development of fear and anxiety Flashcards
name the questionnaire often given to measure children’s fears.
fear survey schedule (FSSC-R).
name methodological issues of measuring children’s fear using the FSSC-R.
- some items outdated
- may not capture cultural variation
- might not index actual frequency of fears
- only measure what is included, to an exhaustive list.
state common fears seen in childhood.
- worry
- night time anxiety
- nightmares
- animals
- imaginary creatures
name the three ways we respond to fear.
- flight
- fight
- freeze
what is the average number of fears children appear to have?
2-5 per child.
state the moderators of childhood fears.
- gender
- cultural variation
- socioeconomic effects
give a reason and evidence that girls report more fears than boys.
- high feminity and low masculinity associated with greater fear and anxiety.
- males test of fears before and after heart rate was taken (lie detector) significantly differed, showing males are more likely to lie about fears.
give an example of a cultural variation in fears.
in the US, children from ethic minorities display higher fear and anxiety than white children.
in western countries number of fears decreases with age.
explain why children living in lower SES report more fears.
deprived living areas have more threat such as violence, that enhances fear.
explain the evolutionary approach of fears.
natural selection favours individuals who learn rapidly about threat.
“prepared” to fear threat of our ancestors.
give evidence for rapid detection mechanism in relation to fears.
- infants possess an evolved fear detection mechanism for spiders that incorporate basic structure and configuration.
explain the cognitive development approach of fears.
- fears originate from conceptualisation of threat.
- as cognitive maturation develops, anxiety becomes more sophisticated.
describe the pattern of develop f fears from infants through to adolescence.
infants - fear of environmental stimuli, separation anxiety.
childhood - fear of imaginary creatures
adolescence - social fears, worry, injury.
describe the evolutionary account of infants fears.
- avoidance keeps infants protected by caregiver to ensure survival.
describe the evolutionary and cognitive account of adolescence fears.
- social position important for survival.
- abstract thinking, cause and effect.
describe the cognitive account of childhood fears.
- develops fantasy-reality thinking.
name types of peer acceptance that have aversive social outcomes .
- social status
- rejection and neglection
- victimisation
name interventions for social anxiety.
CBT
- SETC
- SSAS
- group CBT
state diagnostic symptoms of SAD according to the DSM-5.
- fear / avoidance
- major distress
- not due to substance
- persist for 6 months+
describe the etiological model of social anxiety.
genes/ temperament + env factors lead to proximal factors, leads to social anxiety, leads to diagnosis.
cultural and personal factors also contribute to diagnosis.
what percentage of childhood fears has been found to reflect clinical anxiety disorders?
23%.
what percentage of anxiety disorder is heritable?
30%.
name a method of detecting genetic factors of anxiety.
genome-wide associations (GWAS).
true or false: there is one gene that is associated with anxiety.
false - polygenic.
what type of environmental factor appears to play a larger roll in anxiety than genetic factors?
non-shared environmental factors.
state assumptions of the etiological model.
- risk factors interact
- equifinality
- multi-finality
- reciprocal
describe the cycle of how socially anxious young people go onto experiencing adverse social outcomes.
poor performance on social tasks - adverse social outcomes - heightened anxiety, expectations of future negative outcomes - avoidance of future social situations - reduced opportunity to acquire social skills.
give evidence that shows a relationship between SA and peer rejection.
- HSA children were more rejected, were rated as having lower social skills, and rated as less attractive compared to LSA children.
name and define the two types of victimisation.
direct/ overt - physical/ verbal, intentional harm.
relational - harms social standing, withdrawal, spreading of rumours.
what type of victimisation predicted SA one year on.
relational victimiastion.
give examples of traumatic life events that have been found to significantly predict SAD.
- maltreatment
- sexual assault
- peer/sibling victimisation
- more for girls
give an example of cultural variation of anxiety.
- the main symptom for anxiety in the UK (individualistic) is fear of negative evaluation, whereas fear of causing harm to others in the main symptom in Japan (collectivist)
