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The prevention of childhood anxiety and promotion of resilience among preschool-aged children: a universal school based trial

Published on Apr 1, 2013in Advances in school mental health promotion
· DOI :10.1080/1754730X.2013.784616
Sarah Anticich3
Estimated H-index: 3
(UQ: University of Queensland),
Paula M. Barrett41
Estimated H-index: 41
(UQ: University of Queensland)
+ 2 AuthorsRobyn M. Gillies26
Estimated H-index: 26
(UQ: University of Queensland)
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Abstract
This study is the first to examine the effectiveness of the Fun FRIENDS programme, a school-based, universal preventive intervention for early childhood anxiety and promotion of resilience delivered by classroom teachers. Participants (N ¼ 488) included children aged 4 ‐ 7 years attending 1 of 14 Catholic Education schools in Brisbane, Australia. The schools were randomly allocated to one of three groups, the intervention, active comparison and waitlist control group. Parents completed standardized measures of anxiety and behavioural inhibition (BI), resilience, social and emotional functioning and behaviour difficulties in addition to parental stress and anxiety, at pre- and post- and 12-month follow-up. Teachers also completed a parallel measure of social and emotional strength at the three time points. Comparable results were obtained for the intervention and comparison groups; however, the intervention group (IG) achieved greater reductions in BI, child behavioural difficulties and improvements in social and emotional competence. In addition, significant improvements in parenting distress and parent‐ child interactions were found for the IG, with gains maintained at 12-month follow-up. Teacher reports revealed more significant improvement in social and emotional competence for the IG. Clinical implications of the findings are discussed, along with limitations and directions for future research.
  • References (87)
  • Citations (30)
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References87
Newest
Published on Feb 11, 2013
Paul A. LeBuffe8
Estimated H-index: 8
,
Jack A. Naglieri41
Estimated H-index: 41
Published on Dec 1, 2012in Journal of Clinical Psychology2.06
Augustine Osman32
Estimated H-index: 32
(UTSA: University of Texas at San Antonio),
Jane L. Wong5
Estimated H-index: 5
(Armstrong State University)
+ 3 AuthorsGregorio Lozano4
Estimated H-index: 4
(UTSA: University of Texas at San Antonio)
Objectives We conducted two studies to examine the dimensions, internal consistency reliability estimates, and potential correlates of the Depression Anxiety Stress Scales—21 (DASS-21; Lovibond & Lovibond, 1995). Method Participants in Study 1 included 887 undergraduate students (363 men and 524 women, aged 18 to 35 years; mean [M] age = 19.46, standard deviation [SD] = 2.17) recruited from two public universities to assess the specificity of the individual DASS-21 items and to evaluate estimate...
Published on Sep 1, 2012in Behavior Therapy3.24
Cathy M. van der Sluis4
Estimated H-index: 4
(UvA: University of Amsterdam),
Corine O. van der Bruggen6
Estimated H-index: 6
(UvA: University of Amsterdam)
+ 2 AuthorsSusan M. Bögels51
Estimated H-index: 51
(UvA: University of Amsterdam)
Abstract Anxiety in children age 8 years and above has been successfully treated with cognitive behavioral therapy (CBT). However, the efficacy of CBT for anxious children ages 4–7 years has not, to date, been fully investigated. This paper piloted a CBT intervention targeting child anxiety that was delivered exclusively to parents of 26 children with anxiety symptoms ages 4–7 years. The intervention consisted of four 2-hour group sessions of four to six parents (couples). These group sessions w...
Published on Aug 1, 2012in Child Psychiatry & Human Development2.07
Jeremy K. Fox6
Estimated H-index: 6
(NYU: New York University),
Carrie Masia Warner14
Estimated H-index: 14
(NYU: New York University)
+ 5 AuthorsLaurie Miller Brotman23
Estimated H-index: 23
(NYU: New York University)
The high prevalence and early onset of anxiety disorders have inspired innovative prevention efforts targeting young at-risk children. With parent–child prevention models showing success for older children and adolescents, the goal of this study was to evaluate a parent–child indicated preventive intervention for preschoolers with mild to moderate anxiety symptoms. Sixteen children (ages 3–5) and at least one of their parents participated in Strengthening Early Emotional Development (SEED), a ne...
