Vincent Dion, Nicolas Brizard, Jonathan Jalbert, Patricia Sirois, Patrick Gosselin, Mallorie Brisson, Julie Lane, Danyka Therriault, Pasquale Roberge
{"title":"与青少年焦虑症相关的症状和心理因素","authors":"Vincent Dion, Nicolas Brizard, Jonathan Jalbert, Patricia Sirois, Patrick Gosselin, Mallorie Brisson, Julie Lane, Danyka Therriault, Pasquale Roberge","doi":"10.1007/s10566-024-09805-9","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>Anxiety impairs adolescent development and is a risk factor for psychopathology. However, factors related to anxiety impairment’s severity remain poorly studied.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>This study aims to document anxiety impairment across different domains in adolescents and to study associated factors (sociodemographic, specific anxiety, and depressive symptoms, psychological vulnerabilities).</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>Adolescents aged 11 to 17 (<i>N</i> = 4616) participated in this cross-sectional correlational study. They were recruited from several schools in Canada and answered questionnaires.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Anxiety impairment was higher in the school domain, compared to the social and family domains. Respectively, 9.64%, 5.23% and 2.02% of adolescents reported experiencing moderate or high impairment in these domains. Controlling for symptom severity, anxiety impairment seemed higher in females, adolescents from regular programs and those starting high school. All types of symptoms predicted school impairment, except the obsessive–compulsive (OC) ones. Symptoms of panic, generalized anxiety, post-traumatic stress (PTS), as well as depressive symptoms were moderately related to impairment, while the other symptoms were weakly related. Only OC and PTS symptoms did not predict impairment in the social domain, and only PTS, separation anxiety and depressive symptoms predicted impairment in the family domain. Perfectionism, intolerance of uncertainty and negative problem orientation predicted impairment levels after controlling for symptom severity.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>This study notes relatively high rates of anxiety impairment in high school and suggests more school impairment. It offers possible explanatory factors that could be useful to establish more detailed models and interventions.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Symptoms and Psychological Factors Linked to Anxiety Impairment in Adolescents\",\"authors\":\"Vincent Dion, Nicolas Brizard, Jonathan Jalbert, Patricia Sirois, Patrick Gosselin, Mallorie Brisson, Julie Lane, Danyka Therriault, Pasquale Roberge\",\"doi\":\"10.1007/s10566-024-09805-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3 data-test=\\\"abstract-sub-heading\\\">Background</h3><p>Anxiety impairs adolescent development and is a risk factor for psychopathology. However, factors related to anxiety impairment’s severity remain poorly studied.</p><h3 data-test=\\\"abstract-sub-heading\\\">Objective</h3><p>This study aims to document anxiety impairment across different domains in adolescents and to study associated factors (sociodemographic, specific anxiety, and depressive symptoms, psychological vulnerabilities).</p><h3 data-test=\\\"abstract-sub-heading\\\">Methods</h3><p>Adolescents aged 11 to 17 (<i>N</i> = 4616) participated in this cross-sectional correlational study. They were recruited from several schools in Canada and answered questionnaires.</p><h3 data-test=\\\"abstract-sub-heading\\\">Results</h3><p>Anxiety impairment was higher in the school domain, compared to the social and family domains. Respectively, 9.64%, 5.23% and 2.02% of adolescents reported experiencing moderate or high impairment in these domains. Controlling for symptom severity, anxiety impairment seemed higher in females, adolescents from regular programs and those starting high school. All types of symptoms predicted school impairment, except the obsessive–compulsive (OC) ones. Symptoms of panic, generalized anxiety, post-traumatic stress (PTS), as well as depressive symptoms were moderately related to impairment, while the other symptoms were weakly related. Only OC and PTS symptoms did not predict impairment in the social domain, and only PTS, separation anxiety and depressive symptoms predicted impairment in the family domain. Perfectionism, intolerance of uncertainty and negative problem orientation predicted impairment levels after controlling for symptom severity.</p><h3 data-test=\\\"abstract-sub-heading\\\">Conclusions</h3><p>This study notes relatively high rates of anxiety impairment in high school and suggests more school impairment. 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Symptoms and Psychological Factors Linked to Anxiety Impairment in Adolescents
Background
Anxiety impairs adolescent development and is a risk factor for psychopathology. However, factors related to anxiety impairment’s severity remain poorly studied.
Objective
This study aims to document anxiety impairment across different domains in adolescents and to study associated factors (sociodemographic, specific anxiety, and depressive symptoms, psychological vulnerabilities).
Methods
Adolescents aged 11 to 17 (N = 4616) participated in this cross-sectional correlational study. They were recruited from several schools in Canada and answered questionnaires.
Results
Anxiety impairment was higher in the school domain, compared to the social and family domains. Respectively, 9.64%, 5.23% and 2.02% of adolescents reported experiencing moderate or high impairment in these domains. Controlling for symptom severity, anxiety impairment seemed higher in females, adolescents from regular programs and those starting high school. All types of symptoms predicted school impairment, except the obsessive–compulsive (OC) ones. Symptoms of panic, generalized anxiety, post-traumatic stress (PTS), as well as depressive symptoms were moderately related to impairment, while the other symptoms were weakly related. Only OC and PTS symptoms did not predict impairment in the social domain, and only PTS, separation anxiety and depressive symptoms predicted impairment in the family domain. Perfectionism, intolerance of uncertainty and negative problem orientation predicted impairment levels after controlling for symptom severity.
Conclusions
This study notes relatively high rates of anxiety impairment in high school and suggests more school impairment. It offers possible explanatory factors that could be useful to establish more detailed models and interventions.
期刊介绍:
Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.