Growing up to be fearful? Social evaluative fears during adolescence Sumter, S.R.
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(2) 3. ǫ .
(3) 4. ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ.
(4) 5. ǫ ėĔĊċĘĈčėĎċę ǡ Ƥ ǤǤǤ Ǥ ǡ ͜͜͞͞͝ ͟͝ǣ͠͡ ͥͣͥ͝.
(5) ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ. 6. ėĔĒĔęĎĊĈĔĒĒĎĘĘĎĊ. . ǤǤǤǤȋȌ. Ǧ. ǤǤǤȋȌ. . ǤǤǤ ȋȌ ǤǤǤȋȌ ǤǤǤȋ Ȍ ǤǤǤȋȌ.
(6) ͣ. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth. Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same. And both that morning equally lay In leaves no step had trodden black. ǡ
(7) ƤǨ Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I-I took the one less traveled by, ơ Ǥ Robert Frost, The Road Not Taken (1915).
(8) 8. ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ. ǡ ǡ
(9) ͟Ǥ ȋ Ȍȋ ȌǤ ǤǤ
(10)
(11) ȀǣͥͣͤǦͥ͜Ǧͥ͜͞͡͝͠͡Ǧ͡.
(12) ͥ.
(13) ͝͝. čĆĕęĊė ͝ ȉ
(14) Ǥ. ͣ͞. čĆĕęĊė͞ ȉ ǣ ǫ. ͠͡. čĆĕęĊė͟ ȉ ơ ǣ ǫ. ͢͟. čĆĕęĊė͠ ȉ ǣǤ. ͤ͡. čĆĕęĊė͡ ȉ Ǧ ǣǦ ǫ. ͥ͡. čĆĕęĊė͢ ȉ ƪ ǣǫ. ͟͝͝. čĆĕęĊėͣ ȉ Ǥ. ͝͞͡. . ͝͠͝. . ͥ͝͠. .
(15) ͜͝. ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ.
(16) ͝͝. čĆĕęĊė͝Ǥ.
(17) . ȋȌǡ ǡ ȋ Ƭ Ǧ ǡ͜͜͞͞ȌǤ ͣτ͟͝τȋ ǡ͜͜͞͞ȌǤ Ǧ ȋ Ƭ ǡ ͜͜͞͠ȌǤ ǡ Ǥ ȋ͜͜͞͝Ȍ ͜͝Ǧ͝͝ǡ ͝͡ Ǥ ǡǤǤͤ͜τ Ǥͤ͝Ǥ
(18) ǡ Ǥ ǡ ǡ ȋͥͥͥ͝Ȍ ͜Ǥ͡τ͝͞Ǧ͟͝͞τ ͝͠Ǧͣ͝Ǥ ǡǡ ȋͥͥͥ͝Ȍǡ Ǥ
(19) Ǥ Ǧ ǡ͠Ǥ͜τ͝͠Ǧͣͤ͝Ǥͣτ ͤ͝Ǧ͞͠Ǥ
(20) ȋǤǤǡǡǡƬ ǡͥͥ͜͝Ǣǡͥͥ͜͝ǢǡǡƬơǡ͜͜͞͝ȌǤ Ǧ.
(21) ͝͞. ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ. ǡƤǤ Ǥǡǡ ȋͥͥͥ͝Ȍ Ǧ ͣ͝͞͝ȋϋ͜͟͝͡ȌǤ ȋͣ͠Ǥ͞τȌ ǡ ͝͠Ǧ͝͡Ǥ ȋǤǤǡ ǡ ǡ Ƭ ǡ ͜͜͞͝Ȍ ȋǤǤǡ. Ƭǡ͜͜͞͞ȌǤ ǡȋ͜͜͞͡Ȍ ǡ Ǥǡơ ǡ ơ Ǥ ǡ ͜͜͞͠ Dz ǡ Ǧ dzȋƬ ǡǤͣ͠͝ȌǤ Ǥ ǡ ǡǡƪ ǡ Ǥǡ ǡ Ǥ
(22) ǡ Ǥ ǡ Ǥ Ǧ ǡǦ ǡ Ǧ ǡ Ǥ ǡ Ƥ Ƥ ǡ Ǧ Ǥ ǡ .
