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Dissertations / Theses on the topic 'Anxiety in children'

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Published: 4 June 2021

Last updated: 1 August 2024

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1

Woodie, Karen L. "Childhood anxiety how schools identify, assess, provide resources to and refer students with anxiety /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009woodiek.pdf.

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2

Cowart, Maria Jane Whitmore. "Generalized Anxiety Disorder and Social Anxiety Disorder in Youth: Are They Distinguishable?" Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37645.

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Social anxiety disorder (SAD) is defined by persistent, irrational anxiety in social situations while generalized anxiety disorder (GAD) is characterized by excessive worry unrelated to any specific situation. These two disorders share some features and are frequently comorbid in children and adults. The current study sought to examine this comorbidity and compare the disorders on a number of dimensions in a clinical sample of children and adolescents. It was hypothesized that SAD would be accompanied by higher levels of social anxiety and behavioral inhibition and lower levels of family ex

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3

Gillott, Alinda. "Anxiety in high functioning children with autism." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/31269.

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High functioning children with autism were compared to two control groups on measures of anxiety and social worries. Comparison control groups consisted of children with expressive language disorder and typically developing children. Each group consisted of 15 children between the ages of 8 and 12 years and were matched for age and gender. Children with autism were found to be most anxious on both measures. High anxiety subscale scores for the autism group were separation anxiety and obsessive-compulsive disorder. Possible explanations for higher levels of anxiety in high functioning children

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4

Alwin, Nicholas Paul. "An assessment of dental anxiety in children." Thesis, University of Newcastle Upon Tyne, 1989. http://hdl.handle.net/10443/1566.

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This study was designed to assess why children become fearful of dentistry and what role relative analgesia (RA) plays in reducing a child's fear. The dental literature indicated that dental anxiety could be divided into three major factors: medical/dental, individual and environmental. The psychological literature provided a model of anxiety based upon a conjunction of cognitive and behavioural theories. The subjects were aged between 6 and 18 years, and comprised of 65 experimental subjects (selected from referrals for anxiety and/or noncooperation) and 42 control subjects (matched for age a

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5

Fung, Shau-huei Denise, and 馮韶慧. "Dental anxiety of children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31215257.

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6

Fung, Shau-huei Denise. "Dental anxiety of children in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2146179X.

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7

Witty, Karen. "Children's Anxiety Management Program (C.A.M.P.): A Year Long Study of a Preventive Stress & Anxiety Program for Children." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2995.

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The Children's Anxiety Management Program (C.A.M.P.) was designed as a preventive program to be carried out over an academic year with fifth and sixth grade children. The program was designed to help teach the children different methods of coping with stress and anxiety. It was written in a curriculum format allowing for integration into a daily classroom routine. Eighty-seven children were pretested and posttested with the Children's School Questionnaire (CSQ) which measured these factors: School Anxiety, Defensiveness, and Self-Disparagement. The CSQ along with student and teacher kept logbo

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8

Cheung, Chuen-yih Amos. "The role of attachment in child anxiety." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43934390.

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9

Cheung, Chuen-yih Amos, and 張傳義. "The role of attachment in child anxiety." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43934390.

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10

Gallop, Catherine. "The moderating effect of maternal anxiety on clinical outcome in children with anxiety disorders." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275187.

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11

Cumbo, Steven Kent. "Worry, anxiety and their relation in a clinical sample of children with anxiety disorders." FIU Digital Commons, 1995. http://digitalcommons.fiu.edu/etd/2689.

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Worry is the hallmark feature of the anxiety disorders in children and adolescents. Little information, however, is available on childhood worry, and when worry may lead to functional impairment. The number, frequency, intensity, and areas of worry were examined in a clinic sample of children with anxiety disorders (n=59) using a structured data gathering procedure. Findings revealed that number of worry increased with age; severity decreased with age. An interaction between age and gender was also found. No differences were found for frequency or intensity. The most common areas of worry were

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12

Pearson, Tarah R. "Anxiety and birth order : does birth order play a role in a child's anxiety level? /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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13

Friedman, Abby H. "Parenting factors related to asthma and anxiety in children." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4983.

