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This thesis examined the role of parents' behaviour and cognitions in the development of childhood anxiety. In Chapter One, the literature pertinent to this research is overviewed. In Chapter Two, the age at onset and course of anxiety were systematically reviewed using the avaliable prospective studies. The findings demonstrated a high prevalence of anxiety in childhood and adolescence, and the utility of addressing these disorders in order to prevent adult anxiety.

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Recent studies estimate that 8-20% of children meet the criteria for an anxiety disorder (Albano et al., 2003; Beidel et al., 1999). If left untreated, anxiety can interfere considerably with social and psychological development (Silverman and Ginsburg, 1998; Mendlowitz et al., 1999). The high prevalence rates and the costs associated with childhood anxiety make investigating risk factors which contribute to the development of anxiety, an important undertaking.

Anxiety during childhood, although a normative experience that is typically transient and short-lived in nature, persists in a minority of children to the point where a diagnosis of an anxiety disorder may be warranted. Relatively little is known as to why some children develop pathological forms of anxiety whilst others do not. An understanding of how anxiety and fear arise during childhood is required in order to identify the processes and mechanisms through which anxiety disorders develop. The first paper presents an integrative review of how cognitive development is associated with changes in normative fear and anxiety during childhood. Consideration is given to how cognitive development is conceptualised within the literature (i.e. general versus specific measures) and methodological limitations discussed. An attempt is made to position specific cognitive abilities associated with fear and anxiety within a developmental framework and to consider trajectories and associations with anxiety over time. The second paper presents an empirical study investigating developmental differences in impact of parental controlling behaviours on child anxiety observed during a speech task. The socio-cognitive development and age of each child was considered, with particular emphasis on how children interpreted the motives and beliefs behind their parents' controlling behaviour. Controlling parenting during a 1 O-minute preparation for the child's speech task did not result in significant changes in anxiety in either age group (4-5 years, 7-8 years). When parents were less controlling, younger children showed a trend towards more anxious behaviours during the speech task. Children in each age group interpreted controlling parenting in different ways and this was a function of a general ability to interpret thoughts, beliefs and feelings of other people. Implications for clinical practice and directions for further research into the role of parenting practices in the development of child anxiety are discussed.

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Anxiety is known to run in families and evidence suggests there is a high correlation between parent anxious cognitions and child anxious cognitions. It has been suggested that parental expectations of their child‟s anxiety may mediate this relationship. This systematic literature review aimed to investigate the relationship between parental expectations about their child‟s anxious cognitions and child anxiety. PsycInfo, Web of Science, Scopus, and the Cochrane Library were searched. Ten articles met the inclusion criteria. The review found support for the relationship between parent expectations of their child‟s anxious cognitions and child anxiety. Parental expectations also appeared to develop over time and within a reciprocal relationship with child cognitions. However, due to the limited data, methodological flaws, and heterogenity of the studies, firm conclusions could not be made. This area warrants further research. The limitations of the review are discussed.

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Bibliography: leaves 149-178 / Anxiety Disorder is one of the most common disorders experienced by children and, if not managed, can extend into adulthood. Research has established a link between unintegrated primitive reflexes (UPR) and Learning Disorders. Learning Disorders are often co-morbid with symptoms of anxiety, however, the relationship between symptoms of anxiety and UPR have not been studied. This study aims to explore the relationship between the UPR and symptoms of anxiety in children between 10 – 13 years of age. No correlation was found between the total primitive reflex score and total symptoms of anxiety score; however, a significant relationship was found between symptoms of anxiety and the Moro, Plantar and Spinal Galant reflex. These UPR play an important role in balance. Research on balance dysfunction indicates a relationship with symptoms of anxiety. Prenatal maternal stress, common childhood illness and comorbidity with ADHD were also found to be factors in symptoms of anxiety in children. / Psychology / M.A. (Psychology)