Schwarz Judith, Schreiber Franziska, Kühnemund Martina, Weber Christoph, Stangier Ulrich, Melfsen Siebke
Abteilung für Klinische Psychologie und Psychotherapie, Goethe-Universität Frankfurt am Main, Deutschland.
Institut für mathematische Stochastik, Otto-von-Guericke-Universität Magdeburg, Deutschland.
Z Kinder Jugendpsychiatr Psychother. 2020;48(2):145-157. doi: 10.1024/1422-4917/a000702. Epub 2020 Jan 10.
Cognition in children with social anxiety disorder experiencing stress Empirical data on cognitions of children with social anxiety disorder (SAD) are inconclusive. The present study examines the significance of cognition in children with SAD. Thirty children suffering from SAD and 30 control children free of diagnosis (HC) aged between 9 and 15 years took part in an experiment. Their cognition was assessed before, during, and after a stress-inducing social situation. The assessment method was a self-report measurement. Coping perception was also assessed. Children with SAD did not report a higher level of negative or coping cognition than those in the HC group. An interaction was apparent on the positive cognition scale: Older children (11-12 or 13-15 years) with SAD reported less positive cognition than those in the HC group, and younger children with SAD (9-10 years) reported more than those in the HC group. No group differences were found for perceived coping. The findings are important to the cognitive model and for the psychological treatment of SAD in children.
患有社交焦虑障碍且经历压力的儿童的认知 关于社交焦虑障碍（SAD）儿童认知的实证数据尚无定论。本研究考察了认知在患有SAD的儿童中的重要性。30名患有SAD的儿童和30名年龄在9至15岁之间未被诊断出疾病的对照儿童（HC）参与了一项实验。在诱发压力的社交情境之前、期间和之后评估他们的认知。评估方法是自我报告测量。应对认知也进行了评估。患有SAD的儿童报告的消极或应对认知水平并不高于HC组儿童。在积极认知量表上存在明显的交互作用：患有SAD的大龄儿童（11 - 12岁或13 - 15岁）报告的积极认知比HC组儿童少，而患有SAD的小龄儿童（9 - 10岁）报告的积极认知比HC组儿童多。在感知应对方面未发现组间差异。这些发现对于认知模型以及儿童SAD的心理治疗具有重要意义。
