Anxiety Disorders: Ollendick TH

Ollendick TH, Jarrett MA, Grills-Taquechel AE, Hovey LD, Wolff JC. · Department of Psychology, Child Study Center, Virginia Polytechnic Institute and State University, Blacksburg, VA 24060, United States. · Clin Psychol Rev. · Pubmed #18973971 No free full text.

Abstract: In the present review, we examine one of the critical issues that have been raised about evidence-based treatments and their portability to real-world clinical settings: namely, the presence of comorbidity in the participants who have been treated in these studies and whether the presence of comorbidity predicts or moderates treatment outcomes. In doing so, we examine treatment outcomes for the four most commonly occurring childhood psychiatric disorders: Anxiety disorders, affective disorders, attention deficit/hyperactivity disorder (ADHD), and oppositional defiant disorder (ODD)/conduct disorder (CD). For each of these disorders, we first review briefly the prevalence of comorbidity in epidemiological and clinical samples and then highlight the evidence-based treatments for these disorders. We next determine the effects of comorbidity on treatment outcomes for these disorders. For the most part, comorbidity in the treated samples is the rule, not the exception. However, the majority of studies have not explored whether comorbidity predicts or moderates treatment outcomes. For the not insignificant number of studies that have examined this issue, comorbidity has not been found to affect treatment outcomes. Notable exceptions are highlighted and recommendations for future research are presented.

Hannesdottir DK, Ollendick TH. · Department of Psychology, Child Study Center, Virginia Polytechnic Institute and State University, Suite 207, 460 Turner Street, Blacksburg, VA 24061, USA. · Clin Child Fam Psychol Rev. · Pubmed #17705098 No free full text.

Abstract: In this review, we examine the role of emotion regulation in the treatment of children with anxiety disorders. Cognitive-behavioral therapy (CBT) has been shown to "work" for children with anxiety disorders and it has been categorized as an evidence-based treatment. However, most studies have shown that the treatment is effective for about 60-70% of children, leaving the remaining children symptomatic and oftentimes with persisting psychological disorders. Of importance, it has also been shown that many children with anxiety disorders demonstrate poor emotion regulation skills. Despite these findings, little attention has been directed toward incorporating emotion regulation strategies into these relatively effective cognitive-behavioral treatments. It is possible that CBT programs do not work as well for a portion of children because their emotion regulation deficits, if present, are not being targeted sufficiently. In this review, it is suggested that adding an emotion regulation component could increase treatment efficacy. In addition, strategies aimed at improving emotion regulation at the individual level and at the family level are introduced. Details of how improved emotion regulation skills could be beneficial in bringing about change are discussed. Finally, issues of measurement and the clinical implications for research and practice are considered.

King DW, King LA, McArdle JJ, Grimm K, Jones RT, Ollendick TH. · Boston University and VA Boston Healthcare System, USA. · J Trauma Stress. · Pubmed #16612827 links to  free full text

Abstract: Despite the proliferation of longitudinal trauma research, careful attention to timing of assessments is often lacking. Patterns in timing of assessments, alternative time structures, and the treatment of time as an outcome are discussed and illustrated using trauma data.

Silverman WK, Ollendick TH. · Child and Family Psychosocial Research Center, Department of Psychology, Florida International University, Miami 33199, USA. · J Clin Child Adolesc Psychol. · Pubmed #16026211 No free full text.

Abstract: We provide an overview of where the field currently stands when it comes to having evidence-based methods and instruments available for use in assessing anxiety and its disorders in children and adolescents. Methods covered include diagnostic interview schedules, rating scales, observations, and self-monitoring forms. We also discuss the main purposes or goals of assessment and indicate which methods and instruments have the most evidence for accomplishing these goals. We also focus on several specific issues that need continued research attention for the field to move forward toward an evidence-based assessment approach. Finally, tentative recommendations are made for conducting an evidence-based assessment for anxiety and its disorders in children and adolescents. Directions for future research also are discussed.

Prins PJ, Ollendick TH. · Department of Clinical Psychology, University of Amsterdam, Roetersstraat 15, 1018 WB Amsterdam, The Netherlands. · Clin Child Fam Psychol Rev. · Pubmed #12836579 No free full text.

