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This study was designed to conceptualize a school-based prevention program or childhood anxiety.
This is a project corresponding to a career development grant. The main goal of the proposed research was to identify potential barriers to implementing a school-based anxiety preventive intervention, identify strategies to overcome these barriers, and use this information to test a school-based indicated intervention for child anxiety.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Experimental: REACH for Success | Experimental | Experimental: Exposure-based, cognitive and behavioral, social skills training intervention 6-weeks - 6 session -20-30 min each |
|
| Active Comparator: Self-study | Active Comparator | Active Comparator: Books "What to do when you are scared and worried?How to do homework without throwing-up? How to get organized without losing it?" Reading at home |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| REACH for Success | Behavioral | Exposure-based cognitive behavioral with social skill training (cognitive self control, relaxation, skills for conversations and assertiveness) |
|
| Measure | Description | Time Frame |
|---|---|---|
| Change in child anxiety symptoms (clinical) | Child anxiety symptoms based on the Multidimensional Anxiety Scale for Children | Change from baseline to 12-month follow-up |
| Change in child anxiety levels (typical) | Child anxiety based on the Spence Child Anxiety Scale | Change from baseline to 12-month follow-up |
| Measure | Description | Time Frame |
|---|---|---|
| Changes in child negative cognition | Children's Negative Cognitive Errors on the Children's Negative Cognitive Errors Questionnaire | Change from baseline to immediate posttest (at 6-weeks) |
| Changes in child negative cognition |
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Inclusion:
Borderline child anxiety levels based on the Spence Child Anxiety Scale
Exclusion:
Externalizing problems (based on teacher nominations) more severe than Spence Child Anxiety Scale borderline levels
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| ID | Term |
|---|---|
| D001008 | Anxiety Disorders |
| ID | Term |
|---|---|
| D001523 | Mental Disorders |
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Masked or blinded to hypotheses
| Self-Study | Behavioral | Books for youth about anxiety management |
|
Children's Negative Cognitive Errors on the Children's Negative Cognitive Errors Questionnaire
| Change from baseline to 12-month follow-up |
| Changes in emotion understanding and expression | Children's Emotion Expressivity based on the Emotion Expressivity Scale for Children | Change from baseline to immediate posttest (at 6-weeks) |
| Changes in emotion understanding and expression | Children's Emotion Expressivity based on the Emotion Expressivity Scale for Children | Change from baseline to 12-month follow-up) |
| Changes in self efficacy | Child self efficacy based on the Children's Self-Efficacy Questionnaire for Handling School Situations | Change from baseline to immediate posttest (at 6-weeks) |
| Changes in self efficacy | Child self efficacy based on the Children's Self-Efficacy Questionnaire for Handling School Situations | Change from baseline to 12-month follow-up) |
| Changes in child social skills | Child social skills based on the Social Skills Improvement Rating System | Change from baseline to immediate posttest (at 6-weeks) |
| Changes in child social skills | Child social skills based on the Social Skills Improvement Rating System | Change from baseline to 12-month follow-up) |
| Changes in somatic arousal | Child somatic arousal based on the Physiological Hyperarousal Scale for Children | Change from baseline to immediate posttest (at 6-weeks) |
| Changes in somatic arousal | Child somatic arousal based on the Physiological Hyperarousal Scale for Children | Change from baseline to 12-month follow-up) |