اثربخشی درمان فراشناختی کودکان(MCT-C) بر کنترل توجهی و سوگیری توجه در کودکان مبتلا به اختلالات اضطرابی

Alavizadeh S. M., Sobhi Gharamaleki N., Mami, S., Mohammadzadeh, J & Ahmadi, V. (2020). The comparison impact of Metacognitive Therapy-Based Group Intervention and Group Acceptance-Based Behavioral Therapy on Psychophysiological Signs of Professional Soccer Players in the U-19 League in Tehran. Zahedan Journal of Research in Medical Sciences, 22(2).  

Bose, D., Vaclavik, D., Buitron, V., Rey, Y., Silverman, W.K., & Pettit, J.W. (2019).  Attentional Control and Threat-Related Attention Bias Partially Explain the Association Between Maternal Psychological Control and Youth Anxiety Severity. Cognitive Therapy and Research, 43, 427-437.

Barth, V., Heitland, I., Kruger, T. H. C., Kahl, K. G., Sinke, C. & Winter, L. (2019). Shifting Instead of Drifting – Improving Attentional Performance by Means of the Attention Training Technique. Frontiers in Psychology, 10, 23.

Callinan, S., Johnson, D., & Wells A. (2015). A Randomised Controlled Study of the Effects of the Attention Training Technique on Traumatic Stress Symptoms, Emotional Attention Set Shifting and Flexibility. Cognitive Therapy Research, 39, 4-13.

Capriola-Hall, N. N., Ollendick, T., & White, S. W. (2020). Gaze as an Indicator of Selective Attention in Adolescents with Social Anxiety Disorder. Cognitive Therapy and Research, 44(1), 145-155.

Dana, D. V., Marin, C. E., Boutris, P., Rey, Y., Lebowitz, E. R., Pettit, J. W., & Wendy, K. S. (2021). Attending to the Attentional Control Scale for Children: Confirming its factor structure and measurement invariance. Journal of Anxiety Disorders, 80(1).

Esbjørn, B. H., Normann, N., & Reinholdt-Dunne, M. L. (2015). Adapting Metacognitive Therapy to Children with Generalized Anxiety Disorder: Suggestions for a Manual. Journal of Contemporary Psychotherapy, 45(3), 166-159.

Esbjørn, B. H., Normann, N., Christiansen, B. M. & Reinholdt-Dunne, M. L. (2018). The efficacy of group metacognitive therapy for children (MCT-c) with generalized anxiety disorder: An open trial. Journal of Anxiety Disorders, 53, 16-21.

Fu, X., & Pérez-Edgar, K. (2019). Threat-related attention bias in socioemotional development: A critical review and methodological consideration. Developmental Review, 51, 31-57.

Ghassemzadeh, H., Rothbart, M. K., & Posner M. I. (2019). Anxiety and Brain Networks of Attentional Control. Cognitive Behavioral Neurology, 32(1). 54-62.   

Hankin, B. L., & Abela, J. R. Z. (2005). Development of Psychopathology: A Vulnerability-Stress Perspective. New York: Sage Publication.

Köcher, L. M., Pflug, V., Schneider, S., & Christiansen, H. (2022). Do Metacognitions of Children and Adolescents with Anxiety Disorders Change after Intensified Exposure Therapy? Children, 9(168).

Kowalski, J., Wierzba, M., Wypych, M., Marchewka, A., & Dragan, M. (2020).Effects of Attention Training Technique on Brain Function in High- and Low-Cognitive-Attentional Syndrome Individuals: Regional Dynamics Before, During and After a Single Session of ATT. Behaviour Research and Therapy.

Melendez, R., Bechor, M., Rey, Y., Pettit, J. W., & Silverman, W. K. (2017). Attentional Control Scale for Children: Factor Structure and Concurrent Validity Among Children and Adolescents Referred for anxiety disorders. Journal of Clinical Psychology, 73(4), 489-499.

Mogg, K., & Bradley, B. P. (2016). Anxiety and attention to threat: Cognitive mechanisms and treatment with attention bias modification. Behaviour Research and Therapy, 87, 76-108.

Moriya, J. (2016). Attentional networks and visuospatial working memory capacity in social anxiety. Cognition and Emotion.

Nelson, A. L., Quigley, L., Carriere, J., Kalles, E., Smilek, D., & Purdon, C. (2022). Avoidance of mild threat observed in generalized anxiety disorder (GAD) using eye tracking. Journal of Anxiety Disorder, 88.