Abstract: In this review, we examine the recent cognitive behavior therapy (CBT) outcome literature with anxiety-disordered children and, specifically, explore the status of cognitive change and increased coping ability as (1) specific treatment effects, and (2) possible mediators of the efficacy of CBT. In the past decade, the number of controlled CBT studies with clinically diagnosed anxiety-disordered children has increased substantially. CBT aims to restructure distorted or maladaptive cognitions and teach the anxious child to effectively use diverse coping strategies. Our review shows that in recent CBT research with anxiety-disordered children the use of domain-specific measures like cognitive and coping measures is, unfortunately, not common practice. Furthermore, only one study examined the issue of treatment mediation. Generally, recent CBT research has not been designed to test mediational issues and does not clarify whether cognitive change and enhanced coping--the presumed central components of CBT--are in fact responsible for its efficacy. Implications for the direction of future CBT research with anxiety-disordered children are discussed.

Grills AE, Ollendick TH. · Child Study Center, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg 24061, USA. · Clin Child Fam Psychol Rev. · Pubmed #11993545 No free full text.

Abstract: There are three primary purposes of this review. First, the review distinguishes among three types of reliability and describes the importance of evaluating the reliability of child psychopathology assessment instruments for clinical practice and research. Second, parent-child reliability findings from 5 of the more carefully studied and frequently used Structured (semi and highly) diagnostic interviews (The Schedule for Affective Disorders and Schizophrenia for School-age Children, The Child Assessment Scale, The Anxiety Disorders Interview Schedule for Children. The Diagnostic Interview for Children and Adolescents, and the Diagnostic Interview Schedule for Children) are examined. Finally, this review explores factors that have been implicated in terms of their potential effect on parent-child agreement. In addition, future directions for research and clinical practice within this area are identified and potential resolutions to the conundrum of parent-child discordance are discussed.

Ollendick TH, Hirshfeld-Becker DR. · Child Study Center, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061-0436, USA. · Biol Psychiatry. · Pubmed #11801230 No free full text.

Abstract: The role of developmental theory and developmental psychopathology in understanding the development, maintenance, and course of social anxiety disorder (SAD) is explored in this article. Following a brief examination of the phenomenology of SAD in youth, we provide an overview of the tenets of developmental psychology and developmental psychopathology, including the principles of equifinality (i.e., the same outcome can result from diverse developmental pathways) and multifinality (i.e., the same risk factor can lead to or result in different outcomes). We review various pathways for the acquisition and maintenance of SAD (e.g., genetic and temperamental influences, parental factors, conditioning or learning experiences, peer influences, and cognitive styles) and conclude, consistent with a developmental psychopathology perspective, that multiple pathways to SAD exist and that the various precursors to SAD do not invariably lead to SAD. We suggest that specificity in outcome is afforded by the combination, timing, and circumstances surrounding these various risk factors. Finally, we propose studies to test the viability of the developmental psychopathology model in understanding SAD.

King N, Tonge BJ, Heyne D, Ollendick TH. · Faculty of Education, Monash University, Clayton, Victoria, Australia. · Clin Psychol Rev. · Pubmed #10832551 No free full text.

Abstract: Cognitive-behavior therapy is frequently used in the treatment of school refusal, a challenging problem for mental health professionals and school authorities. We review the clinical and research support for the efficacy of cognitive-behavior therapy using recently published guidelines for determining the level of evidentiary support for psychosocial interventions. Although cognitive-behavior therapy appears to be a useful treatment for school refusal, further research is needed before it can be considered as having "well-established" empirical status. Several other important methodological and theoretical issues are emphasized.

Heyne D, King NJ, Tonge BJ, Rollings S, Young D, Pritchard M, Ollendick TH. · Faculty of Medicine, Dentistry, and Health Sciences, University of Melbourne, Victoria, Australia. · J Am Acad Child Adolesc Psychiatry. · Pubmed #12049443 No free full text.

