Assessing Cognitions in Anxious Children

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Abstract
This article describes the assessment of cognitions in anxious children. As empirical investigations of childhood anxiety are few, the role of cognitions has received little attention. As such, a brief, general overview of the principles and procedures of cognitive assessment is provided. This is followed by a review of the available studies of cognitive assessment in anxious children. Because no clinic-referred populations of anxious children have been studied, this review focuses on the assessment of cognitions in socially withdrawn, fearful children and test-anxious children. Finally, two areas for future research are highlighted: psychometric investigation of cognitive assessment techniques and cognitive assessment of clinic-referred, anxiety-disordered children.