Which Fearful Toddlers Should We Worry About? Context, Fear Regulation, and Anxiety Risk
In the current study, the author tested a model of risk for anxiety in fearful toddlers characterized by the toddlers' regulation of the intensity of withdrawal behavior across a variety of contexts. Participants included low-risk 24-month-old toddlers (N = 111) followed longitudinally each yea...
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| Veröffentlicht in: | Developmental psychology 2011-05, Vol.47 (3), p.804-819 |
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| description | In the current study, the author tested a model of risk for anxiety in fearful toddlers characterized by the toddlers' regulation of the intensity of withdrawal behavior across a variety of contexts. Participants included low-risk 24-month-old toddlers (N = 111) followed longitudinally each year through the fall of their kindergarten year. The key hypothesis was that being fearful in situations that are relatively low in threat (i.e., are predictable and controllable and in which children have many coping resources) is an early precursor to risk for anxiety development as measured by parental and teacher reports of children's anxious behaviors in kindergarten. Results supported the prediction such that it is not how much fear is expressed but when and how the fear is expressed that is important for characterizing adaptive behavior. Implications are discussed for a model of risk that includes the regulation of fear, the role of eliciting context, social wariness, and the importance of examining developmental transitions, such as the start of formal schooling. These findings have implications for the methods used to identify fearful children who may be at risk for developing anxiety-related problems. |
| doi_str_mv | 10.1037/a0023227 |
| format | Article |
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Context, Fear Regulation, and Anxiety Risk</title><source>MEDLINE</source><source>EBSCOhost APA PsycARTICLES</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><creator>Buss, Kristin A</creator><contributor>Eccles, Jacquelynne</contributor><creatorcontrib>Buss, Kristin A ; Eccles, Jacquelynne</creatorcontrib><description>In the current study, the author tested a model of risk for anxiety in fearful toddlers characterized by the toddlers' regulation of the intensity of withdrawal behavior across a variety of contexts. Participants included low-risk 24-month-old toddlers (N = 111) followed longitudinally each year through the fall of their kindergarten year. The key hypothesis was that being fearful in situations that are relatively low in threat (i.e., are predictable and controllable and in which children have many coping resources) is an early precursor to risk for anxiety development as measured by parental and teacher reports of children's anxious behaviors in kindergarten. Results supported the prediction such that it is not how much fear is expressed but when and how the fear is expressed that is important for characterizing adaptive behavior. Implications are discussed for a model of risk that includes the regulation of fear, the role of eliciting context, social wariness, and the importance of examining developmental transitions, such as the start of formal schooling. These findings have implications for the methods used to identify fearful children who may be at risk for developing anxiety-related problems.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/a0023227</identifier><identifier>PMID: 21463035</identifier><identifier>CODEN: DEVPA9</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Adaptation to change ; Adaptation, Psychological ; Age Factors ; Anxiety ; Anxiety - psychology ; Anxiety Disorders ; At Risk Populations ; Biological and medical sciences ; Child ; Child Development ; Child psychology ; Child, Preschool ; Childhood Development ; Children ; Context Effect ; Coping ; Developmental psychology ; Developmental Stages ; Fear ; Fear & phobias ; Fear - psychology ; Female ; Fundamental and applied biological sciences. Psychology ; Human ; Humans ; Identification ; Infants ; Kindergarten ; Kindergartens ; Male ; Models, Psychological ; Pre-school education ; Prediction ; Preschool children ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Regulation ; Risk ; Risk Factors ; Role ; Self Control ; Social Environment ; Studies ; Time Factors ; Toddlers ; Withdrawal ; Withdrawal (Psychology) ; Young Children</subject><ispartof>Developmental psychology, 2011-05, Vol.47 (3), p.804-819</ispartof><rights>2011 American Psychological Association</rights><rights>2015 INIST-CNRS</rights><rights>(c) 2011 APA, all rights reserved.</rights><rights>2011, American Psychological Association</rights><rights>Copyright American Psychological Association May 2011</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a578t-7882c504e40b10012fc8b2deb5c36fae3fb02825f73fa13384f88184844c8b393</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,780,784,885,27924,27925,30999,31000</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ934311$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=24132940$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/21463035$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Eccles, Jacquelynne</contributor><creatorcontrib>Buss, Kristin A</creatorcontrib><title>Which Fearful Toddlers Should We Worry About? Context, Fear Regulation, and Anxiety Risk</title><title>Developmental psychology</title><addtitle>Dev Psychol</addtitle><description>In the current study, the author tested a model of risk for anxiety in fearful toddlers characterized by the toddlers' regulation of the intensity of withdrawal behavior across a variety of contexts. Participants included low-risk 24-month-old toddlers (N = 111) followed longitudinally each year through the fall of their kindergarten year. The key hypothesis was that being fearful in situations that are relatively low in threat (i.e., are predictable and controllable and in which children have many coping resources) is an early precursor to risk for anxiety development as measured by parental and teacher reports of children's anxious behaviors in kindergarten. Results supported the prediction such that it is not how much fear is expressed but when and how the fear is expressed that is important for characterizing adaptive behavior. Implications are discussed for a model of risk that includes the regulation of fear, the role of eliciting context, social wariness, and the importance of examining developmental transitions, such as the start of formal schooling. These findings have implications for the methods used to identify fearful children who may be at risk for developing anxiety-related problems.