Abstract: OBJECTIVE: To evaluate the relative efficacy of (1) child therapy, (2) parent/teacher training, and (3) the combination of child therapy and parent/teacher training in the treatment of anxiety-based school refusal. METHOD: Sixty-one school-refusing children (aged 7-14 years) from throughout Melbourne, Australia, were randomized to a child therapy program, a parent and teacher training program, or a combination of the two. Children were assessed before and after treatment, and at 4.5-month follow-up, by means of attendance records, self-report of emotional distress and self-efficacy, parent and teacher reports of emotional distress, and clinician ratings of overall functioning. RESULTS: Statistically and clinically significant pretreatment-posttreatment change occurred for each group. Immediately posttreatment, child therapy appeared to be the least effective in increasing attendance. By follow-up, the attendance and adjustment of those in the child therapy group equalled that of children whose parents and teachers were involved in treatment, whether on their own (parent/teacher training) or together with their children (combined child therapy and parent/teacher training). CONCLUSION: Contrary to expectations, combined child therapy and parent/teacher training did not produce better outcomes at posttreatment or follow-up.

King NJ, Tonge BJ, Mullen P, Myerson N, Heyne D, Rollings S, Martin R, Ollendick TH. · Faculty of Education, Monash University, Victoria, Australia. · J Am Acad Child Adolesc Psychiatry. · Pubmed #11068889 No free full text.

Abstract: OBJECTIVE: To evaluate the efficacy of child and caregiver participation in the cognitive-behavioral treatment of sexually abused children with posttraumatic stress symptoms. METHOD: Thirty-six sexually abused children (aged 5-17 years) were randomly assigned to a child-alone cognitive-behavioral treatment condition, a family cognitive-behavioral treatment condition, or a waiting-list control condition. RESULTS: Compared with controls, children who received treatment exhibited significant improvements in posttraumatic stress disorder symptoms and self-reports of fear and anxiety. Significant improvements also occurred in relation to parent-completed measures and clinician ratings of global functioning. In general, parental involvement did not improve the efficacy of cognitive-behavioral therapy. Maintenance of improvement was evident at a 12-week follow-up assessment. CONCLUSIONS: Cognitive-behavioral treatment was useful, but further research is required on caregiver involvement.

Ollendick TH, Ost LG, Reuterskiöld L, Costa N, Cederlund R, Sirbu C, Davis TE, Jarrett MA. · Department of Psychology, Child Study Center, Virginia Tech, Blacksburg, VA 24060, USA. · J Consult Clin Psychol. · Pubmed #19485591 No free full text.

Abstract: One hundred and ninety-six youth, ages 7-16, who fulfilled Diagnostic and Statistical Manual of Mental Disorders (4th ed.) criteria for various specific phobias were randomized to a one-session exposure treatment, education support treatment, or a wait list control group. After the waiting period, the wait list participants were offered treatment and, if interested, rerandomized to 1 of the 2 active treatments. The phobias were assessed with semistructured diagnostic interviews, clinician severity ratings, and behavioral avoidance tests, whereas fears, general anxiety, depression, and behavior problems were assessed with self- and parent report measures. Assessments were completed pretreatment, posttreatment, and at 6 months following treatment. Results showed that both treatment conditions were superior to the wait list control condition and that 1-session exposure treatment was superior to education support treatment on clinician ratings of phobic severity, percentage of participants who were diagnosis free, child ratings of anxiety during the behavioral avoidance test, and treatment satisfaction as reported by the youth and their parents. There were no differences on self-report measures. Treatment effects were maintained at follow-up. Implications of these findings are discussed.

Bodas J, Ollendick TH, Sovani AV. · Virginia Polytechnic Institute and State University, Blacksburg, VA 24060, USA. · Anxiety Stress Coping. · Pubmed #18686055 No free full text.

Abstract: The present investigation examined test anxiety in Indian children from a cross-cultural perspective. Test anxiety has been studied extensively in western countries but much less so in eastern countries. Furthermore, the cross-cultural research conducted in eastern countries possesses significant limitations and continues to possess a western bias. The present research attempted to advance cross-cultural research on test anxiety by adopting Berry's imposed etic-emic-derived etic methodology. Participants included 231 schoolchildren. Qualitative data were collected to examine culture-specific variables (emic considerations) using structured focus groups and open-ended questions. Next, quantitative data were collected using translated and adapted versions of Spielberger's Test Anxiety Inventory and the FRIEDBEN Test Anxiety Scale. Qualitative data indicated culture-specific elements of test anxiety in Indian youth, including the high stakes associated with exam performance and future schooling as well as the role of somatization and social derogation in the phenomenological experience of test anxiety. Although quantitative findings failed to confirm the importance of high-stakes environments on test anxiety, the importance of somatization and social derogation was substantiated. Ongoing desensitization to test anxiety and enhanced coping responses were proposed as possible explanations for the obtained relations.

