儿童期焦虑中的认知：概念、方法及发展问题
Cognition in childhood anxiety: conceptual, methodological, and developmental issues.
作者信息
Alfano Candice A, Beidel Deborah C, Turner Samuel M
机构信息
Maryland Center for Anxiety Disorders, Department of Psychology, University of Maryland, College Park, MD 20742, USA.
出版信息
Clin Psychol Rev. 2002 Nov;22(8):1209-38. doi: 10.1016/s0272-7358(02)00205-2.
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.
焦虑症是普通儿童群体中最常见的精神疾病之一，会对近期和长期功能产生重大影响。尽管针对焦虑儿童的特定负面思维普遍采用认知行为干预，但目前尚不清楚现有文献是否明确记录了这些儿童的认知偏差。在本综述中，强调了与焦虑儿童认知评估相关的概念和方法问题，并评估了涉及这些领域的实证数据。此外，还研究了作为治疗结果函数的认知变化数据，并讨论了认知发展作为调节变量的影响。最后，提出了未来研究的领域。
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