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

被引：98

作者：

Alfano, CA ^{[1
]}

Beidel, DC ^{[1
]}

Turner, SM ^{[1
]}

机构：

[1] Univ Maryland, Dept Psychol, Maryland Ctr Anxiety Disorders, College Pk, MD 20742 USA

来源：

CLINICAL PSYCHOLOGY REVIEW | 2002年 / 22卷 / 08期

关键词：

anxiety disorders; children; cognition; assessment; treatment;

D O I：

10.1016/S0272-7358(02)00205-2

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

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. (C) 2002 Elsevier Science Ltd. All rights reserved.

引用

页码：1209 / 1238

页数：30

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