(23) čĆĕęĊė͝. ͟͝. Ǧ Ǥ. ǫǣ ǤǦ ǡ Ǥ ǡ ǡ Ǥ Ǥ ǡ ͝ Ǥ ƐƚƌĞƐƐƐĞŶƐŝƟǀŝƚLJ WƵďĞƌƚĂů ĚĞǀĞůŽƉŵĞŶƚ. ƐĞůĨͲ ĐŽŶƐĐŝŽƵƐŶĞƐƐ ƌĞƐŝƐƚĂŶĐĞƚŽ ƉĞĞƌŝŶŇƵĞŶĐĞ. Age. WƐLJĐŚŽƐŽĐŝĂů ĚĞǀĞůŽƉŵĞŶƚ. ƐĞůĨͲƌĞƐƚƌĂŝŶƚ. ^ŽĐŝĂůǀĂůƵĂƟǀĞ&ĞĂƌƐ͗ ĚŝƐƚƌĞƐƐ͕ĂǀŽŝĚĂŶĐĞ͕ ďŝŽůŽŐŝĐĂůƌĞĂĐƟǀŝƚLJ. ĞŐŽĚĞǀĞůŽƉŵĞŶƚ. ŵƵůƟͲƚĂƐŬŝŶŐ ŽŐŶŝƟǀĞ ĚĞǀĞůŽƉŵĞŶƚ ƌĞĐƵƌƐŝǀĞ ƚŚŝŶŬŝŶŐ. ͝Ǥ Ǥ.
(24) ͝͠. ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ. Cognitive Development. ǡ Ǥ ȋͥͣ͝͞Ȍ ͝͞ ͝͡ǡ ȋ ǡ ǡ ǡ ǡ Ƭ ǡ ͥͥ͜͝ȌǤ ȋǤǤǡǤͥͤ͜͝ǢǡǡƬ ǡͥͣ͜͝ȌǤ ƤǦ ȋǤǤǡǡ͜͜͞͡Ǣ Ǥǡͥͥͥ͝ȌǤ Ǥ Ǧ ȋǡ͜͜͞͡ȌǤ ǡ Ǥ ǡ͟͝͠ǡǡ Ǧ ǡǡȋ͜͜͞͞Ȍ ǤǦ ǯ ƪ ǡ Ǥǡ ǡ ǡǦ ͥͤ͝ȋϋ͜͞ȌǤ
(25) ǡ Ǥ ǡ ơ Ǥ ǡ Ǥ Ǥ Ǥ Ǥ Ǧ ǡ.
(26) čĆĕęĊė͝. ͝͡. Ǥ ǡȋͥͤ͜͝Ȍ ǦǤ ơ ǯ Ǥ Ǥ ǡ ǡ ǡ Ǥ ǣ ͝Ȍ ǡ ͞Ȍ ǡ ͟Ȍ Ǥ Ǥ ȋ ǡ Ǧ ǡǡƬǡ͜͜͞͠Ȍǡ ƪ Ǥǡ ǡ Ǥ Pubertal Development. Ǧ Ǥ Ǥ ȋͥͣͥ͝Ȍ Ǧ Ǧ Ǥ Ƥ ǡ ǡ ǡ Ǧ ȋǡ ͥͤ͜͝ȌǤ
(27) ǡ ȋ͜͜͞͡ȌDz ǡ ǡ Ƥ ǦǡǦǡ dzȋǤͤ͠͝ȌǤ Ǧ ǡ ǡ ǡ Ǧ Ǥ ȋǤǤǡƬǡ͜͜͞͡Ȍ .
(28) ͢͝. ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ. Ǥ ǡ Ǧ ȋ Ǥǡ͜͜͞͠Ȍ Ǥ Ƥǡ ƥ ǯǤ Ǧ Ǥ
(29) ǡ ȋǡ ͜͜͞͠ȌǤ Ǧ ǡ Ǧ Ǥ Psychosocial Development. Ǥ ǡ Ǥ ǡơȋ͜͜͜͞Ȍ Ǥ ȋǤǤǡ ȌǡǦ ȋǤǤǡ ƪ Ȍǡ ȋǤǤǡ ȌǤ Ǧ ǡ Ǥ ǡ ƪǦ Ǥ Ǥ ǡ ƪ Ǥ ǡǡǡ ǦǦ Ǥ ǡ Ǧ Ǥ ǡ ȋơƬǡ͜͜͜͞ȌǤ Ǧ ǡ Ǥ ǡ Ǥ Ǧ.
