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Social anxiety in childhood: Bridging developmental and clinical perspectives

Published on Dec 1, 2010in New Directions for Child and Adolescent Development
· DOI :10.1002/cd.259
Heidi Gazelle15
Estimated H-index: 15
(UNCG: University of North Carolina at Greensboro),
Kenneth H. Rubin81
Estimated H-index: 81
(UMD: University of Maryland, College Park)
Abstract
In this introductory chapter, guided by developmental psychopathology and developmental science as overarching integrative theoretical frameworks, the authors define three constructs related to social anxiety in childhood (behavioral inhibition, anxious solitude/withdrawal, and social anxiety disorder) and analyze commonalities and differences in the content and assessment of these constructs. They then highlight controversies between developmental and clinical approaches to the definition of these constructs, the role of biology in social anxiety, age of onset of social anxiety, information processing biases in social anxiety, heterogeneity in the social and emotional adjustment of socially anxious children, and targets of intervention for childhood social anxiety. © Wiley Periodicals, Inc.
  • References (62)
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This study examines convergent and divergent validity for middle childhood anxious solitude, unsociability, and peer exclusion as assessed by five informants (peers, teachers, observers, the self, and parents). Participants were 163 (67 male, 96 female) third grade children (M age = 8.70 years). Parent reports were available for a subset of the sample (N = 95). Validity was analyzed via multitrait–multimethod correlation matrices and structural equation models. Results indicate that anxious soli...
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The present review summarizes our current knowledge of the development and management of anxiety in children and adolescents. Consideration is given to limitations of this knowledge and directions for future research. The review begins with coverage of the development and demographic correlates of anxiety in young people and then moves to systematic discussion of some of the key etiological factors, including genetics, temperament, parenting, and individual experiences. The second part of the re...
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