British Journal of Clinical Psychology

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Volume 50 Issue 1 (March 2011), Pages 1-114

Worry and problem‐solving skills and beliefs in primary school children (pages 106-112)

Objective. To examine the association between worry and problem‐solving skills and beliefs (confidence and perceived control) in primary school children.

Method. Children (8–11 years) were screened using the Penn State Worry Questionnaire for Children. High (N= 27) and low (N= 30) scorers completed measures of anxiety, problem‐solving skills (generating alternative solutions to problems, planfulness, and effectiveness of solutions) and problem‐solving beliefs (confidence and perceived control).

Results. High and low worry groups differed significantly on measures of anxiety and problem‐solving beliefs (confidence and control) but not on problem‐solving skills.

Conclusions. Consistent with findings with adults, worry in children was associated with cognitive distortions, not skills deficits. Interventions for worried children may benefit from a focus on increasing positive problem‐solving beliefs.

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