(30) čĆĕęĊė͝. ͣ͝. Ȃ ȋͥͥ͟͝ȌǦ Ǧ ǯ Ǥ ǤǤȋ͜͜͞͠Ȍ Ǧ ǡǤ ȋ͠Ȍǡ ǡ ǡ ǡ
(31) ȋ͞ȌǦ Ǧ ȋ͟ȌǤ
(32) ǡǡ ǤǡǦ Ǥ. Background Thesis. ǡ͜͜͞͡ǡ ȋǤǤǡ Ǥǡ ͥͥͥ͝Ȍ Ǥ ǡ ȋǤǡ͜͜͞͠ȌǤ ȋǡ ǤǦǤȌǡ ǡ Ǥ Ǥ ơ Ǥ ȋǡ ͥ͜͜͞ȌǤ Ǧ ȋȌ ȋ ͝ȌǤ Ƥ ȋ͝Ȍ ȋ͟Ȍ Ǧ ǡ ȋǮǯȌ Ǥ .
(33) ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ. ͤ͝. ȋ͞ȌǮǯ Ǥ ơ ǡ ǦǦǤ Ǥ Ƥ Ǥ ǡ Ǥ ǡ Ǥ ͝ǤǦ ȋ͟͝ȌǤ Primary School. Secondary School. 4 9/10. 5 10/11. 6 11/12. 7 12/13. 8 13/14. 9 14/15. 10 15/16. C1 n = 38. C2 n = 44. C3 n = 44. C4 n = 43. C5 n = 42. C6 n = 41. C7 n = 47. C1. C2. C3. C4. C5. C6. C7. C1. C2. C3. C4. C5. C6. 11 16/17. 12 17/18. grade age. assessment / type / year T1 – Major 2006-2007* T2 – Minor 2007-2008 T3 – Major 2008-2009*. C7. * Major assessment includes the Leiden PST. Ǥ ǡ Ǥ ǡ ǡ ȋǤǤǡ ȌǤ ȋ .
(34) čĆĕęĊė͝. ͥ͝. ϋ͟͞Ǣǡͥ͜͜͞ȌǤ Ǥ ǡǤǤ ǦǦ Ǧ Ǥ Ǧ ơ ǤƤ ȋ Ȍ ͥͥ͞ Ǥ The Leiden Public Speaking Task. ȋȌǤ ǣ͝Ȍơ Ǧơ Ǥ Ǥ
(35) Ǧǡ Ǥ ơ ơ Ǥ͞Ȍ ȋ Ǥǡ͜͜͜͞ȌǤǡ Ǧ Ǥ͟Ȍ ǡ Ǧ Ǧ ȋǤǡ͜͜͞͠ȌǤ ǡ Ǧ ơ Ǥ ǡ Ƥ Ǥǡ Ƥ ơ Ǥ ȋ Ǥǡͥ͜͜͞ȌǤ ǡǤ.
(36) ͜͞. ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ. Ǥ ǡ Ǧ Ǥ ƤǤ Ǥ Ǥ ǡ Ǥ Ƥ Ǥ Ǥ ơ ơǡ Ǥ ȋǤǤǡǡͥͣ͝͞Ȍ ǡ Ǥ Ǧ ǡ ǡ Ǥ ȋǤǤǡ ǡǡƬ ǡͥͥ͟͝Ȍǡ Ǥ ǡ Ǥ ǡǦ ǤǦ Ƥ Ǧ Ǥ Ǧ ǡ Ǥ ǡ Ǥ ơ ơ .
(37) čĆĕęĊė͝. ͞͝. ơ Ǥ ơ Ǧ ǡ Ǧ ȋÚǡǡƬǡͣ͜͜͞ȌǤ Assessments.
(38) ǡ Ǧ Ǥ ơ ȋǡͥ͜͜͞ǢǡÚǡǡ Ƭ ǡ ȌǤ ͞ǤǦ Ǥ Ƥȋ͝ȌǤ. Ǧ ƤƤ ǡ ǡ ǡǤǤ Ǥ Ǥ Ǥ Ǥ ǡ Ǥ ǡ ƤǡǢ͝ȌǦ ǡ͞Ȍ Ǧ ǡ͟Ȍ ǦȋȌ Ǧ ǡ ͠Ȍ ǦǦ.