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14

VIANNA, RENATA RIBEIRO ALVES BARBOZA. "EVALUATION OF ANXIETY LEVELS IN A SAMPLE OF SCHOOL AGE CHILDREN IN RIO DE JANEIRO USING THE MULTIDIMENSIONAL ANXIETY SCALE FOR CHILDREN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31428@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Introdução: Transtornos de ansiedade representam uma das mais comuns e debilitantes formas de psicopatologia na infância e adolescência. O desenvolvimento de instrumentos psicométricos voltados para a identificação de sintomas ansiosos precocemente pode se configurar em um interessante investimento na prevenção de prognósticos desfavoráveis ao longo do tempo. Objetivo: Avaliar o nível de ansiedade em crianças e adolescentes do Rio de Janeiro. Método: A escala MASC-VB foi aplic

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15

Forney, Elizabeth M. "Queer children disruption and anxiety in the domestic sphere /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/649820447/viewonline.

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16

Åhlén, Johan. "Universal prevention of anxiety and depression in school children." Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-333033.

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Anxiety and depression are common in children and adolescents, and involve individual suffering, risk of future psychiatric problems, and high costs to society. However, only a limited number of children experiencing debilitating anxiety and depression are identified and receive professional help. One approach that could possibly reduce the prevalence of these conditions is universal school-based prevention aimed at reducing the impact of risk factors and strengthening protective factors involved in the development of anxiety and depression. The current thesis aimed to contribute to the litera

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17

Ale, Chelsea M. "Social anxiety and facial affect recognition in preschool children." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5731.

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Thesis (M.S.)--West Virginia University, 2008.<br>Title from document title page. Document formatted into pages; contains vii, 33 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 18-23).

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18

Taghavi, Seyed Mohammad Reza. "Cognitive aspects of clinical anxiety in children and adolescents." Thesis, King's College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338385.

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19

Ravenscroft, Suzannah. "Anxiety in young children : cognitive biases, development and assessment." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/82041/.

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Anxiety is one of the most prevalent disorders to affect children. To understand how anxiety develops and what factors cause and/or maintain anxiety it is important to study anxiety in young children. Currently, there is a relative lack of studies focusing on anxiety and cognitive biases in children below 8 years old, in part due to a lack of methods for assessing anxiety subtypes and cognitive biases at this age. The primary aim of this thesis is to examine the associations between anxiety and cognitive biases in children aged between 4 and 8 years. A secondary aim is to develop a brief measu

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20

Sicouri, Gemma. "Understanding and treating anxiety disorders in children with asthma." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17269.

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The aim of this thesis was to provide research to understand and treat anxiety in children with asthma. Specifically, the aims were to: (1) investigate the parent and cognitive factors associated with anxiety in children with asthma; and (2) evaluate a cognitive behavioural treatment (CBT) specifically developed for children in this population. The rationale behind this research was the identification of a higher prevalence of anxiety disorders in children with asthma compared to healthy children, yet very little understanding about the factors which may underlie this relationship. This poor u

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21

Stein, Pamela Ann. "Correlates of manifest anxiety in children with learning disabilities." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184788.

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Hypotheses were proposed suggesting that learning disabilities predispose individuals toward anxiety and that special education intervention moderates the manifestation of anxiety. A regression analysis was performed with the outcome variable of Total Anxiety from The Revised Children's Manifest Anxiety Scale (RCMAS; Reynolds & Richmond, 1985) with data from 91 elementary students with learning disabilities. Predictor variables included Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) Full Scale Intelligence Quotient (IQ), absolute WISC-R Verbal-Performance IQ diff

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22

Brazeal, Tammy J. "The effects of adults' input on anxious children's decision making /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924867.