Published on Mar 1, 2012in Clinical Child and Family Psychology Review3.56
Mirjana Majdandzic12
Estimated H-index: 12
(UvA: University of Amsterdam),
Wieke de Vente12
Estimated H-index: 12
(UvA: University of Amsterdam)
+ 2 AuthorsSusan M. Bögels51
Estimated H-index: 51
(UvA: University of Amsterdam)
Research into anxiety has largely ignored the dynamics of family systems in anxiety development. Coparenting refers to the quality of coordination between individuals responsible for the upbringing of children and links different subsystems within the family, such as the child, the marital relationship, and the parents. This review discusses the potential mechanisms and empirical findings regarding the bidirectional relations of parent and child anxiety with coparenting. The majority of studies ...
Published on Mar 1, 2012in Journal of Personality Assessment2.83
Sergi Ballespí9
Estimated H-index: 9
(Autonomous University of Barcelona),
M. Claustre Jané4
Estimated H-index: 4
(Autonomous University of Barcelona),
M. Dolors Riba i Lloret2
Estimated H-index: 2
(Autonomous University of Barcelona)
Behavioral inhibition (BI) discourages children from interacting, predisposing them to isolation, social anxiety, and depression. We have created the Behavioral Inhibition Scale for Children Aged 3 to 6 (BIS 3–6) to detect this trait early. Parents and teachers of 365 preschoolers completed different versions of the BIS 3–6 and provided measures of psychopathology. Both versions are structured into 1 factor that explains over 40% of total variability and displays excellent internal consistency (...
Published on Jan 1, 2012in Journal of Consulting and Clinical Psychology4.36
Vanessa E. Cobham18
Estimated H-index: 18
(UQ: University of Queensland)
This study compared 3 experimental conditions: wait-list, therapist-supported bibliotherapy, and individual therapy, in the treatment of child anxiety. Participants were 55 children (25 girls and 30 boys), aged 7 to 14 years diagnosed with an anxiety disorder, and their parents. Families were assigned using a modified random assignment process to 1 of the 3 conditions. The intervention evaluated in the 2 active treatment conditions was a family-focused, cognitive-behavioral program. At posttreat...
Published on Jan 1, 2012in Early Childhood Education Journal
Daniela Maree Ashdown1
Estimated H-index: 1
(University of Melbourne),
Michael E. Bernard18
Estimated H-index: 18
(University of Melbourne)
This study investigated the effect of a social and emotional learning skills curriculum, the You Can Do It! Early Childhood Education Program (YCDI), on the social-emotional development, well-being, and academic achievement of 99 preparatory and grade 1 students attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1 class were randomly chosen to receive structured lessons in YCDI, delivered by their classroom teachers over a period of 10 weeks, while the remaining p...
Philip C. Kendall86
Estimated H-index: 86
(TU: Temple University),
Cara A. Settipani9
Estimated H-index: 9
(TU: Temple University),
Colleen M. Cummings9
Estimated H-index: 9
(TU: Temple University)
Looking ahead, we review two themes concerning the treatment of youth anxiety: treatment personalization and its dissemination and implementation (DI). Anxious youth can be effectively treated, but not all youth respond, suggesting the need to further adapt, or personalize, interventions for nonresponders. Treatment personalization may benefit from increased knowledge of social phobia, modular and transdiagnostic treatments, and active mechanisms of change. Further, despite the availability of e...
Dina R. Hirshfeld-Becker30
Estimated H-index: 30
(Harvard University),
Jamie A. Micco14
Estimated H-index: 14
(Harvard University)
+ 2 AuthorsAude Henin30
Estimated H-index: 30
(Harvard University)
Anxiety disorders in older children and adolescents have long been recognized as common, impairing, persistent, and predictive of subsequent anxiety and mood disorders. By contrast, anxiety symptoms in preschoolers and younger children have until recently been regarded as transient difficulties falling within developmentally normative parameters. Mounting evidence suggests, however, that anxiety disorders in younger children are as common, impairing, and persistent as those in older children. In...
