素提供了重要的理论依据，同时也为成人期SAD的理论模型能否解释儿童期SAD提供了新的思路。