Jarrett MA, Ollendick TH. · Child Study Center, Department of Psychology, Virginia Polytechnic Institute and State University, 460 Turner Street, Suite 207, Blacksburg, VA 24060, United States. · Clin Psychol Rev. · Pubmed #18571820 No free full text.

Abstract: Although approximately 25% of children with attention-deficit/hyperactivity disorder (ADHD) exhibit an anxiety disorder, the comorbidity of ADHD and anxiety has been given less attention than comorbidity of ADHD and oppositional or conduct disorders. While it is true that comorbidity between ADHD and these externalizing disorders is more prevalent (approximately 50%), the comorbidity of ADHD and anxiety deserves careful scrutiny in its own right in as much as this comorbidity may have important implications for etiology, assessment, and treatment. The primary purpose of the current review is to examine the methodological and substantive reasons for the comorbidity of ADHD and anxiety. Methodological areas include definitional issues and informant characteristics, while substantive areas include genetics, temperament, neurobiological and neuropsychological functioning, family influences, and temporal relations between ADHD and anxiety. The study of the comorbidity of ADHD and anxiety will be advanced through a more precise phenotypic classification of ADHD and the integration of research in adjacent fields such as temperament and genetics with current research on the psychopathology of ADHD.

Ollendick TH, Horsch LM. · Child Study Center, Department of Psychology, Virginia Tech, 460 Turner Street, Suite 207, Blacksburg, VA 24060, USA. · Behav Ther. · Pubmed #18021954 No free full text.

Abstract: Relations among maternal phobic anxiety, maternal overcontrol, child anxiety sensitivity, and child level of fear were explored in 156 children referred to an outpatient clinic for psychological evaluation. In addition, these relations were examined separately in analyses of age, gender, and diagnostic status. Overall, age, gender, and child anxiety sensitivity, along with maternal ratings of an overly controlling parenting strategy were significant predictors of levels of fear. These four variables predicted approximately 50% of the variance associated with fear levels. Surprisingly, maternal phobic anxiety was not a significant predictor in this sample of clinic-referred children. In separate analyses of age, gender, and diagnostic status (presence or absence of an anxiety disorder), anxiety sensitivity was a significant predictor of fear levels for both older and younger children, for both boys and girls, and for both children with and without an anxiety disorder. However, maternal overly controlling parenting strategy was significant only for the younger children (and not the older ones) and only for girls (and not boys). Moreover, maternal overcontrol was a marginally significant predictor for the anxiety-disorder group (and not the non-anxiety-disordered group). Results are discussed within a developmental framework, and implications for treatment are explored.

Grills-Taquechel AE, Ollendick TH, Fisak B. · Department of Psychology, University of Houston, Houston, Texas 77204-5022, USA. · Depress Anxiety. · Pubmed #18008335 No free full text.

Abstract: Anxiety problems in youth are common, suggesting the need for developmentally appropriate and psychometrically sound measures in this area. The Multidimensional Anxiety Scale for Children (MASC) was created with this goal in mind, but has yet to be examined with samples representative of youth typically seen in clinical settings. Two hundred and sixty-two outpatient youth with mixed clinical presentations completed the MASC, a measure that includes a total anxiety score, as well as subscale scores for social anxiety, harm avoidance, separation anxiety/panic, and physical symptoms of anxiety. Internal consistency, means, and factor structure were comparable to that reported previously. Model invariance was supported across gender, diagnosis, and age. The MASC total score significantly differentiated children who received anxiety disorder diagnoses from those who did not. The social anxiety subscale significantly predicted social phobia and the harm avoidance subscale significantly predicted generalized anxiety disorder. Further support was found for the MASC. However, caution should be exercised given mixed discriminant ability findings. That is, the MASC seems best suited as a screening instrument for anxiety and when used in conjunction with a multiple method/informant assessment approach.

