Worry and problem-solving skills and beliefs in primary school children

Parkinson, M. and Creswell, C. (2011) Worry and problem-solving skills and beliefs in primary school children. British Journal of Clinical Psychology, 50 (1). pp. 106-112. ISSN 2044-8260 doi: 10.1348/014466510X523887

Abstract/Summary

Objective. To examine the association between worry and problem-solving skills and beliefs (confidence and perceived control) in primary school children. Method. Children (8–11 years) were screened using the Penn State Worry Questionnaire for Children. High (N ¼ 27) and low (N ¼ 30) scorers completed measures of anxiety, problem-solving skills (generating alternative solutions to problems, planfulness, and effectiveness of solutions) and problem-solving beliefs(confidence and perceived control). Results. High and low worry groups differed significantly on measures of anxiety and problem-solving beliefs (confidence and control) but not on problem-solving skills. Conclusions. Consistent with findings with adults, worry in children was associated with cognitive distortions, not skills deficits. Interventions for worried children may benefit froma focus on increasing positive problem-solving beliefs.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/17282
Item Type	Article
Refereed	Yes
Divisions	Interdisciplinary centres and themes > Winnicott Life Sciences > School of Psychology and Clinical Language Sciences > Development Life Sciences > School of Psychology and Clinical Language Sciences > Psychopathology and Affective Neuroscience Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology Life Sciences > School of Psychology and Clinical Language Sciences > Anxiety and Depression in Young People (AnDY)
Publisher	Wiley
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