ISSN 2043-8087
Journal of Experimental Psychopathology
 Volume 1, Issue 1, 34-51, 2010
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Worry, Mood and Stop Rules in Young Adolescents: Does the Mood-as-Input Theory Apply?

Lucie Turner (1), Charlotte Wilson (1),(2)
(1) School of Health Policy and Practice, University of East Anglia, Norwich, UK
(2) Current affiliation, School of Psychology, University of Dublin, Trinity College, Dublin, Ireland

Volume 1, Issue 1, 2010, Pages 34-51

The present study used a mixed methods approach to test the mood-as-input theory of perseverative worry in young adolescents. In an experiment young adolescents were randomized into four groups (positive or negative mood, each with 'as many as can' or 'feel like continuing' stop rules). However, there was no impact of mood and/or stop rules on perseveration of worry. Some evidence for the mood as input theory was provided by adolescents' qualitative reports of using mood and stop rules as information when deciding to stop worrying. Furthermore, cross-sectional data concurred with adult studies, suggesting trait worry is associated with 'as many as can' stop rules and initial negative mood. It is proposed that worry status might interact in complex ways when both mood and stop rules are manipulated and that developmental issues might have impacted on the participants' ability to follow the stop rule allocated.

Table of Contents
   What are the effects of mood and stop rules on worry perseveration in children? Do these results support the Mood-as-Input model?
   Associations between worry and stop rule endorsement, mood and mood changes and catastrophizing steps
   Qualitative Answers
   Stopping Worrying

Correspondence to
Charlotte Wilson, University of Dublin, Trinity College, Dublin 2, Ireland.

Adolescents, worry, mood-as-input, catastrophising

Received 6 May 2010; Revised 15 Sep 2010; Accepted 15 Sep 2010; In Press 31 Oct 2010

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