Child Anxiety Theory and Treatment
A Special Issue of Cognition and Emotion
Edited by Andy P. Field, Sam Cartwright-Hatton, Shirley Reynolds, Cathy Creswell
Psychology Press – 2008 – 176 pages
Despite the negative impact of anxiety in children, theories and research have lagged behind their adult counterparts. This special issue arose from an Economic and Social Research Council funded seminar series (Child Anxiety Theory and Treatment, CATTS).
It highlights four themes in theories and research into child anxiety: the appropriateness of applying adult models to children, the need to isolate causal variables, the need to take a developmental perspective, and the importance of parents. This issue aims to stimulate debate about theoretical issues that will inform future child anxiety research.
Field, Cartwright-Hatton, Reynolds, Creswell, Child Anxiety Theory and Treatment: Past Present and Future. Muris, Field, Distorted Cognition and Pathological Anxiety in Children and Adolescents. In-Albon, Kleinb, Rinck, Beckerb, Schneider, Development and Evaluation of a New Paradigm for the Assessment of Anxiety Disorder-specific Interpretation Bias Using Picture Stimuli. Creswell, Woolgar, Cooper, Giannakakis, Schofield, Young, Murray, Processing of Faces and Emotional Expressions in Infants at Risk of Social Phobia. Field, Lawson, The Verbal Information Pathway to Fear and Subsequent Causal Learning in Children. Tiwari, Podell, Martin, Mychailyszyn, Furr, Kendall, Experiential Avoidance in the Parenting of Anxious Youth: Theory, Research, and Future Directions. Gifford, Reynolds, Bell, Wilson, Threat Interpretation Bias in Anxious Children and Their Mothers. Perez-Olivas, Stevenson, Hadwin, Do Anxiety-related Attentional Biases Mediate the Link Between Maternal Over Involvement and Separation Anxiety in Children? Bögels, Bamelis, Bruggen, Parental Rearing as a Function of Parent’s Own, Partner’s, and Child Anxiety Status: Fathers Make the Difference. Carter, Williams, Silverman, Cognitive and Emotional Facets of Test Anxiety in African American School Children.