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    This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Orchard, Faith Cooper, Peter J. and Creswell, Cathy 2015. INTERPRETATION AND EXPECTATIONS AMONG MOTHERS OF CHILDREN WITH ANXIETY DISORDERS: ASSOCIATIONS WITH MATERNAL ANXIETY DISORDER. Depression and Anxiety, Vol. 32, Issue. 2, p. 99.


    Mackenzie, Ross Laskey, Ben and Wittkowski, Anja 2013. The Role of Parental Anxiety in Child-Related Threat Interpretation. Cognitive Therapy and Research, Vol. 37, Issue. 5, p. 1070.


    Ollendick, Thomas H. and Benoit, Kristy E. 2012. A Parent–Child Interactional Model of Social Anxiety Disorder in Youth. Clinical Child and Family Psychology Review, Vol. 15, Issue. 1, p. 81.


    Murray, L. Creswell, C. and Cooper, P. J. 2009. The development of anxiety disorders in childhood: an integrative review. Psychological Medicine, Vol. 39, Issue. 09, p. 1413.


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The Impact of Parents' Expectations on Parenting Behaviour: An Experimental Investigation

  • Cathy Creswell (a1), Thomas G. O'Connor (a2) and Chris R. Brewin (a3)
  • DOI: http://dx.doi.org/10.1017/S1352465808004414
  • Published online: 01 July 2008
Abstract
Abstract

Over-involved parenting is commonly hypothesized to be a risk factor for the development of anxiety disorders in childhood. This parenting style may result from parental attempts to prevent child distress based on expectations that the child will be unable to cope in a challenging situation. Naturalistic studies are limited in their ability to disentangle the overlapping contribution of child and parent factors in driving parental behaviours. To overcome this difficulty, an experimental study was conducted in which parental expectations of child distress were manipulated and the effects on parent behaviour and child mood were assessed. Fifty-two children (aged 7 – 11 years) and their primary caregiver participated. Parents were allocated to either a “positive” or a “negative” expectation group. Observations were made of the children and their parents interacting whilst completing a difficult anagram task. Parents given negative expectations of their child's response displayed higher levels of involvement. No differences were found on indices of child mood and behaviour and possible explanations for this are considered. The findings are consistent with suggestions that increased parental involvement may be a “natural” reaction to enhanced perceptions of child vulnerability and an attempt to avoid child distress.

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Reprint requests to Cathy Creswell, School of Psychology, University of Reading, Whiteknights, Reading, Berkshire RG6 6AL, UK. E-mail: c.creswell@reading.ac.uk
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Behavioural and Cognitive Psychotherapy
  • ISSN: 1352-4658
  • EISSN: 1469-1833
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