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Cognition in childhood anxiety: conceptual, methodological, and developmental issues
Candice A Alfano1, Deborah C Beidel, Samuel M Turner
1Maryland Center for Anxiety Disorders, Department of Psychology, University of Maryland, College Park, MD 20742, USA.
Clinical Psychology Review
|November 20, 2002
Summary
This review examines cognitive aberrations in anxious children, finding that current literature lacks clear documentation. It highlights assessment challenges and evaluates cognitive changes related to treatment and development.
Area of Science:
- Child and Adolescent Psychiatry
- Cognitive Psychology
- Clinical Psychology
Background:
- Anxiety disorders are prevalent in children, impacting functioning.
- Cognitive-behavioral interventions are common but their cognitive targets are unclear.
- Existing literature lacks clear documentation of cognitive aberrations in anxious youth.
Purpose of the Study:
- To review conceptual and methodological issues in assessing cognition in anxious children.
- To evaluate empirical data on cognitive aberrations and their assessment.
- To examine cognitive change related to treatment and developmental factors.
Main Methods:
- Literature review focusing on cognitive assessment in anxious children.
- Evaluation of empirical data on cognitive aberrations.
- Analysis of treatment outcome studies and developmental impacts.
Main Results:
- Conceptual and methodological challenges exist in assessing child anxiety cognition.
- Empirical data on specific cognitive aberrations is not consistently documented.
- Cognitive development may moderate the relationship between anxiety and cognition.
Conclusions:
- Further research is needed to clarify cognitive aberrations in anxious children.
- Improved assessment methods are crucial for understanding and treating childhood anxiety.
- The role of cognitive development requires further investigation in this population.