</description><subject>Adaptation to change</subject><subject>Adaptation, Psychological</subject><subject>Age Factors</subject><subject>Anxiety</subject><subject>Anxiety - psychology</subject><subject>Anxiety Disorders</subject><subject>At Risk Populations</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Development</subject><subject>Child psychology</subject><subject>Child, Preschool</subject><subject>Childhood Development</subject><subject>Children</subject><subject>Context Effect</subject><subject>Coping</subject><subject>Developmental psychology</subject><subject>Developmental Stages</subject><subject>Fear</subject><subject>Fear & phobias</subject><subject>Fear - psychology</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Humans</subject><subject>Identification</subject><subject>Infants</subject><subject>Kindergarten</subject><subject>Kindergartens</subject><subject>Male</subject><subject>Models, Psychological</subject><subject>Pre-school education</subject><subject>Prediction</subject><subject>Preschool children</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Regulation</subject><subject>Risk</subject><subject>Risk Factors</subject><subject>Role</subject><subject>Self Control</subject><subject>Social Environment</subject><subject>Studies</subject><subject>Time Factors</subject><subject>Toddlers</subject><subject>Withdrawal</subject><subject>Withdrawal (Psychology)</subject><subject>Young Children</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqNkl9rFDEUxYModlsFP4BIEIqCXU1yMzPJi7IsrX8oCLWyvoVMJtNNzU7WZKZ0v73Z7natPhSfQji_nBzOvQg9o-QtJVC904QwYKx6gEZUghyTQsqHaEQIZWNacrmH9lO6zFcOsniM9hjlJRAoRujHbO7MHJ9YHdvB4_PQNN7GhL_Nw-AbPLN4FmJc4Ukdhv4Dnoaut9f90c0DfGYvBq97F7ojrLsGT7prZ_sVPnPp5xP0qNU-2afb8wB9Pzk-n34an379-Hk6OR3rohL9uBKCmYJwy0lN13lbI2rW2LowULbaQlsTJljRVtBqCiB4KwQVXHCeQZBwgN5vfJdDvbCNsV0ftVfL6BY6rlTQTv2tdG6uLsKVAiJKWVbZ4NXWIIZfg029WrhkrPe6s2FISpS8EgUtSSZf30tSwomULLv-B8qASEZg7fryH_QyDLHLnSlRMVEwSem9UE4mBad3PjUxpBRtu2uBErXeE3W7Jxl9cbe1HXi7GBk43AI6Ge3bqDvj0h-OU2CSr9M_33A2OrOTj79I4HCT-81G1kutlmlldOyd8TaZIcY8ENXYK8UrBUoQDr8BJHTZ3A</recordid><startdate>20110501</startdate><enddate>20110501</enddate><creator>Buss, Kristin A</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>K7.</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20110501</creationdate><title>Which Fearful Toddlers Should We Worry About? Context, Fear Regulation, and Anxiety Risk</title><author>Buss, Kristin A</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a578t-7882c504e40b10012fc8b2deb5c36fae3fb02825f73fa13384f88184844c8b393</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Adaptation to change</topic><topic>Adaptation, Psychological</topic><topic>Age Factors</topic><topic>Anxiety</topic><topic>Anxiety - psychology</topic><topic>Anxiety Disorders</topic><topic>At Risk Populations</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child Development</topic><topic>Child psychology</topic><topic>Child, Preschool</topic><topic>Childhood Development</topic><topic>Children</topic><topic>Context Effect</topic><topic>Coping</topic><topic>Developmental psychology</topic><topic>Developmental Stages</topic><topic>Fear</topic><topic>Fear & phobias</topic><topic>Fear - psychology</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Humans</topic><topic>Identification</topic><topic>Infants</topic><topic>Kindergarten</topic><topic>Kindergartens</topic><topic>Male</topic><topic>Models, Psychological</topic><topic>Pre-school education</topic><topic>Prediction</topic><topic>Preschool children</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Regulation</topic><topic>Risk</topic><topic>Risk Factors</topic><topic>Role</topic><topic>Self Control</topic><topic>Social Environment</topic><topic>Studies</topic><topic>Time Factors</topic><topic>Toddlers</topic><topic>Withdrawal</topic><topic>Withdrawal (Psychology)</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Buss, Kristin A</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Buss, Kristin A</au><au>Eccles, Jacquelynne</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ934311</ericid><atitle>Which Fearful Toddlers Should We Worry About? Context, Fear Regulation, and Anxiety Risk</atitle><jtitle>Developmental psychology</jtitle><addtitle>Dev Psychol</addtitle><date>2011-05-01</date><risdate>2011</risdate><volume>47</volume><issue>3</issue><spage>804</spage><epage>819</epage><pages>804-819</pages><issn>0012-1649</issn><eissn>1939-0599</eissn><coden>DEVPA9</coden><abstract>In the current study, the author tested a model of risk for anxiety in fearful toddlers characterized by the toddlers' regulation of the intensity of withdrawal behavior across a variety of contexts. Participants included low-risk 24-month-old toddlers (N = 111) followed longitudinally each year through the fall of their kindergarten year. 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| subjects | Adaptation to change Adaptation, Psychological Age Factors Anxiety Anxiety - psychology Anxiety Disorders At Risk Populations Biological and medical sciences Child Child Development Child psychology Child, Preschool Childhood Development Children Context Effect Coping Developmental psychology Developmental Stages Fear Fear & phobias Fear - psychology Female Fundamental and applied biological sciences. Psychology Human Humans Identification Infants Kindergarten Kindergartens Male Models, Psychological Pre-school education Prediction Preschool children Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Regulation Risk Risk Factors Role Self Control Social Environment Studies Time Factors Toddlers Withdrawal Withdrawal (Psychology) Young Children |
| title | Which Fearful Toddlers Should We Worry About? Context, Fear Regulation, and Anxiety Risk |
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