(39) ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ. 22. ǦǤ ͞Ǥ Ǧ Assessment Time T1. T2. T3. WƵďĞƌƚĂůĞǀĞůŽƉŵĞŶƚ^ĐĂůĞ;WĞƚĞƌƐĞŶ͕ƌŽĐŬĞƩ͕ZŝĐŚĂƌĚƐ͕ΘŽdžĞƌ͕ϭϵϴϴͿ. *†. *. *. dĂŶŶĞƌ^ĐŚĞŵĂƟĐƌĂǁŝŶŐƐ;dĂLJůŽƌĞƚĂů͕͘ϮϬϬϭͿ. *. *. *. Chapter. Pubertal Development 3. Psychosocial Development ^ĞůĨͲZĞƐƚƌĂŝŶƚ^ĐĂůĞ;tĞŝŶďĞƌŐĞƌΘ^ĐŚǁĂƌƚnj͕ϭϵϵϬͿ. *†. ZĞƐŝƐƚĂŶĐĞƚŽWĞĞƌ/ŶŇƵĞŶĐĞ;ZW/͕^ƚĞŝŶďĞƌŐΘDŽŶĂŚĂŶ͕ϮϬϬϳͿ. *†. ŐŽĚĞǀĞůŽƉŵĞŶƚ;^dͲz͕tĞƐƚĞŶďĞƌŐĞƚĂů͕͘ϮϬϬϬͿ. *. *. ^ŝdžWĂƌƚƐdĞƐƚ;^Ͳ͕ŵƐůŝĞĞƚĂů͕͘ϮϬϬϯͿ. *. *. ZĞĐƵƌƐŝǀĞdŚŝŶŬŝŶŐDĞĂƐƵƌĞ;DŝůůĞƌ͕<ĞƐƐĞů͕Θ&ůĂǀĞůů͕ϭϵϳϬͿ. *. *. ŶĂůŽŐŝĞƐ;d͕ǀĞƌƐΘ>ƵĐĂƐƐĞŶ͕ϭϵϵϭͿ. *. *. *. *. 5. *. 6. ŽŐŶŝƟǀĞĞǀĞůŽƉŵĞŶƚ. ΏŝŶĐůƵĚĞĚŝŶĐƵƌƌĞŶƚƚŚĞƐŝƐ. ΎŝŶĐůƵĚĞĚĂƚƟŵĞŽĨĂƐƐĞƐƐŵĞŶƚ. ͜͜͞͡ ͥ͜͜͞Ǥǡ ǯ Ǥ ǡ ǡ Ǥ Ǧ ǡ Ǥ ǡ ͟Ǧ Ǥ ǡǡ Ǧ ƤǤ Outline of the current thesis. Ǥ
(40)
(41) ȋ͞Ȃ͠Ȍ Ǧ Ǥǡ
(42) .
(43) čĆĕęĊė͝. 23. Ǧ Ǥ
(44) ǡ Ǥ
(45) ǡ Ǧ ǫ
(46)
(47)
(48) Ǥ Part I. ǡ ȋǤǤǡ ǡǡƬ ǡ͜͜͞͝ǡ Ƭǡ͜͜͞͞ȌǤ͞ƪ ƤǤ
(49) ơ Ǥ ȋ͜͜͞͠Ȍ ơ ȋǤǤǡ Ȍ Ǥ ơ Ǥ ơ Ǥ Ǥȋ͜͜͞͠Ȍ ơ Ǥ ơ Ǧ ǡ ͟ơ ǤȋȌ ơǦ Ǥ
(50) Ǥ Ǧ ǡ ȋȌ Ǥ
(51) ǡ Ǥ .
(52) 24. ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ. ǡ͠ Ǥ ơ Ǧ Ǥ ơ Ǥ
(53) ǡ ǡ Ǥ ǡ ơǦ Ǥ Part II. ȋǤǤǡƬ ǡ͜͜͞͡Ȍǡ Ǥ Ǥ Ǧ ȋƬ ǡͥͥ͜͝Ȍ
(54) ƪ ȋǦ Ƭ ǡ ͣ͜͜͞Ȍ Ǥ ơ ǯȋ͜͜͜͞Ȍ Ǥ
(55) ơǤ Ǧ ơ ơ Ǥ ǡ Ǧ ǡ ơ ȋ͜͜͜͞Ȍ ͤǤ
(56) Ǥ ǡ ƪ Ǧ ǡ ȋƬǡͥͤ͢͝ȌǤǡ ƪ Ǥ ǡ Ǥǡ ơ ȋ ȌǦ Ǥ
(57)
(58)
(59) ǡ.
