Abstract
| Original language | English |
|---|---|
| Number of pages | 21 |
| Journal | The Educational and Developmental Psychologist |
| DOIs | |
| Publication status | Accepted/In press - 16 Oct 2018 |
Keywords
- Children
- Coping strategies
- Anxiety
- Early intervention
- School
- Cognitive behaviour therapy
Cite this
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Learning to cope : a CBT evaluation exploring self-reported changes in coping with anxiety among school children aged 5–7 years. / Ruocco, Sylvia; Freeman, Nerelie C; McLean, Louise A.
In: The Educational and Developmental Psychologist, 16.10.2018.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Learning to cope
T2 - a CBT evaluation exploring self-reported changes in coping with anxiety among school children aged 5–7 years
AU - Ruocco, Sylvia
AU - Freeman, Nerelie C
AU - McLean, Louise A.
PY - 2018/10/16
Y1 - 2018/10/16
N2 - 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.
AB - 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.
KW - Children
KW - Coping strategies
KW - Anxiety
KW - Early intervention
KW - School
KW - Cognitive behaviour therapy
U2 - 10.1017/edp.2018.8
DO - 10.1017/edp.2018.8
M3 - Article
JO - The Educational and Developmental Psychologist
JF - The Educational and Developmental Psychologist
SN - 2059-0776
ER -