Abstract
Objective: Mood Assessment via Animated Characters (MAAC) is a novel, computer-based instrument to improve assessment and communication about feelings in young children with internalizing distress. Well-validated assessment instruments are lacking for those under age eight years. Method: Children ages 4 - 10 years with primary diagnosis of anxiety disorder (n = 74; 33 boys, 41 girls) or no diagnosis (n = 83; 40 boys, 43 girls) completed MAAC for 16 feelings. Those 8 - 10 years also completed standardized measures of internalizing symptoms. Results: MAAC’s emotions clustered into positive, negative, fearful, and calm/neutral factors. Clinical children rated themselves less positive (difference score -3.18; p = 0.002) and less calm/neutral (difference score -2.06; p = 0.04), and explored fewer emotions spontaneously (difference score = -2.37; p = 0.02) than nonanxious controls. Older children’s responses correlated with scores on several standardized measures. Conclusions: MAAC appears to be highly engaging, with clinical utility in the assessment of young anxious children. Applications in other populations are considered for future study.
Highlights
Mood and anxiety disorders are prevalent mental health problems that often begin in the preschool or early school years [1]
Given the emergence of the above factors, we predicted that children with anxiety disorders would rate themselves less positive, less calm/neutral, and more fearful than the control group
The Mood Assessment via Animated Characters (MAAC) factors we found were comprised of emotions of similar valence, suggesting face validity
Summary
Mood and anxiety disorders are prevalent mental health problems that often begin in the preschool or early school years [1]. Children with anxiety disorders often assume a situation is dangerous and try to avoid it if they have experienced an unpleasant degree of emotional arousal in the situation in the past, even if the situation is not truly dangerous Overcoming their anxiety involves exposure to the feared situation and developing adaptive cognitions and actions in response to anxious feelings. Many of these children struggle to identify and label their feelings [9,10] (i.e., show low emotional competence), resulting in continued maladaptive cognitive and behavioral responses, and continued symptoms. Helping these children accurately label and discuss their feelings is a crucial aspect of both assessment and intervention
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
