This overlap in item content might artificially inflate correlations between symptom measures and cognition measures. 1994 NASSQ-Anxiety scale Sood and Kendall 2007), which was developed using self-statements generated by children, measures both symptoms (e.g. For example, the Negative Affectivity Self-Statement Questionnaire (NASSQ Ronan et al. A second problem is that most cognition questionnaires fail to distinguish between thoughts and symptoms. Therefore, the original factor structure for adults may not hold in a younger population. Children might have trouble understanding items of these questionnaires or make different self-statements than adults. First, the majority of cognition questionnaires for children, are downward extensions of measures developed for adults. However, several problems have been associated with the application of these questionnaires. Several questionnaires have been developed to measure cognitions in children. Depressive self-talk is past-oriented, stable, and focused on loss and failure (Beck and Clark 1997 Ronan and Kendall 1997). Anxious self-talk is future-oriented, unstable, and focused on threat. Third, Beck’s content-specificity hypothesis focuses on dysfunctional cognitive schemata and specific cognitive content. This model states that anxious children may benefit more from a reduction in the amount of their negative thoughts than from an increase in the amount of their positive thoughts (Kendall and Chansky 1991 Kendall and Korgeski 1979). A second model is Kendall’s “power of nonnegative thinking”. 31 is related to depression or anxiety (Schwartz and Garamoni 1989). 62 between positive and negative thoughts is considered optimal or healthy. According to the States-of-Mind (SOM) model (Schwartz and Garamoni 1989), the balance of positive and negative thoughts is essential for psychological well-being. There are three important models which describe the contribution of thoughts to emotional disorders. For example, children with anxiety and mood disorders report more dysfunctional and negative beliefs than healthy children (Beck 2005). In the current study, we describe the development of a questionnaire which incorporates negative and positive thoughts: the Children’s Automatic Thoughts Scale-Negative/Positive (CATS-N/P).Ĭognitions play an important role in disorders and their treatment. However, in order to investigate cognitive models of anxiety disorders it is also necessary to measure positive thoughts (e.g., “I feel good about myself”). Commonly, anxious cognition is examined by measuring negative thoughts (e.g., “I am worthless”). One factor which is presumed to play a critical role in the onset and maintenance of anxiety disorders is cognition (Beck 2005). To improve treatment results we need to know more about developmental and maintaining factors of disorders, but also about effective components of treatment. Although evidence-based therapies are available to treat children with emotional disorders, around 45% of children do not respond sufficiently (Bodden et al. Indeed, lifetime prevalence rates range from 7 to 15%, depending on the type of emotional disorder studied (Costello et al. Many children suffer from emotional disorders. The application of the CATS-N/P can facilitate further research on cognitive factors in different childhood disorders. In conclusion, the results of the current study support the use of the CATS-N/P for the measurement of positive and negative thoughts in children. Boys reported more hostile and positive thoughts than girls and younger children reported more negative thoughts concerning physical threat, social threat, and failure than older children. Internal and short-term test–retest reliability was good. The results of a confirmatory factor analysis revealed that the positive self-statements formed a separate and psychometrically sound factor. The CATS-N/P was administered to a community sample of 554 children aged 8–18 years. Therefore, positive self-statements were added to the CATS. However, positive thoughts also play a major role in childhood disorders such as anxiety and depression. The CATS was originally designed to assess negative self-statements in children and adolescents. The aim of this study is to describe the factor structure and psychometric properties of an extended version of the Children’s Automatic Thoughts Scale (CATS), the CATS-Negative/Positive (CATS-N/P).
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