Normann, N., Lønfeldt, N. N., Reinholdt-Dunne, M. L., Esbjørn, B. H. (2016). Negative Thoughts and Metacognitions in Anxious Children Following CBT. Cognitive Therapy Research, 40, 188-197.

Normann, N., Reinholdt-Dunne, M. L., Andersen, M. S., Esbjørn, B. H. (2021). Assessment of the cognitive attentional syndrome in children: an adaptation of the CAS-1. Behavioural and Cognitive Psychotherapy, 49, 340-351.

Oar, E. L., Johnco, C. J., Waters, A., Fardouly, J., Forbes, M. K., Magson, N. R., Richardson, C., & Repee, R. (2022). Eye-tracking to assess anxiety-related attentional biases among a large sample of preadolescent children. Behaviour Research and Therapy, 153(44).

Parker, R. I., Hagan-Burke, S., & Vannest, K. J. (2007). Percent of all non-overlapping data PAND: An alternative to PND. Journal of Special Education, 40, 194-204.

Reinholdt-Dunne, M. L., Blicher, A., Nordahl, H., Normann, N., Esbjørn, B. H., & Wells, A. (2019). Modeling the Relationships Between Metacognitive Beliefs, Attention Control and Symptoms in Children with and Without Anxiety Disorders: A Test of the S-REF Model. Frontiers in Psychology, 10, 1205.

Rey, J. M. (2012). Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions.

Segal, S. C., & Gobin, K. C. (2022). Threat-biased attention in childhood anxiety: A cognitive-affective developmental model. Journal of Affective Disorders Reports, 8.

Sharma, V., Sagar, R., Kaloiya, G., & Mehta, M. (2022). The Scope of Metacognitive Therapy in the Treatment of Psychiatric Disorders. Cureus, 14(3).

Susa, G., Pitică, I., Benga, O., & Miclea, M. (2012). The self-regulatory effect of attentional control in modulating the relationship between attentional biases toward threat and anxiety symptoms in children. Cognition and Emotion, 26(6).

Tomita, N., Imai, S., Kanayama, Y & Kumano, H. (2019). Relationships Between Cortically Mediated

Attentional Dysfunction and Social Anxiety, Self-Focused Attention and External Attention Bias. Perceptual and Motor Skills, 1-16.  

Tortella-Feliua, M., Morillas-Romeroa, A., Ballea, M., Bornasa, X., Llabrésa, J., & Pacheco-Unguettia, A. P. (2014). Attentional control, attentional network functioning, and emotion regulation styles. Cognition and Emotion, 28(5), 769-780.

Walczak, M., Austgulen, E., Kirsten, L., & Breinholst, S. (2021). Examining Changes in the Cognitive Attentional Syndrome and Attentional Control Following Metacognitive Therapy for Children with Generalized Anxiety Disorder. International Journal of Cognitive Therapy, 14, 639-655.

Walczak, M., Breinholst, S., Ollendick, T. & Esbjørn, B. H. (2018). Cognitive Behavior Therapy and Metacognitive Therapy: Moderators of Treatment Outcomes for Children with Generalized Anxiety Disorder. Child Psychiatry & Human Development, 50(3), 458-449.

Walczak, M., Reinholdt‑Dunne, M. L., Normann, N., Christiansen, B. M., & Esbjørn, B. H. (2021). Mothers’ and Children’s Metacognitions and the Development of Childhood Anxiety: a Longitudinal Investigation of Transmission. European Child & Adolescent Psychiatry, 30, 451-459.

Weissman, A. S. (2020). Attentional Bias in Anxious Youth: Clinical Applications. Psychology Research, 10(12), 465-479.

Winter, L., Alam, M., Heissler, H. E., Saryyeva, A., Milakara, D., Jin, X., Heitland, I., Schwabe, K., Krauss, J. K., & Kahl, K. G. (2019). Neurobiological Mechanisms of Metacognitive Therapy – An Experimental Paradigm. Frontiers in Psychology. 

Zhao, X., Chen, Z., Kang, C., Liu, R., Bai, J., Cao, Y., Cheng, Y., Xu, X., & Zhang, Y. (2019). Mindfulness-based cognitive therapy is associated with distinct resting-state neural patterns in patients with generalized anxiety disorder. Asia-Pacific Psychiatry.