Barrett PM, Farrell LJ, Ollendick TH, Dadds M. · University of Queensland, Pathways Health and Research Centre, Brisbane, Australia. · J Clin Child Adolesc Psychol. · Pubmed #16836477 No free full text.

Abstract: This study evaluated the long-term effectiveness of the FRIENDS Program in reducing anxiety and depression in a sample of children from Grade 6 and Grade 9 in comparison to a control condition. Longitudinal data for Lock and Barrett's (2003) universal prevention trial is presented, along with data from 12-month follow-up to 24- and 36-month follow-up. Results of this study indicate that intervention reductions in anxiety reported in Lock and Barrett were maintained for students in Grade 6, with the intervention group reporting significantly lower ratings of anxiety at long-term follow-up. A significant Time x Intervention Group x Gender Effect on Anxiety was found, with girls in the intervention group reporting significantly lower anxiety at 12-month and 24-month follow-up but not at 36-month follow-up in comparison to the control condition. Results demonstrated a prevention effect with significantly fewer high-risk students at 36-month follow-up in the intervention condition than in the control condition. Results are discussed within the context of prevention research.

Seligman LD, Ollendick TH, Langley AK, Baldacci HB. · Department of Psychology, University of Toledo, Mail Stop #948, Toledo, OH 43606-3390, USA. · J Clin Child Adolesc Psychol. · Pubmed #15271613 No free full text.

Abstract: We evaluated the ability of the Revised Children's Manifest Anxiety Scale (RCMAS), the State-Trait Anxiety Inventory for Children (STAIC), and the Child Behavior Checklist (CBCL) to (a) discriminate between youth with an anxiety disorder and youth without a disorder, (b) discriminate between youth with an anxiety disorder and youth with either externalizing disorders or affective disorders, and (c) measure treatment change. In addition, variables, including age and sex, were explored as possible moderators of instrument utility. A meta-analysis of 43 articles was conducted. A large effect size was found when the instruments were used to compare youth with an anxiety disorder to youth without a disorder. When comparing anxious youth to psychiatric control groups, the picture was mixed; the instruments were found to be useful when discriminating between youth with an anxiety disorder and youth with an externalizing disorder, but not between youth with an anxiety disorder and children and adolescents with an affective disorder. The RCMAS, STAIC, and CBCL were found to be moderately sensitive to treatment gains.

Grills AE, Ollendick TH. · Child Study Center, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg 24061, USA. · J Am Acad Child Adolesc Psychiatry. · Pubmed #12500074 No free full text.

Abstract: OBJECTIVE: To examine concordance of child, parent, and consensus agreement on the Anxiety Disorders Interview Schedule, Child and Parent versions (ADIS-C/P), for an outpatient sample of children and adolescents and to explore moderators of those relations. Child characteristics (age, gender, social desirability), a family environment variable (conflict), and type of diagnoses (internalizing, externalizing) were systematically examined. METHOD: These relations were examined in 165 children and adolescents referred to a psychological clinic by family practitioners, pediatricians, schools, and mental health professionals. Participants were individually administered the ADIS-C or ADIS-P by separate clinicians, and consensus diagnoses were determined in a clinical conference. Agreements between child-parent, child-consensus, and parent-consensus were determined. RESULTS: Poor levels of agreement were found among our informants, especially between child and parent and to some extent between child and consensus. Agreement was higher between parent and consensus, suggesting that our clinicians tended to favor parent input over child input. Although the effects were complex, characteristics of the child, family, and type of diagnosis moderated or qualified these findings. CONCLUSIONS: Although discrepancies exist among our informants, our overall findings suggest important information is obtained from each informant and, when combined with certain modifying characteristics, may lead to diagnostic and treatment decisions.

Muris P, Ollendick TH. · Department of Medical, Clinical, and Experimental Psychology, Maastricht University, The Netherlands. · J Anxiety Disord. · Pubmed #12405518 No free full text.

