Use Of Worry Research Articles

Cognitive Theories of Generalized Anxiety Disorder

The hallmark feature of generalized anxiety disorder, worry, has been hypothesized to be a key factor in the production of threat-related information-processing biases in the domains of attention, memory, interpretation of ambiguity, and problem solving; however, worry and cognitive biases are not unique to generalized anxiety disorder. What may be unique to generalized anxiety disorder is the pervasive use of worry as a strategy to avoid intense negative effect and the broad domains in which these biases are exhibited, directly relating to the clinical observation that patients with generalized anxiety disorder worry about numerous life stressors. Also, the authors conclude that information-processing biases contribute to worry but that they are insufficient for the development of generalized anxiety disorder. Directions for future research and clinical implications are discussed.

Cognitive strategies and the resolution of acute stress disorder

AbstractInformation processing theories propose that resolution of posttraumatic stress is mediated by activation of traumatic memories and modification of threat‐based beliefs. It is argued that this adaptive response is associated with reduced cognitive avoidance. Thought control strategies were assessed in civilian trauma survivors with acute stress disorder (N = 45) prior to and following either cognitive behavior therapy or supportive counseling. Participants completed the Acute Stress Disorder Interview, the Beck Depression Inventory, the State Trait Anxiety Inventory, the Impact of Event Scale, and the Thought Control Questionnaire within 2 weeks of their trauma and 6 months following treatment. Receiving cognitive behavior therapy was associated with reductions in the use of punishment and worry, and increases in the use of reappraisal and social control strategies. Further, reduced posttraumatic stress symptoms were associated with increased use of social control strategies and reappraisal strategies, and decreased use of worry. Findings are discussed in terms of the cognitive strategies that may mediate acute posttraumatic stress.

Prevalence and predictors of acute stress disorder and PTSD following road traffic accidents: Thought control strategies and social support

The study examined the prevalence of acute stress disorder (ASD) and posttraumatic stress disorder (PTSD) following road traffic accidents (RTAs), and cross-sectional and prospective relationships with thought-control strategies and perceived social support and criticism from a key significant other. Four hundred and thirty-four consecutive admissions to accident and emergency clinics following an RTA were assessed within 4 weeks of the accident, and 265 reassessed within 6 months. Twenty-one percent met symptom criteria for ASD at initial assessment, and 23% met criteria for PTSD at 4 to 6 months post-accident. These results agree closely with other studies recruiting similar populations in a similar manner. Subjects classified as suffering ASD at initial assessment were 20 times (odds ratio = 20.04) more likely to be classified as suffering PTSD at follow-up. Of the ASD cases assessed at Time 1, 72% were PTSD cases at Time 2. Loss, individual differences in thought-control strategies, and perceived negative quality of social support independently predicted ASD at Time 1 and PTSD at Time 2 in cross-sectional analyses. Analysis of prospective predictors of PTSD at Time 2 indicated that ASD at Time 1, the use of worry to control thoughts at Time 1, a change in perceived social support from Time 1 to Time 2, and an interaction between perceived social support and the use of social control as a coping strategy at Time 1 significantly predicted subsequent PTSD. Those who rated highly on the use of social control and on perceived negative social support had greater probability of subsequently developing PTSD (odds ratio = 8.2). The results were mainly as predicted and conform to models of trauma in which persistent disorders are associated with inhibition of emotional processing.

Teachers Coping with the Stress of Classroom Discipline

Of all of the activities that comprise the role of a teacher, classroom discipline is one of the most significant. In selecting an approach to classroom discipline, some teachers experience, and have to deal with, tensions arising from their desire to use educationally justifiable models while still quickly gaining and maintaining order in the classroom. This paper examines teachers' estimations of the stress that arises when they are unable to discipline students as they would ideally prefer. More importantly, the way teachers cope with any stress which does arise is documented using the Coping Scale for Adults. The results indicate that teachers who report more stress are those most interested in empowering their students in the decision making process. Associated with increased concern is a greater use of Worry, Self-Blame, Tension Reduction, Wishful Thinking and Keep to Self. The most concerned teachers also express a greater tendency to get sick as a result of the stress. These data suggest the need for professional development curricula for teachers to assist them in effectively sharing power with students and in reflecting upon a range of more productive coping strategies.

Meta-Cognition and Worry: A Cognitive Model of Generalized Anxiety Disorder

A meta-cognitive classification and analysis of factors contributing to the development of problematic worry is presented. Dimensions of meta-beliefs, meta-worry, cognitive consciousness, and strategies can be distinguished. A cognitive model of Generalized Anxiety Disorder is advanced based on this framework in which GAD results from an interaction between the motivated use of worry as a coping strategy, negative appraisal of worry, and worry control attempts. These factors result from combinations of dysfunctional meta-beliefs and contribute to subjectively diminished cognitive control. The model presents new implications for a cognitive therapy of GAD, and these are illustrated with a single case treatment study.