(60) čĆĕęĊė͝. 25. ǡ Ǧ Ǧȋ͡Ȍ ƪ ȋ͢Ȍ Ǥ
(61) Ǥ.
(62) 26. ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ.
(63) ͣ͞. čĆĕęĊė͞. ǣ ǫ This chapter has been published as: Sumter, S.R., Bokhorst, C.L., & Westenberg, P.M. (2009). Social fears during adolescence: is there an increase in fear and avoidance? Journal of Anxiety Disorders, 23, 987-903.. Ǧ Ǥ Ǧ ǡǡ ǡ Ǥ Ǥ
(64) ǡ ͥȂͣ͝ȋϋ͢͜͞Ȍ
(65) ȋ
(66) ǦȌ ȑǡ ǤǤǡ Ƭ ǡ Ǥ Ǥ ȋͥͥ͢͝ȌǤ Anxiety disorders interview schedule for DSM-IV child version, child interview scheduleǤǣ ȒǤ Ǥ ǡ Ǥ Ǥơ Ǧ Ǥ.
(67) Ǧ Ǥ ͜͝ȋƬ.
(68) 28. ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ. ǡ ͜͜͞͠ȌǤ Ǥ ǡ ǡ ȋͥͥͥ͝Ȍ ͜͟͝͡ ͜Ǥ͡τ͝͞Ȃ͟͝͞τ͝͠Ȃͣ͝ Ǥ ǡǡȋͥͥͥ͝Ȍ Ǥ
(69) ͣ͝͠͝͠Ǥ͜τǡ ǡǤǤ ͤ͝͞͠ǡͤǤͣτǤ Social phobia and social fears.
(70) Ǥ ǡ ȋǤǤ ǡǡƬǦ ǡ͜͜͞͝Ǣ Ƭǡ͜͜͞͞ȌǤ ȋǤǤǡƬǡ͜͜͞͡Ǣǡǡ Ǧ ǡǡƬơǡ͜͜͞͠Ȍǡ ȋǤǤǡ Ǥǡ͜͜͞͝Ȍ ȋǤǤǡ Ƭǡ͜͜͞͞ȌǤ Ǧ Ǥ ơ ơǦ Ǥ
(71) ǡ ǤǤȋ͜͜͞͠Ȍǡǡ Ǧ ȋ ǦǢ ǡ ͥͤ͟͝ȌǤ ȋǤǤ Ȍǡ Ǥ ǡơ ǤƤ Ƥ Ǥ.
(72) čĆĕęĊė͞. ͥ͞. Social phobia and avoidance. ǡ Ǥ ȋǡ ǡ Ƭ ǡ ͥͥͤ͝Ȍǡ ȋǡ ͜͜͢͞Ȍ ǡ
(73) Ǧ ȋ ǡ ͜͜͜͞ȌǤ ǡ ǡ Ǥ ȋ͜͜͞͠Ȍ ǡ ǤǤ ǡ ǡ Ǥ Dz dzȋƬ ǡ͜͜͞͠ǡǤͣ͠͝ȌǤ ǡ Ǥ
(74) ǤǤȋͣ͜͜͞Ȍ Ǧ ȋȌơ Ǥ Ǧ ǤDz dz DzǤdz
(75) ǡǦ ǡ Ǥ Ǥ
(76) Ǧ Ǥ ȋ ǡ ͜͜͟͞ȌǤ ƥ ǡ .
(77) ͟͜. ėĔĜĎēČĚĕęĔćĊ ĊĆėċĚđǫ. Ǥ ǡ Ǥȋͥͥͥ͝Ȍ Ǥͥ͝ ǤǦ ǡ Ǧ Ǧ ǡ Ǥ Ǧ ǤǤȋͥͥͥ͝Ȍ͝͞Ȃͣ͝ Ǧ Ǥ ǡ Ǥ
(78) ǡ ǡ Ǥ Current study.
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