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23

Singer, Jeremy. "The utility of the anxiety cluster scale of the Piers-Harris children's self-concept scale to identify anxiety problems in 10 year old children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1213.

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It is widely accepted in the literature that internalised childhood psychopathology including anx1cty is best identified by child self-report, followed by observations by parents and then to a lesser extent, by teachers. Although anxiety scales are a useful way to quantify anxiety symptomatology and progress through treatment, changes to classification systems (e.g., DSM-111-R to DSM-IV) make their ability to screen for the presence of psychiatric problems difficult. This research looked at whether the Anxiety Cluster (AC) scale of the Piers-Harris Children's Self-Concept Scale (PHCSCS) can be

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24

Choy, Shan-shan Susanna. "Validity of the Chinese version of the multidimentional anxiety scale for children (MASC) with the anxiety disorders interview schedule for DSM-IV (ADIS-IV)." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41712754.

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25

Waters, Allison M. "An investigation of information processing bias in childhood anxiety disorders /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16403.pdf.

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26

Jasinski, Faith. "The impact of divorce on anxiety in elementary-aged children." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003jasinskif.pdf.

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27

Barnard, Daniel. "Attentional bias in anxious children and adolescents : a developmental perspective." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289359.

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28

Uhrlass, Dorothy J. "Children's self-perceived competence and prospective changes in depression and social anxiety." Diss., Online access via UMI:, 2009.

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29

Brumariu, Laura Elena. "FAMILY FACTORS AND ANXIETY SYMPTOMS IN PREADOLESENCE. A MEDIATION MODEL." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1184424205.

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Thesis (M.A.)--Kent State University, 2007.<br>Title from PDF t.p. (viewed Apr. 15, 2009). Advisor: Kathryn A. Kerns. Keywords: attachment, parenting, anxiety. Includes bibliographical references (p. 43-59).

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30

Warren, Margaret Koch. "An analysis of different aspects of test anxiety in children." Thesis, Virginia Tech, 1992. http://hdl.handle.net/10919/41516.

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Children with high test anxiety are more likely to exhibit performance decrements under evaluative situations, to repeat a grade, and to experience other forms of anxiety and depression than children with low test anxiety. Two types of test anxiety have been proposed for adults: Type A, a circumscribed anxiety only in testing situations, and Type B, test anxiety with concurrent general anxiety and worry in other areas. The primary purpose of this study was to apply the concept of Type A and Type B test anxiety to children and adolescents. An attempt was made to determine what factors different

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31

Phaal, Bianca. "An examination of anxiety and communication apprehension in preschool children who stutter." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1490.

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People who stutter (PWS) tend to have increased levels of anxiety compared to people who do not stutter (PWNS), particularly in social situations (Messenger, Onslow, Packman, & Menzies, 2004). In addition, children who stutter (CWS) as young as 3 years of age reportedly have more negative communication attitudes than their fluent peers, and these attitudes appear to worsen with age and stuttering severity (De Nil & Brutten, 1990, 1991; Vanryckeghem, Brutten, & Hernandez, 2005). The present study sought to examine generalized anxiety and communication apprehension in preschool CWS. Seven CWS

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32

Rasnake, L. Kaye. "Anxiety reduction with children receiving medical care : cognitive developmental considerations /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487325740719711.

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33

Uljarevic, Mirko. "Repetitive behaviours, anxiety and sensory problems in children with autism and correlates of anxiety in their parents." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/58326/.

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Repetitive and restricted behaviours have been considered as a core symptom of autism since the first descriptions provided by Leo Kanner (Kanner, 1943) and Hans Asperger (Asperger, 1944), and this view has been supported through all the incarnations of international diagnostic systems. However, when compared with other core features: problems in communication and problems in reciprocal social interaction, repetitive behaviours have been relatively neglected in terms of research. In particular, little is known about the triggers for repetitive behaviours and what functions they might serve for

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34

Fredericks, Irina. "An Evaluation of Functional Impairment among Children with Anxiety Disorders." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/479.

