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Interpretation bias and anxiety in childhood: stability, specificity and longitudinal associations

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Creswell, C. and O'Connor, T. G. (2011) Interpretation bias and anxiety in childhood: stability, specificity and longitudinal associations. Behavioural and Cognitive Psychotherapy, 39 (02). pp. 191-204. ISSN 1469-1833

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To link to this article DOI: 10.1017/S1352465810000494

Abstract/Summary

Background: Biases in the interpretation of ambiguous material are central to cognitive models of anxiety; however, understanding of the association between interpretation and anxiety in childhood is limited. To address this, a prospective investigation of the stability and specificity of anxious cognitions and anxiety and the relationship between these factors was conducted. Method: Sixty-five children (10–11 years) from a community sample completed measures of self-reported anxiety, depression, and conduct problems, and responded to ambiguous stories at three time points over one-year. Results: Individual differences in biases in interpretation of ambiguity (specifically “anticipated distress” and “threat interpretation”) were stable over time. Furthermore, anticipated distress and threat interpretation were specifically associated with anxiety symptoms. Distress anticipation predicted change in anxiety symptoms over time. In contrast, anxiety scores predicted change in threat interpretation over time. Conclusions: The results suggest that different cognitive constructs may show different longitudinal links with anxiety. These preliminary findings extend research and theory on anxious cognitions and their link with anxiety in children, and suggest that these cognitive processes may be valuable targets for assessment and intervention.

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary centres and themes > Winnicott
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Psychopathology and Affective Neuroscience
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
ID Code:22031
Uncontrolled Keywords:Cognition; anxiety; children; interpretation biases
Publisher:Cambridge University Press

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