Abstract: The FSSC-Hawaii (FSSC-HI; Journal of Anxiety Disorders, 12, 437-461) is a modified version of the Fear Survey Schedule for Children-Revised (FSSC-R; Behaviour Research and Therapy, 21, 685-692) that includes a number of contemporary fear stimuli and situations (e.g., "drugs", "being raped", "AIDS"). The psychometric properties of the FSSC-HI were examined in a large sample of Belgium adolescents (n = 551) aged 12-19 years. Results showed that a five- and seven-factor model both provided satisfactory fits for the structure of the FSSC-HI. Furthermore, the internal consistency of the scale was good and this appeared to be true for the five-factor as well as the seven-factor solution. Support was found for the convergent validity of the FSSC-HI. That is, FSSC-HI scores correlated in a meaningful way with scores on alternative measures of childhood anxiety. Finally, a considerable number of the "new" fear items were found to rank high in the top 10 of most common fears. The implications for the assessment of fears in children and adolescents are briefly discussed.

Muris P, Merckelbach H, Ollendick TH, King NJ, Meesters C, van Kessel C. · Department of Medical, Clinical, and Experimental Psychology, Maastricht University, PO Box 616, 6200 MD, Maastricht, The Netherlands. · Behav Res Ther. · Pubmed #12384326 No free full text.

Abstract: The Fear Survey Schedule for Children-Revised (FSSC-R) is a widely used self-report questionnaire that purports to measure the number of fears and the overall level of fearfulness in children. A number of studies have shown that the ten most common childhood fears can be found on the Danger and Death subscale of the FSSC-R, with upwards of 50% of children endorsing such fears. However, some researchers (e.g., H. McCathie & S.H. Spence, 1991; Behaviour Research and Therapy, 29, 495-502) have questioned the validity of these findings, suggesting that these items do not reflect actual childhood fears that children have or experience on a daily or regular basis. Rather, they suggest that children are responding to these fear items as if they were actually occurring to them in the here and now. The current study examined the occurrence of five Danger and Death fears from the FSSC-R (i.e., "Not being able to breathe", "Being hit by a car or truck", "Falling from high places", "Bombing attacks or being invaded", and "Fire or getting burned") in a sample of normal school children aged eight to 12 years (N=102). More specifically, we used three different methods to asses these fears: (1). prevalence as determined by the standard FSSC-R procedure, (2). prevalence as determined by a fear list procedure, and (3). actual occurrence or prevalence of these fears in the past week, as determined by a diary method. Results indicated that while these fears ranked high when using the standard FSSC-R procedure, they were considerably less common when using the fear list procedure, and had a low probability of actual occurrence on a daily basis, as well as possessing a short duration and low intensity. Implications for the assessment of fears and the use of self-report measures like the FSSC-R are briefly discussed.

Mattis SG, Ollendick TH. · Virginia Polytechnic Institute and State University, Blacksburg, USA. · J Anxiety Disord. · Pubmed #12213032 No free full text.

Abstract: This study investigated the prevalence of nonclinical panic attacks and associated psychopathology in 576 older adolescents. Nonclinical panic attacks are defined as panic occurring in individuals not seeking treatment. In this study, recent panickers (those reporting at least one nonclinical panic attack in the past month) comprised 12.2% of the sample. Nonpanickers and past panickers comprised 71.4 and 16.5% of the sample, respectively. Recent panickers evidenced significantly higher levels of trait anxiety, state anxiety, and depression, with a trend toward higher levels of anxiety sensitivity and internal negative attributions. This group also reported lower life experiences ratings suggesting higher levels of negative life stress. Finally, 46 recent panickers were administered a structured diagnostic interview, and 31 received a clinical diagnosis. The most common diagnoses were generalized anxiety disorder, social phobia, and specific phobia. Comorbidity rates were high in this sample: 24 of the 31 who received a diagnosis were comorbid with at least one other disorder. Implications of these findings for assessment and treatment are discussed.

Keppel-Benson JM, Ollendick TH, Benson MJ. · Virginia Polytechnic Institute and State University, Blacksburg 24061, USA. · J Child Psychol Psychiatry. · Pubmed #11902599 No free full text.

Abstract: BACKGROUND: This study examined children's experiences following a motor vehicle accident (MVA). METHODS: Approximately 9 months following the accident, children (n=50) and their parents (n=50) participated in extensive interviews about the accident and in comprehensive, structured diagnostic interviews concerning overall psychological functioning. Additional assessments included post-traumatic stress questionnaires, archival police report records, and emergency treatment medical records. RESULTS: Of the 50 children, 7 children (14%) met criteria for PTSD diagnosis, and an additional 5 children met criteria for specific phobia (10%) related to the automobile accident on the structured diagnostic interview (DICA-R-C; total of 24%). Degree of physical injury predicted more PTSD symptoms, and previous accident experiences predicted fewer symptoms, before and after controlling for other variables. Holding degree of physical injury and age constant revealed that social support predicted fewer PTSD symptoms. CONCLUSIONS: Findings suggest the possible inoculating role of previous accidents and the importance of social support following MVA injury.