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Despite a considerable progress in developing and testing psychosocial treatments to reduce youth anxiety disorders, much remains to learn about the relation between anxiety symptom reduction and change in youth functional impairment. The specific aims of this dissertation thus were to examine: (1) the relation between different levels of anxiety and youth functional impairment ratings; (2) incremental validity of the Children Global Assessment Scale (CGAS); (3) the mediating role of anxiety symptom reduction on youth functional impairment ratings; (4) the directionality of change between anxi

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35

Jitlina, Ekaterina. "The development of anxiety in children with autism spectrum disorders." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62776.

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Although up to 40% of children with autism spectrum disorder (ASD) have a comorbid anxiety disorder, little is known about the origins and trajectory of change in anxiety symptoms in ASD. Characteristics specific to ASD such as social impairments and alexithymia may alter the experience of anxiety in this population. Consequently, anxiety may differ in the ASD population and merits focused study. This dissertation consists of two related studies that used data from the longitudinal Pathways in ASD study. The psychometric properties of the Spence Children’s Anxiety Scale – Parent Form (SCAS

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36

Grant, Christina L. "Anxiety sensitivity and subjective feelings of dyspnea in asthmatic children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20829.pdf.

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37

McDonald, Leonie. "Attentional Bias and Social Anxiety in children and their mothers." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527644.

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38

Jameson, Molly M. "Contextual factors related to math anxiety in second grade children." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1395460.

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Math anxiety is a greatly understudied construct in children. In adult and adolescent samples, research shows that a number of factors are related to math anxiety including negative self-perceptions and outcomes. It is unknown if these same factors are related to math anxiety in children. This study was conducted to identify factors related to math anxiety in second grade children. Using Bandura's (1989) theory of triadic reciprocity as a theoretical model, children (n=91) and their parents (n=81) completed a series of self-report measures on math anxiety, math self-concept, reading self-conce

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39

Walker, Alison. "Is mathematics anxiety amenable to intervention in school-aged children?" Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/is-mathematics-anxiety-amenable-to-intervention-in-schoolaged-children(cb8badd2-d02c-44d2-88e5-7e16e113f84e).html.

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A solid understanding of basic mathematics is essential for many practical, everyday tasks and good mathematical skills are increasingly necessary in the workplace. For some, however, mathematics can evoke an adverse emotional reaction, increasingly recognised in both psychology and education as 'Mathematics Anxiety' (MA); nationally funded projects are currently undertaking research in this area. Studies show that MA can develop in early childhood and increase in intensity with age; this emphasises the importance of early intervention and educational psychologists are well-placed to promote a

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40

Novom, Rebekah I. "Self-esteem and Social Anxiety in Children with Communication Impairments." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/968.

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The proposed study will investigate how having a speech and/or language impairment, as well as age, affect children’s self-esteem and levels of social anxiety compared to children who have typical language development (TLD). This cross-sectional correlational study will examine approximately 160 participants between the ages of 5 to 10 who fall into one of four communication type groups: speech impairments (speech sound disorders and/or stuttering), language impairments (specific language impairment), speech and language impairments, or TLD. The participants’ self-esteem, levels of social anxi

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41

Garmroudinezhad, Rostami Elham. "Separation anxiety in children suffering from sleep terrors or sleepwalking." Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/34482.

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La relation entre la psychopathologie développementale et le sommeil, ou vice versa, est complexe (Gregory & Sadeh, 2016). Davantage de recherche est nécessaire, y compris des études longitudinales populationnelles chez les enfants. Cependant, le trouble d'anxiété généralisée et le trouble d'anxiété de séparation comptent tous deux les problèmes de sommeil parmi leurs principaux symptômes chez les enfants en clinique (Kupfer, 2015; Shanahan et al., 2014). Les résultats sont toutefois mitigés et certaines perturbations du sommeil ne sont pas associées à l'anxiété dans la population non-clinique

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42

Muskett, Ashley Elizabeth. "Feasibility of Anxiety Assessment for Children with Minimally-Verbal Autism." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99101.

