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Somatic complaints in childhood: How they are related to children's emotional and social functioning

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Somatic complaints in childhood: How they are related to children's emotional and social functioning

Jellesma, F.C.

Citation

Jellesma, F. C. (2008, October 21). Somatic complaints in childhood: How they are related to children's emotional and social functioning. Retrieved from https://hdl.handle.net/1887/13154

Version: Not Applicable (or Unknown)

License: Licence agreement concerning inclusion of doctoral thesis in the Institutional Repository of the University of Leiden

Downloaded from: https://hdl.handle.net/1887/13154

Note: To cite this publication please use the final published version (if applicable).

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Stellingen behorende bij het proefschrift

Somatic Complaints in Childhood:

How they are related to children’s emotional and social functioning

Francine C. Jellesma

1. Negative moods increase the risk that children will experience somatic complaints (this dissertation).

2. Whether children with common somatic complaints will visit an outpatient clinic is independent of their general emotional functioning (this

dissertation).

3. Positive parental behavior in response to somatic complaints in children does not cause an increase in somatic complaints experienced by these children (this dissertation).

4. Children with a strong sense of control often function well emotionally and will experience few somatic complaints (this dissertation).

5. Not a lack of knowledge about adaptive ways of dealing with negative emotions, but the presence of maladaptive thoughts forms a risk factor for the development of somatic complaints in children (this dissertation) 6. The most common somatic complaints in childhood often are stronger

related to emotional than to medical problems.

7. Interventions that increase children’s optimism will probably cause a decrease in somatic complaints or have a preventive effect.

8. Getting your PhD increases the risk of somatic complaints (Van Rood, Goulmy, Bloklang, Pool, Van Rood, & Houwelingen, 1995).

9. Nothing is unimaginable

10. It is the perception, not the reality, which is crucial in determining behaviour (Carl Rogers, 1969).

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From 2000 to 2004, she studied Psychology at the VU University in Amsterdam, during which she did a clinical work experience in Medical Child Psychology and wrote master thesis on