Dong Q, Wang Y, Ollendick TH. · Institute of Developmental Psychology, Beijing Normal University, Beijing, China 100875. · J Clin Child Adolesc Psychol. · Pubmed #11845642 No free full text.

Abstract: Explored the consequences of divorce on children in China. In contrast to Western countries, divorce in China is relatively rare, occurring in approximately 10% to 15% of the population. Children from divorced families (n = 174) and matched intact families (n = 174) were selected from a larger sample of 1,294 children between 8 and 14 years of age. Divorce was relatively low in this sample (13.45%) of participants, consistent with rates observed in epidemiological studies in China. Mothers of divorced children reported higher levels of education but lower levels of income than mothers in intact families. Children in divorced families reported higher levels of anxiety and depression, and their mothers and teachers rated them as possessing more behavior problems on the Achenbach (1991) Child Behavior Checklist scales. Regression analyses revealed that rejecting and inattentive parenting styles, along with family status (divorce or intact), high maternal depression, and sex (boys) predicted significant amounts of variance associated with these negative outcomes. Results are discussed in terms of familial and cultural issues associated with these findings.

Muris P, Merckelbach H, de Jong P, Ollendick TH. · Department of Medical, Clinical, and Experimental Psychology, Maastricht University, The Netherlands. · Behav Res Ther. · Pubmed #11814182 No free full text.

Abstract: The non-associative account of phobic etiology assumes that a number of specific fears (e.g., fear of heights, water, spiders, strangers, and separation) have an evolutionary background and may occur in the absence of learning experiences (e.g., conditioning). By this view, these specific fears pertain to stimuli that once posed a challenge to the survival of our prehistoric ancestors. Accordingly, they would emerge spontaneously during the course of normal development and only in a minority of individuals, these specific fears would persist into adulthood. While the non-associative approach has generated interesting findings, several critical points can be raised. First, it capitalizes on negative findings, i.e., the failure to document learning experiences (e.g., conditioning, modeling) in the history of phobic children. Second, it largely ignores factors that have been found to be crucial for the acquisition of early childhood fears (e.g., the developmental level of the child, stimulus characteristics such as novelty, aversiveness, and unpredictability, and early experience with uncontrollable events). As an alternative to the non-associative account, we briefly describe a multifactorial model of childhood fears and phobias.

Muris P, Merckelbach H, Ollendick TH, King NJ, Bogie N. · Department of Psychology, Maastricht University, Netherlands. · Behav Res Ther. · Pubmed #11125721 No free full text.

Abstract: The present study investigated nighttime fears in normal school children aged 4 to 12 yr (N=176). Children and their parents were interviewed about the frequency, content, origins, coping behaviors and severity of children's nighttime fears. Results showed that 73.3% of the children reported nighttime fears, indicating that these fears are quite prevalent. Inspection of the developmental course of nighttime fears revealed that these fears are common among 4- to 6-year-olds, become even more frequent in 7- to 9-year-olds and then remain relatively stable in 10- to 12-year-olds. Inspection of the origins of nighttime fears revealed that most of the children (i.e., almost 80%) attributed their fear to negative information; conditioning and modeling were endorsed less frequently (25.6% and 13.2%, respectively). A substantial percentage of the children (24.0%) indicated that learning experiences had not played a role in the acquisition of their nighttime fears. Children reported a variety of coping strategies in order to deal with their nighttime fears and generally rated these strategies as helpful in reducing anxiety. Furthermore, children's nighttime fears were associated with moderate levels of anxiety. Moreover, in about 10% of the children, nighttime fears were related to one or more DSM-III-R anxiety disorders. Finally, parental reports of children's nighttime fears substantially deviated from children's reports. Most importantly, parents provided a marked underestimation of the frequency of nighttime fears, at least as reported by their children.