Cognition in childhood anxiety: conceptual, methodological, and developmental issues.

Full Abstract

Anxiety disorders are one of the most common psychiatric disorders in the general child population and can have significant impact on immediate and long-term functioning. Despite the common use of cognitive-behavioral interventions that target specific, negative thoughts in anxious children, it is unclear that the extant literature clearly documents cognitive aberrations among these children. In this review, conceptual and methodological issues related to the assessment of cognition in anxious children are highlighted and empirical data addressing these areas are evaluated. Furthermore, data addressing cognitive change as a function of treatment outcome is examined, and the impact of cognitive development as a moderating variable is discussed. Finally, areas for future research are presented.

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Author information

Author/s: Alfano, Candice A (CA); Beidel, Deborah C (DC); Turner, Samuel M (SM);

Affiliation: Maryland Center for Anxiety Disorders, Department of Psychology, University of Maryland, College Park, MD 20742, USA.

Grants: NIMH53703 (Agency:NIMH NIH HHS) ; NIMH60332 (Agency:NIMH NIH HHS)

Journal and publication information

Publication Type: Journal Article; Research Support, U.S. Gov't, P.H.S.; Review

Journal: Clinical psychology review (Clin Psychol Rev), published in United States. (Language: eng)

Reference: 2002-Nov; vol 22 (issue 8) : pp 1209-38

Dates: Created 2002/11/19; Completed 2003/02/24; Revised 2007/11/14;

PMID: 12436811, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Anxiety Disorders - diagnosis; psychology; therapy
Child
Child Development
Cognition

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