Exploring Childhood Cognitions Through the Contents of Childrens Thoughts Related to Anxiety: A Qualitative ApproachFilomena Valadao-Dias*, Raquel V. Oliveira, Catia Rodrigues, Claudia Figueiredo, Isabel Leal and Joao Maroco
ISPA-Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, William James Center for Research (WJCR), Lisboa, Portugal
- *Corresponding Author:
- Filomena Valadao-Dias
William James Center Research (WJCR)
Lisboa, Portugal, Rua Jardim do Tabaco
1149-041 Lisboa, Portugal
Tel: 00351 966876195
E-mail: [email protected]
Received Date: June 7, 2016; Accepted Date: June 29, 2016; Published Date: July 06, 2016
Citation: Valadao-Dias F, Oliveira RV, Rodrigues C, Figueiredo C, Leal I, et al. (2016) Exploring Childhood Cognitions Through the Contents of Childrens Thoughts Related to Anxiety: A Qualitative Approach. Clin Exp Psychol 2:132. doi:10.4172/2471-2701.1000132
Copyright: © 2016 Valadao-Dias F, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License; which permits unrestricted use; distribution; and reproduction in any medium; provided the original author and source are credited.
Aim: The main aim of this study was to explore the contents of children’s cognitive products (positive and negative thoughts) related to stories that describe anxiety situations. Method: The final sample was composed of 274 children aged between 10 and 11 years (M = 10.62, SD = 0.5) from a Portuguese community sample. The Portuguese version of the Nine Ambiguous Stories was used. Children’s responses to the stories were analyzed using mixed content analysis - the pre-categories and categories were established a priori, the sub-categories emerged from the material. The agreement rate of the main coders had Intra-Correlation Coefficients above 0.97 (p<0.05). Response units were analyzed regarding their frequency and specific contents. Results: Content analysis provided 6,665 recording units of cognitive response allocated to 75 different subcategories. In the nine stories, every positive and negative thought contained expressed emotions. Other contents were also found and divided into 57 sub-categories; 32 were related to negative thoughts and 25 to positive thoughts. Conclusion: The large number of recording units within the dimension of expressed emotions highlights their importance when studying children’s cognitive characteristics. Negative thoughts’ contents suggest that beliefs related to factors of vulnerability may contribute to higher anxiety symptoms. Some contents of positive thoughts demonstrate the existence of positive beliefs related to characteristics of childhood development.