School Based Prevention for Childhood Anxiety

Arizona State University109 enrolled

Overview

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.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

PREVENTION

Masking

TRIPLE

Enrollment

109

Conditions

Anxiety Disorders

Interventions

REACH for SuccessBEHAVIORAL

Exposure-based cognitive behavioral with social skill training (cognitive self control, relaxation, skills for conversations and assertiveness)

Self-StudyBEHAVIORAL

Books for youth about anxiety management

Eligibility

Sex: ALLMin age: 8 YearsMax age: 11 Years

Medical Language ↔ Plain English

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

Outcomes

Primary Outcomes

Change in child anxiety symptoms (clinical)

Child anxiety symptoms based on the Multidimensional Anxiety Scale for Children

Time frame: Change from baseline to 12-month follow-up

Change in child anxiety levels (typical)

Child anxiety based on the Spence Child Anxiety Scale

Time frame: Change from baseline to 12-month follow-up

Secondary Outcomes

Changes in child negative cognition

Children's Negative Cognitive Errors on the Children's Negative Cognitive Errors Questionnaire

Time frame: Change from baseline to immediate posttest (at 6-weeks)

Changes in child negative cognition

Children's Negative Cognitive Errors on the Children's Negative Cognitive Errors Questionnaire

Time frame: 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

Time frame: 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

Time frame: 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

Time frame: Change from baseline to immediate posttest (at 6-weeks)

Data from ClinicalTrials.gov

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