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Article
Attentional Bias in Anxious Youth: Clinical Applications
Author(s)
Adam S. Weissman
Full-Text PDF XML 537 Views
DOI:10.17265/2159-5542/2020.12.001
Affiliation(s)
The Child & Family Institute, Weissman Children’s Foundation, New York, USA
Teacher’s College, Columbia University, New York, USA
ABSTRACT
Over the past decade,
the clinical applications of cognitive psychology and neuropsychology methods
have increased in popularity, permeating the clinical, education, and public
health sectors. At the federal level, NIMH and the Institute of
Education Sciences are regarding clinical-translation research as a top
priority area for empirical investigation, and several national organizations
including APA, the National Academy of Neuropsychology, the Society for Neuroscience,
and the Neurocognitive Therapies/Translational Research Special Interest Group
are recognizing the important influence of neuroscience and neuropsychology in
understanding clinical pathology and guiding intervention plans. This line of
inquiry has opened significant avenues for research and innovation in clinical
practice, and the study of attentional bias in the etiology, assessment, and
treatment of anxiety disorders is one of these important avenues. In recent
years, researchers have extended early findings about the neurocognitive
processes underpinning threat bias to enhance our understanding of risk factors
and mechanisms of anxiety disorders, and inform the development of novel
applications for clinical assessment and intervention. However, studies
exploring these practical applications of attentional bias and dot probe
methodology with anxious children and adolescents lag far behind. The following
chapter will briefly review the literature on the clinical implications and
direct clinical utility of cognitive psychology methods for measuring
attentional threat bias in anxious youth. Applications for enhancing clinical
assessment and intervention will be reviewed and discussed. Ultimately,
advancing our knowledge of brain-behavior relationships, cognitive mechanisms
of therapeutic change, and the efficacy of novel neurocognitive interventions
may contribute to a better understanding of emotional and behavior disorders in
children and the development of targeted interventions that result in greater
treatment efficacy.
KEYWORDS
youth anxiety, attentional bias, neurocognitive therapies, neuropsychology, clinical psychology, clinical neuroscience
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