Anxiety in swedish school children: Situational specificity, informant variability and coping strategies

Bo Larsson, Lennart Melin, Richard J. Morris

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

In a school sample, 463 Swedish children aged between 8 and 12 years reported their experience of anxiety during 11 "typical" home and school setting activities. In addition to rating the frequency and type of anxiety experienced, the children reported whether they used coping strategies to reduce their anxiety. Parents and teachers also rated the anxiety levels in the same children. Nine percent of the children reported that they experienced anxiety "often" during at least 1 of the 11 home and school activities and 1.5% reported an anxiety level of "often" averaged across all of the 11 activities. The parents reported that 9% of the children experienced "moderate" to "very much" anxiety levels averaged across the home-related activities, whereas the teachers reported that 38.5% of the children had such anxiety levels at school. Overall, the children's ratings of their frequency levels of anxiety were found to depend more on age than on gender. The children and their parents both regarded anxiety to be most common during "leaving home for school" and "going to bed at night" activities. The correspondence between child, parent and teacher reports of overall anxiety in the children was low; similar findings were obtained for anxiety among children in the various setting activities. The 8-year-old children reported a higher use of various coping strategies than did the 12-year-olds. The results are discussed in view of the current literature on anxiety and fears in children.

Original languageEnglish (US)
Pages (from-to)127-139
Number of pages13
JournalScandinavian Journal of Behaviour Therapy
Volume29
Issue number3-4
DOIs
StatePublished - Jan 1 2000

Keywords

  • Anxiety
  • Child
  • Parent
  • School
  • Situational Activity
  • Teacher

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology

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