Forensic anogenital exam interventions: potential contributions of cognitive appraisal theory.
This manuscript proposes that Smith and Lazarus's cognitive appraisal theory offers a useful conceptual guide for exploring the mechanisms underlying psychoeducation's apparent efficacy at reducing children's forensic anogenital exam distress. After presenting an overview of Smith and Lazarus's cognitive emotional relational theory of emotions, the authors suggest how this model of cognition-emotion associations might inform the refinement and evaluation of current preparatory interventions as well as the design of future patient/family education programs. Empirical evidence from the broader pediatric literature and direct observations of children's anogenital exam experiences suggest how cognitive appraisal theory translates into clinical research and practice. Avenues for future research are proposed.
Waibel-Duncan
Mary Katherine
MK
Department of Psychology, Bloomsburg University of Pennsylvania, USA.
Sandier
Howard M
HM
D001007:Anxiety / Q000209:etiology / Q000523:psychology; D002648:Child; D002650:Child Abuse, Sexual / Q000175:diagnosis* / Q000523:psychology; D003071:Cognition; D003127:Colposcopy; D005554:Forensic Medicine; D006801:Humans; D010808:Physical Examination / Q000523:psychology*; D013315:Stress, Psychological / Q000209:etiology / Q000523:psychology*