A Longitudinal Study of Developmental Differences in Universal Preventive Intervention for Child Anxiety

2003 ◽  
Vol 20 (4) ◽  
pp. 183-199 ◽  
Author(s):  
Sally Lock ◽  
Paula M. Barrett
Keyword(s):  
Longitudinal Study ◽  
Preventive Intervention ◽  
Child Anxiety ◽  
Developmental Differences ◽  
Primary School Children ◽  
Future Research ◽  
Behavioural Intervention ◽  
School Based ◽  
And Coping ◽  
Anxiety Depression

AbstractThe present paper presents the results of a longitudinal study evaluating the effects of a universal school-based intervention for child anxiety at two developmental stages. The study involved a cohort of 733 children enrolled in grade 6 (n = 336, 45.6%) aged between 9 and 10 years, and grade 9 (n = 401, 54.4%) aged between 14 and 16 years. Participants were allocated to either a school-based cognitive-behavioural intervention or to a monitoring group, and completed standardised measures of anxiety, depression and coping style. Young people identified as “at risk” of an anxiety disorder were assessed for a clinical diagnosis with a structured diagnostic interview. Findings showed universal intervention as potentially successful in reducing symptoms of anxiety and increasing coping skills in children. Primary school children reported the greatest changes in anxiety symptoms, suggesting earlier preventive intervention was potentially more advantageous than later intervention. Developmental differences in anxiety, depression and coping strategies are discussed in addition to the implications and limitations of this study and directions for future research.

Preventive intervention for anxiety in childhood: Implications for future research

2002 ◽  
Vol 19 (1) ◽  
pp. 30-48
Author(s):  
Sally Johnson ◽  
Paula M. Barrett
Keyword(s):  
Preventive Intervention ◽  
Empirical Studies ◽  
Child Anxiety ◽  
Prevention Programs ◽  
Behavioural Therapy ◽  
Future Research ◽  
Clinical Settings ◽  
School Based ◽  
Cognitive Behavioural ◽  
Research Findings

AbstractEarly intervention has become a priority for many researchers interested in reducing the prevalence of anxiety disorders within Australia (Donovan & Spence, 2000). Despite substantial advances in our knowledge of effective intervention protocols, studies investigating preventive intervention for child anxiety are sparse. Universal prevention programs targeting large cohorts of children within community settings are considered most advantageous (Greenburg, Domitrovich, & Bumbarger, 2001), although empirical studies for anxiety in youth are only beginning to emerge. This review of research in anxiety intervention explored protocols shown to have been successful in reducing symptoms of anxiety in youth and to discuss implications for future research. Findings suggested that cognitive behavioural therapy was potentially effective in reducing anxiety symptoms in youngsters when implemented in clinical settings (Kendall, 1994, 1996; Barrett, 1996, 1998) and in school-based preventive intervention (Dadds, Spence, Holland, Barrett, & Laurens, 1998). Future research evaluating the effectiveness of prevention programs at different ages in development has further practical research implications in terms of identifiing the most appropriate time conducive to enhancing long-term intervention effects.

scholarly journals Influence of Writing Instruction on Spanish Heritage Learners in Heritage-Only and Mixed Courses: A Longitudinal Study

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 109
Author(s):  
Irati Hurtado ◽  
Kacie Gastañaga
Keyword(s):  
Longitudinal Study ◽  
Language Learners ◽  
Writing Development ◽  
Developmental Differences ◽  
Future Research ◽  
Heritage Language Learners ◽  
Heritage Learners ◽  
Composition Course ◽  
Lexical Density ◽  
Final Essay

University Spanish courses designed specifically for heritage language learners (HLLs) are becoming more common, and researchers have indicated that empirical research is needed to evaluate their effectiveness. This longitudinal study investigates the writing development of 24 HLLs as a result of instruction over the course of the semester. Nine were enrolled in a heritage-only section of a Spanish composition course, and the remainder were from mixed HL/L2 sections of the same course. Both section types were taught online. The major assignments the students produced were two 500-word essays, and students also completed bi-weekly forum posts. We examined the development of lexical density, sophistication, and diversity as well as syntactic complexity and accuracy by comparing each student’s first and final essay and forum posts. Findings indicate that there were significant differences between the scores received on the forum posts in comparison to the essays. However, there were no significant developmental differences in terms of group. Implications, avenues for future research, and pedagogical suggestions are discussed.

scholarly journals SASP: A School-Based Structured After School Program to Reduce Childhood Obesity of Primary School Children in Bhutan

2020 ◽  
Keyword(s):  
Childhood Obesity ◽  
Sedentary Behavior ◽  
Strong Relationship ◽  
Primary School Children ◽  
After School ◽  
Future Research ◽  
School Program ◽  
School Based ◽  
After School Program ◽  
The Impact