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While it is estimated that 30% of the total Autism Spectrum Disorder (ASD) population acquire very little or no language (Davis et al., 2011), few studies look at ASD treatment from a mental or emotional health perspective for this minimally verbal (MV) population (Tager-Flusberg and Kasari, 2013). It is well documented that there is a need for anxiety assessment and treatment for children with ASD (White, Oswald, Ollendick and Scahill, 2009). This study examined the feasibility of implementing an observational anxiety assessment and concurrent physiological data collection for children with M

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43

DeRamus, Michelle. "Repetitive behaviors and anxiety in children with autism spectrum disorder." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2136.

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44

Fontaine, Eve Nicole. "The relation between family functioning and psychological adjustment in children with asthma and children with diabetes." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4723.

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The goals of this study were to evaluate the relationships among family functioning, psychological adjustment, and health-related quality of life in children with asthma and children with diabetes. A secondary goal of this study was to examine the relations between illness severity, psychological adjustment, and health-related quality of life in the children with asthma. Participants included 41 children with asthma and 109 children with diabetes, and one primary caregiver of each child. Questionnaires were given to children to assess their levels of anxiety, depression, and health-related qua

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45

McVey, James Michael. "Psychosomatic illness and anxiety in children their perceptions of family function and of physical pain /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034983.

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46

Chorney, Daniel B. "Assessment of social anxiety in early childhood initial test construction and validation /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5784.

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Thesis (Ph. D.)--West Virginia University, 2008.<br>Title from document title page. Document formatted into pages; contains vii, 84 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 50-64).

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47

Dooley, Sandra Y. "A Comparison of Adult Children of Alcoholic Families with Adult Children from Non-Alcoholic Families: a Replication." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279247/.

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The purpose of this study was to re-examine the issue of whether adult children of alcoholics experience more depression, anxiety, and lower self-esteem than do children of non-alcoholic families. This study is a replication of the study of David Dodd, entitled A Comparison of Adult Children of Alcoholic Families with Adult Children from Non-Alcoholic Families. 1990. The measures used in this study were as follows: Children of Alcoholics Screening Test, the Beck Depression Inventory, the State-Trait Anxiety Inventory, the Coopersmith Adult Self-Esteem Inventory, and a questionnaire developed b

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48

Aveni, Christina Marie. "The effects of biblioplay on anxiety related to first preschool experiences." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-12042009-020035/.

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49

Weinberg, Laura Bruder. "The Effects of Depression and Anxiety in Children on the Wechsler Intelligence Scale for Children-Fourth Edition." NSUWorks, 2012. http://nsuworks.nova.edu/cps_stuetd/74.

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Anxiety and depressive disorders are among the most common mental health problems diagnosed in children and adolescents, and numerous theories explaining why children experience these debilitating disorders have been proposed. Established diagnostic criteria that differentiate anxious and depressive symptomatology characterize both groups of disorders as having an adverse effect on the child's academic and social functioning. While research has sought to examine the cognitive effects these disorders have on adults, there is relatively limited research on the cognitive effects in children and a

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50

Pourseied, Katere. "The role of emotion regulation in social anxiety : a mixed method approach in a non-clinical child population." Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-role-of-emotion-regulation-in-social-anxiety(4c56c3fd-0eae-4f3b-86fd-501a5e793c77).html.

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Although social anxiety disorder (SAD) in children is increasing in western societies, there is a paucity of preventative psycho-educational programmes available. This mixed method research is aimed at evaluating and refining a newly developed intervention programme for a non-clinical child population. The objective is to evaluate the role of emotion regulation (ER) in social anxiety (SA) and identify what could aid the possible prevention of this disorder. The first study employed a video task with 64 children, aged 8-11 years to explore key behavioural measures associated with high versus lo

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