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.................................................................................................... 4
.....................................................................................................6
Abstract........................................................................................................7

1. ................................................................................................
1.1 ............................................................. 9
1.2 ......................................................12
1.3 ......................................................................... 15
1.4 ......................................................................... 20
1.5 ...............................23
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1.9 - ......................................................................37

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2.1 ....................................................................................................... 39
2.2 ..........................................................................40
2.3 ............................................................ 42

3.1 ........................................ 43

3. 2 - ...................................................................56

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ABSTRACT

The following study investigates the way young childrens automatic thoughts
lead their behaviors and, especially, the type of automatic thoughts which could
potentially cause emotional problems. More specifically, the aim of the research
project was to record the most common automatic thoughts in children and investigate
whether there is a relationship between specific automatic thoughts and symptoms of
anxiety and depression. The study took place in the wider region of Thessaly, Central
Greece. Participants consisted of 277 children attending fourth, fifth, sixth and
seventh grade. Pupils filled in three questionnaires recording automatic thoughts,
anxiety and depression accordingly. Results indicated that there are some basic
automatic thoughts which relate to anxiety and depression. Automatic thoughts
related to anxiety are connected with feelings of threat while automatic thoughts
related to depression are connected with feelings of weakness and failure. Girls show
higher percentages of anxiety than boys. Further research on young childrens
automatic thoughts will help towards prevention of emotional difficulties early in the
life of children.

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Cat 1
0.24 0.43 0.30 0.46 0.28 0.45 0.37 0.48 n.s
Cat 2
0.46 0.50 0.71 0.45 0.61 0.49 0.51 0.50 3.75*
(3 269)
Cat 3
0.25 0.43 0.23 0.42 0.23 0.42 0.40 0.49 n.s
Cat 4
0.39 0.49 0.30 0.46 0.36 0.48 0.36 0.48 n.s
Cat 5
0.14 0.35 0.09 0.29 0.24 0.42 0.32 0.47 4.07**

(3 274)
Cat 6
0.40 0.49 0.44 0.50 0.49 0.50 0.68 0.47 3.79*

(3 273)

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A' E .
( N = 92) ( N =64) (N = 72) (N = 49)

F
M.O T.A M.O T.A M.O T.A M.O T.A (df)
Cat 7
0.24 0.43 0.17 0.38 0.08 0.27 0.24 0.43 2.75*
(3 272)
Cat 8
0.27 0.44 0.42 0.49 0.44 0.50 0.55 0.50 3.87**

(3 273)
Cat 9 0.37 0.28 0.45 2.90*
0.11 0.31 0.11 0.31 0.17
(3 274)
Cat 10 0.44 0.44 0.36 0.28 0.45 n.s
0.26 0.27 0.15
Cat 11 0.16 0.37 0.11 0.31 0.13 0.33 0.22 0.41 n.s
Cat 12
0.41 0.49 0.47 0.50 0.44 0.49 0.73 0.44 5.15***
(3 273)
Cat 13 0.27 0.06 0.23 0.20 0.40 3.64*
0.20 0.39 0.08
(3 272)
Cat 14 0.22 0.41 0.44 0.44 0.50 4.27**
0.18 0.38 0.26
(3 273)
Cat 15 0.56 0.49 0.62 0.49 n.s
0.55 0.50 0.69 0.46
Cat 16 0.42 3.22*
0.30 0.45 0.34 0.47 0.49 0.55 0.50
Cat 17 0.48 0.38 0.48 0.32 0.47 0.44 0.50 n.s
0.35
Cat 18 0.42 0.22 0.41 0.48
0.28 0.45 0.24 0.37 n.s
Cat 19 0.44 0.49 0.50 n.s
0.46 0.50 0.59 0.49 0.48
Cat 20
0.41 0.49 0.38 0.48 0.40 0.49 0.48 0.50 n.s
Cat 21 7 17****
0.43 0.49 0.56 0.50 0.51 0.50 0.82 0.38
(3 273)
Cat 22 0.49 0.50 0.58 0.49 0.58 0.49 0.67 0.47 n.s
Cat 23 0.44
0.15 0.36 0.11 0.31 0.16 0.36 0.27 n.s
Cat 24
0.12 0.45 0.30 0.46 0.31 0.46 0.43 0.50 n.s
Cat 25 0.48 6.09***
0.12 0.32 0.16 0.36 0.10 0.30 0.36

(3 273)
Cat 26 0.44 n.s
0.25 0.43 0.33 0.47 0.30 0.46 0.50

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A' E ' ' F


(N = 92) (N = 64) (N = 72) ( N = 49) (df)

M.O T.A M.O T.A M.O T.A M.O T.A


Cat 27
0.42 0.49 0.40 0.49 0.46 0.50 0.50 0.50 n.s
Cat 28
0.10 0.29 0.09 0.29 0.11 0.31 0.28 0.45 3.95***** ****
(3 274)
Cat 29
0.31 0.46 0.31 0.46 0.28 0.45 0.31 0.46 n.s
Cat 30 0.14
0.18 0.38 0.35 0.14 0.35 0.24 0.43 n.s
Cat 31
0.32 0.46 0.17 0.38 0.21 0.41 0.30 0.46 n.s
Cat 32
0.32 0.47 0.45 0.50 0.50 0.50 0.56 0.50 3.08*
(3 273)
Cat 33
0.54 0.50 0.53 0.50 0.51 0.50 0.68 0.47 n.s
Cat 34
0.17 0.38 0.19 0.39 0.21 0.41 0.36 0.48 n.s
Cat 35
0.33 0.47 0.22 0.41 0.25 0.43 0.37 0.48 n.s
Cat 36 0.14
0.20 0.40 0.23 0.42 0.35 0.28 0.45 n.s
Cat 37
0.28 0.45 0.28 0.45 0.37 0.48 0.43 0.50 n.s
Cat 38
0.13 0.33 0.17 0.38 0.18 0.38 0.29 0.45 n.s
Cat 39
0.36 0.48 0.41 0.49 0.38 0.48 0.32 0.47 n.s
Cat 40 0.84 0.37 0.86 0.35 0.85 0.36 0.80 0.40 n.s