Abstract:Childhood obesity has become a growing issue in Bhutan and it poses impending challenges. There are lots of preventable diseases and negative social impacts associated with obesity. Bhutan has no structured intervention in place and the increase in sedentary behavior is escalating the global epidemic. Incorporating physical activities in the school routine can bring positive outcomes since there is strong relationship amongst obesity, sedentariness and physical activity. This paper discovers that children are motivated to be obese because schools and communities do not provide platforms for children to be active. Schools need to provide a platform for children to be active and after school hours can be the best period. Hence, the paper argues and concludes that a School-based Structured Active After School Program (SASP) can reduce obesity and regulate sedentary behavior of Bhutanese children. Since programs like SASP are new to Bhutan, the paper reviews various literature from leading journals and other relevant sources that report on childhood obesity, sedentary behavior, after school programs et al. Nonetheless, Childhood obesity cannot be solved overnight. So future research is required to study the impact and advance accordingly. Nutrition related program should be included in future to improve the outcome.

DBT Skills in Schools

2017 ◽  
pp. 718-734 ◽  
Author(s):  
James J. Mazza ◽  
Elizabeth T. Dexter-Mazza
Keyword(s):  
Adolescent Development ◽  
Preventive Intervention ◽  
Implementation Strategies ◽  
Evidence Based ◽  
School Based ◽  
Self Injury ◽  
Novel Approach ◽  
Lesson Structure ◽  
Evidence Based Treatments ◽  
And Coping

This chapter describes a novel approach to expanding DBT Skills delivery from clinical to school-based settings as a universal preventive intervention among adolescents (DBT STEPS-A). This chapter highlights the adaptation, implementation strategies, and generalization of DBT skills derived from the evidence-based treatments of comprehensive DBT and adolescent DBT skills as a preventive approach to helping adolescents develop a set of emotion regulation, decision-making, and coping strategies for current and future use. It discusses the rationale for creating DBT STEPS-A, curriculum integration issues, implementation strategies, and advantageous lesson structure that aligns with adolescent development. Finally, it examines the preliminary findings from schools that have implemented DBT STEPS-A, and implications of these findings along with future development and guidelines about DBT STEPS-A use in nonclinical settings. Furthermore, it explores the potential to provide adolescents with an upstream approach to reduce emotionally dysregulated behaviour, especially non-suicidal self-injury (NSSI) and suicidal thoughts and behaviours (STB).

Development of a Pictorial Semi-Structured Child Anxiety and Coping Interview (CACI): Preliminary Analysis with School Children aged 5–7 years

2018 ◽  
Vol 43 (4) ◽  
pp. 276-288 ◽  
Author(s):  
Sylvia Ruocco ◽  
Nerelie C. Freeman ◽  
Louise A. McLean
Keyword(s):  
Coping Strategies ◽  
Self Efficacy ◽  
Primary Schools ◽  
Preliminary Analysis ◽  
Child Anxiety ◽  
Self Report ◽  
School Based ◽  
Support Seeking ◽  
And Coping ◽  
Home And School

This school-based study reports on the development and preliminary analysis of the new pictorial semi-structured Child Anxiety and Coping Interview (CACI). Participants included 195 children (Mage = 6.71; SDage = .76) drawn from 29 primary schools located in Western Sydney, Australia. The study used a mixed qualitative and quantitative design. The CACI was used to elicit the children's self-report on their problems, emotions, coping strategies, and coping self-efficacy. Qualitative content and thematic analysis were used to code the children's nominated coping strategies for their problems in the home and school contexts. The top five most common problems reported were as follows: fear of spiders or insects, fear of the dark, going places without parents, doing badly at school, and heights. The top five most common coping strategies reported by the children were support seeking, behavioural avoidance, solving the problem, facing the challenge, and behavioural distraction. Self-reported negative emotional intensity was highest for fear of the dark. Coping self-efficacy for fear of the dark was also high, suggesting the children found their coping strategies helpful, including those that were maladaptive. The clinical implications of these findings are discussed.

scholarly journals Parents at the sport competition: How they react, feel and cope with the event

2021 ◽  
Vol 25 (2) ◽  
pp. 114-124
Author(s):  
Rebeka Prosoli ◽  
Marc Lochbaum ◽  
Renata Barić
Keyword(s):  
Cardiovascular Responses ◽  
Female Adolescent ◽  
Future Research ◽  
Parental Experiences ◽  
Sport Competition ◽  
Before And After ◽  
Thursday Evening ◽  
Sport Events ◽  
And Coping ◽  
Anxiety Depression

