Lester Kathryn J, Lisk Stephen C, Mikita Nina, Mitchell Sophie, Huijding Jorg, Rinck Mike, Field Andy P
MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, De Crespigny Park, London SE5 8AF, UK; School of Psychology, University of Sussex, Pevensey Building, Falmer, Brighton BN1 9QH, UK.
MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, De Crespigny Park, London SE5 8AF, UK.
J Behav Ther Exp Psychiatry. 2015 Sep;48:40-9. doi: 10.1016/j.jbtep.2015.01.008. Epub 2015 Feb 7.
This study examined the effects of verbal information and approach-avoidance training on fear-related cognitive and behavioural responses about novel animals.
One hundred and sixty children (7-11 years) were randomly allocated to receive: a) positive verbal information about one novel animal and threat information about a second novel animal (verbal information condition); b) approach-avoidance training in which they repeatedly pushed away (avoid) or pulled closer (approach) pictures of the animals (approach-avoidance training), c) a combined condition in which verbal information was given prior to approach-avoidance training (verbal information + approach-avoidance training) and d) a combined condition in which approach-avoidance training was given prior to verbal information (approach-avoidance training + verbal information).
Threat and positive information significantly increased and decreased fear beliefs and avoidance behaviour respectively. Approach-avoidance training was successful in training the desired behavioural responses but had limited effects on fear-related responses. Verbal information and both combined conditions resulted in significantly larger effects than approach-avoidance training. We found no evidence for an additive effect of these pathways.
This study used a non-clinical sample and focused on novel animals rather than animals about which children already had experience or established fears. The study also compared positive information/approach with threat information/avoid training, limiting specific conclusions regarding the independent effects of these conditions.
The present study finds little evidence in support of a possible causal role for behavioural response training in the aetiology of childhood fear. However, the provision of verbal information appears to be an important pathway involved in the aetiology of childhood fear.
本研究考察了言语信息及趋近-回避训练对与新奇动物相关的恐惧认知及行为反应的影响。
160名儿童（7至11岁）被随机分配接受以下处理：a）关于一种新奇动物的积极言语信息及关于另一种新奇动物的威胁信息（言语信息组）；b）趋近-回避训练，即他们反复推开（回避）或拉近（趋近）动物图片（趋近-回避训练组）；c）一种联合组，其中在趋近-回避训练之前给予言语信息（言语信息 + 趋近-回避训练组）；d）一种联合组，其中在言语信息之前给予趋近-回避训练（趋近-回避训练 + 言语信息组）。
威胁信息和积极信息分别显著增加和降低了恐惧信念及回避行为。趋近-回避训练成功训练出了期望的行为反应，但对与恐惧相关的反应影响有限。言语信息及两种联合组产生的效果均显著大于趋近-回避训练组。我们没有发现这些途径存在相加效应的证据。
本研究使用的是非临床样本，且关注的是新奇动物而非儿童已有经验或既定恐惧的动物。该研究还比较了积极信息/趋近与威胁信息/回避训练，限制了关于这些条件独立效应的具体结论。
本研究几乎没有发现证据支持行为反应训练在儿童恐惧病因学中可能具有的因果作用。然而，提供言语信息似乎是儿童恐惧病因学中涉及的一条重要途径。