* p. < 0,05
**p. <0,01
***p. <0,005
**** p. <0,001

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36. 0,728


23. 0,694

28. 0,679

14. 0,560

34. 0,510

11. 0,508

24. , 0,504

6. 0,745

8. 0,713

1. 0,662


32. 0,458

29. 0,444


16. 0,428

18. 0,411


10. 0,362


7. 0,333

52
Institutional Repository - Library & Information Centre - University of Thessaly
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13. 0,616

31. 0,588

30. 0,561

35. 0,519

33. 0,501


20. 0,696
21. 0,550


4. 0,530

39. 0,480


12. 0,455


19. 0,427
,

2. 0,463



15. 0,738


40. 0,725

53
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08/11/2017 21:21:24 EET - 188.4.64.148

3. 0,555

17. 0,486

5.

37.

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27.



22.


26.


,
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SPSS (
)
(Pearson r, )

.
5 Pearson r

54
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08/11/2017 21:21:24 EET - 188.4.64.148

( r = 0,286 ). ,
.

5. Pearson r
.

./
/ /

0,045 0,159* 0,83 0,243** 0,016

0,286** 0,125 0,061 0,100 0.047

55
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3.2 -

0_


.

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-
. , .
,
.
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,
(2005).
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( & , 1988)

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.
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& (2006),

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.
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59
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08/11/2017 21:21:24 EET - 188.4.64.148

Birleson, . (1981). The validity of depressive disorder in childhood and the


development of a self - rating scale. A research report. Child Psychology and
Psychiatry, 22, 73 - 88.
Birleson, P., Hudson, I., Buchanan, D.G., Wolff,S. (1987). Clinical evaluation of
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scale), Journal of Child Psychology and Psychiatry, 28(1), 43 - 60.

Beck, J. (1995). . : .
Dattilio, F.M., Padesky, C.A. (1995). . -
. : .
Gladstone, G., Parker, G. (2001). Depressogenic cognitive schemas enduring
beliefs or mood state artifacts . Australian and New Zealand Journal of Psychiatry,
35, 210-216.
Herbert, M. (1992). . :
.
Horowitz, . J. (1987 ). Stress, states and person schemas. Northvale, NJ
Aronson.
, E., , K. (2006). .
: . .
-, . (2002). & ). -
. : .
Kendall, ., Treadwell, . (2007). The role of self - statements as a mediator in
treatment for youth with anxiety disorders. Journal of Consulting and Clinical
Psychology, 75(3), 380 - 389.
Nordahl, H., Stiles, T. C. (1997). Conceptualization and identification of
cognitive schemas in personality disorders. Nord Journal Psychiatry, 51, 243 - 250.
, B. (2005). . :

: University Studio Press.

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Rodriguez, C.M., Richarson, M.J. (2007). Stress and anger as contextual factors
and preexisting cognitive schemas predicting parental child maltreatment risk, Child
Maltreatment Journal, 12, 325 - 337.
Ronen, T. (1999). - .
(.). : .
Schniering, C.A., Rapee, R.M. (2002). Development and validation of a measure

of childrens thoughts the childrens automatic thoughts scale, Behaviour Research


and Therapy, 40, 1091 - 1109.
Schniering, C.A., Rapee, R.M. (2004). The relationship between automatic
thoughts and negative emotions in children and adolescents A test of the cognitive
content - specificity hypothesis, Journal ofAbnormal Psychology, 113(3), 464 - 470.
Schniering, C., Lyneham, H. (2006). The childrens automatic thoughts scale in a
clinical sample psychometric properties and clinical utility, Behavior Research and
Therapy, 45, 1931 - 1940.
Stallard, P. (2002). , . :
,.
Stallard, . (2007). Early maladaptive schemas in children Stability and
differences between a community and a clinic referred sample, Clinical Psychology

and Psychotherapy, 14 , 10-18.


Sydney, E., Handley, W., Nuttbrock, D., Palmer, S., Klosky, J., Deptula, D.,
Thomas, J., Cohen, R. (2004). A new measure of children s optimism and
pessismism the youth life orientation test. Child Psychology and Psychiatry, 46(5),
548-558.
, ., , A., , A., , . (1974).
, . .
.
, ., , . (1988). .
: .
Varela, R.E., Vemberg, .., Sanchez - Soza, J., Riveros, A., Mitchell, M.,
Mashunkashey, J. (2004). Anxiety reporting and culturally associated interpretation

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33(2), 237-247.

61
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, . (2000). . :

, ., , . (2009). .

. : .

& , , 2009.

62
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1. STAIC ( State- Trait Anxiety Inventory for Children )

2. To Birleson

3. To CATS ( Childrens Automatic Thoughts Scale )

4.
.

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1. STAIC

STAJC-2 @1993

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2. Birleson

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3. CATS

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