Background and Study Aim. Researchers rarely focus on documenting parental experiences at sport tournaments. Therefore, our purpose was to document parent cardiovascular, metabolic and emotional responses to watching their child compete while also paying attention to their thoughts before and after the competition, levels of stress, anxiety, depression, and coping strategies. Materials and methods. Parents, a mother and a father of same female adolescent, wore a device made by Firstbeat Technologies which continuously monitored their heart rate from Thursday evening to Monday evening. The competition was on Saturday, and it was the taekwondo Croatian National Championships for cadets. Their child had two fights: she won the first one and lost the second one. Parents completed a number of questionnaires and two open-ended questions regarding their expectations and overall experience. Results. Before the contest, dad expected his daughter would fight as best she could while giving her best effort. The mother hoped that her daughter would pass the first fight. Parents had a similar pattern of cardiovascular responses to watching their daughter compete but differed in intensity. Emotional profiles of the mother and father changed several times during the measurement period. Overall, parent's experienced low levels of stress, anxiety and depression and used numerous strategies to cope with the event. Conclusions. Although our research only included one pair of parents it suggests that parents experiences during the sport events are complex and worth investigating in future research on larger samples.

Using Children's Literature to Support Social-Emotional Growth in the Classroom

2016 ◽  
pp. 877-902
Author(s):  
Kimberly Maich ◽  
Christina Belcher ◽  
Steve Sider ◽  
Naomi Johnson
Keyword(s):  
Chronic Illness ◽  
Classroom Environment ◽  
Age Groups ◽  
Past Research ◽  
Future Research ◽  
Social Emotional ◽  
School Settings ◽  
School Based ◽  
Making Friends ◽  
And Coping

Within this chapter, bibliotherapy is presented as a tool to provide social-emotional support to children in school settings, including those who are experiencing chronic diseases. The history and process of bibliotherapy are both examined, as well as current and past research on the effectiveness of bibliotherapy. It also incorporates practical, everyday resources, such as examples of literature that is appropriate for varied age groups, and/or challenges that individuals may face, including suggested steps to using school-based bibliotherapy effectively in a classroom environment. The chapter concludes with considerations for future research in the field. By the end of this chapter, an understanding of bibliotherapy will be developed as well as the practical “how-to” of a bibliotherapeutic approach to discussing and coping with both everyday (e.g., making friends) and more serious issues (e.g., chronic illness) in the classroom environment.

Using Children's Literature to Support Social-Emotional Growth in the Classroom

2016 ◽  
pp. 297-322 ◽  
Author(s):  
Kimberly Maich ◽  
Christina Belcher ◽  
Steve Sider ◽  
Naomi Johnson
Keyword(s):  
Chronic Illness ◽  
Classroom Environment ◽  
Age Groups ◽  
Past Research ◽  
Future Research ◽  
Social Emotional ◽  
School Settings ◽  
School Based ◽  
Making Friends ◽  
And Coping

Within this chapter, bibliotherapy is presented as a tool to provide social-emotional support to children in school settings, including those who are experiencing chronic diseases. The history and process of bibliotherapy are both examined, as well as current and past research on the effectiveness of bibliotherapy. It also incorporates practical, everyday resources, such as examples of literature that is appropriate for varied age groups, and/or challenges that individuals may face, including suggested steps to using school-based bibliotherapy effectively in a classroom environment. The chapter concludes with considerations for future research in the field. By the end of this chapter, an understanding of bibliotherapy will be developed as well as the practical “how-to” of a bibliotherapeutic approach to discussing and coping with both everyday (e.g., making friends) and more serious issues (e.g., chronic illness) in the classroom environment.

Learning to Cope: A CBT Evaluation Exploring Self-Reported Changes in Coping with Anxiety Among School Children Aged 5–7 Years

2018 ◽  
Vol 35 (2) ◽  
pp. 67-87 ◽  
Author(s):  
Sylvia Ruocco ◽  
Nerelie C. Freeman ◽  
Louise A. McLean
Keyword(s):  
Coping Strategies ◽  
Group Intervention ◽  
Primary Schools ◽  
Child Anxiety ◽  
Cognitive Strategies ◽  
Self Report ◽  
School Based ◽  
Cognitive Behavioural ◽  
Before And After ◽  
And Coping

This study examined the effects of a school-based cognitive-behavioural group intervention for anxiety in young children, Get Lost Mr Scary, on child self-reported anxiety and coping skills. Participants included 65 children (Mage= 6.50 years,SDage= 0.75) drawn from 13 public primary schools located in Western Sydney, Australia. The children participated in seven weekly 1-hour Get Lost Mr Scary sessions, and their parents attended three information sessions. The pictorial semistructured Child Anxiety and Coping Interview (CACI) was used to elicit the children's self-report of their anxiety symptoms, emotions, coping strategies, and coping efficacy before and after the 7-week intervention. Although children rated their maladaptive coping strategies as helpful, the postintervention results indicated a significant decrease in the use of maladaptive strategies such as behavioural avoidance and an increase in adaptive cognitive strategies, particularly cognitive restructuring. Consistent with parent and teacher reports, child self-reports indicated a significant reduction in anxiety and negative emotional distress. The clinical implications of the findings are discussed.

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