Cited By30
Newest
L. Waters (University of Melbourne), D. Loton (University of Melbourne)
This paper presents a data-driven, meta-framework to support evidence-based decisions for researchers and practitioners when designing, investigating and implementing positive education interventions: the SEARCH framework. SEARCH was developed through a two-stage process. Stage one comprised a large-scale bibliometric review and thematic grouping of topics based on natural language processing of over 18,403 positive psychology studies. Stage two involved action-research with ten schools testing ...
Published on Apr 1, 2019in Journal of Anxiety Disorders3.47
Sara J. Bufferd16
Estimated H-index: 16
(CSUSM: California State University San Marcos),
Lea R. Dougherty23
Estimated H-index: 23
(UMD: University of Maryland, College Park),
Thomas M. Olino31
Estimated H-index: 31
(TU: Temple University)
Abstract Although anxiety can be early-emerging, impairing, and persistent, behaviors relevant to anxiety mirror typical development in early childhood. To better understand the spectrum of typical to problematic behavior, this study characterizes the range of frequency and severity of separation and social anxiety behaviors and associated impairment in preschool-aged children using a novel daily diary method. Primary caregivers of 291 3-5-year-old children reported the frequency of children’s d...
Published on Mar 8, 2019
Brian Fisak11
Estimated H-index: 11
,
Lauren Persad + 1 AuthorsPaula M. Barrett41
Estimated H-index: 41
Published on Jan 1, 2019in Education and Treatment of Children0.90
Daniel M. Maggin17
Estimated H-index: 17
,
Austin H. Johnson9
Estimated H-index: 9
Published on Dec 7, 2018
Claire Blewitt (Monash University, Clayton campus), Matthew Fuller-Tyszkiewicz18
Estimated H-index: 18
(Deakin University)
+ 6 AuthorsHelen Skouteris37
Estimated H-index: 37
(Monash University, Clayton campus)
Importance Social-emotional competence in early childhood influences long-term mental health and well-being. Interest in the potential to improve child health and educational outcomes through social and emotional learning (SEL) programs in early childhood education and care (ECEC) settings is increasing. Objective To conduct a systematic review and meta-analysis of studies examining the social, emotional, and early learning outcomes associated with universal curriculum-based SEL programs deliver...
Sara J. Bufferd16
Estimated H-index: 16
(CSUSM: California State University San Marcos),
Lea R. Dougherty23
Estimated H-index: 23
(UMD: University of Maryland, College Park)
+ 3 AuthorsDaniel N. Klein72
Estimated H-index: 72
(SBU: Stony Brook University)
Up to 20% of preschool-age children meet criteria for anxiety disorders and, for a large subset, anxiety appears to persist throughout early childhood. However, little is known about which factors predict persistence/recurrence of anxiety in young children. Temperament, including behavioral inhibition (BI), negative emotionality (NE), and positive emotionality (PE), predict the onset of anxiety disorders, but to our knowledge no study has examined whether temperament predicts the course of anxie...
Published on Oct 1, 2018in Journal of Abnormal Child Psychology3.41
Thomas M. Olino31
Estimated H-index: 31
(TU: Temple University),
Sara J. Bufferd16
Estimated H-index: 16
(CSUSM: California State University San Marcos)
+ 3 AuthorsDaniel N. Klein72
Estimated H-index: 72
(SBU: Stony Brook University)
Recent research has described the structure of psychopathology as including one general and multiple specific factors, and this structure has been found in samples across development. However, little work has examined whether this structure is consistent across time, particularly in young children, within the same sample. Further, few studies have examined factors that influence the magnitude of the stability of latent dimensions of psychopathology. In the present study, we examine these issues ...
Published on Aug 1, 2018in Current Psychiatry Reports3.82
Kelly N. Banneyer1
Estimated H-index: 1
(BCM: Baylor College of Medicine),
Liza Bonin1
Estimated H-index: 1
(BCM: Baylor College of Medicine)
+ 2 AuthorsEric A. Storch59
Estimated H-index: 59
(BCM: Baylor College of Medicine)
Purpose of Review We review recent research validating cognitive behavioral therapy (CBT) as a first-line intervention for childhood anxiety disorders. We also review recent research aimed at enhancing exposure-based CBT components and adapting CBT to work with specific populations.