Transporting CBT for Childhood Anxiety Disorders into Inner-City School-Based Mental Health Clinics☆
Section snippets
BCATSS: Study Description
The primary aim of BCATSS is to determine the feasibility and effectiveness of a school-based CBT, delivered by school-based clinicians, in reducing levels of anxiety symptoms among inner-city (predominantly African American) boys and girls (ages 7 to 12). More specifically, the study takes place in five public elementary schools in inner-city Baltimore, a low-income, high-crime, and predominantly African American community. The study is comprised of several stages. Stage 1 focuses on engaging
Rationale for Transporting CBT for Anxiety Disorders Into Schools
Several features unique to the school setting highlight the value of conducting treatment for anxious children in their schools. The school context is a primary setting in which anxiety-related problems occur. This is partly because school factors, such as teachers, peers, academic performance requirements, and school violence, contribute to and/or maintain anxiety symptoms. As a result, anxious youth may experience declines in their academic performance (Ialongo, Edelsohn, Werthamer-Larsson,
From Efficacy to Effectiveness: Strategies and Modifications
Successful treatment of childhood anxiety holds the hope of decreasing acute distress and altering the life trajectory of affected children. As noted, studies involving children and adolescents document the efficacy of CBT for children with GAD, SAD, SP, and SOP (e.g., Kendall et al., 1997, Pina et al., 2003). The next step is to evaluate the transportability of this treatment by assessing its effectiveness in community settings, with youth of diverse backgrounds, and delivered by non-CBT
Conclusion
The delivery of CBT to anxious youth in the school setting offers an opportunity to provide treatment to youth who may not otherwise receive services. The empirical literature provides preliminary evidence for the feasibility and effectiveness of school-based CBT interventions. The training of school-based clinicians to deliver CBT is a critical step toward the dissemination and sustainability of empirically supported treatments to community providers and the availability of such treatments to
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Cited by (52)
Cognitive behavioral therapy
2019, Pediatric Anxiety DisordersPredictors of long-term outcome of CBT for youth with anxiety disorders treated in community clinics
2018, Journal of Anxiety DisordersCitation Excerpt :This may be in the form of sponsored leisure activities, access to education and work for parents, or improved social benefit access. Also clinicians could provide psychoeducation to parents on risk factors associated with low FSC, and/or interventions towards related parenting responses (Ginsburg, Becker, Kingery, & Nichols, 2008; Lawrence, Rooke, & Creswell, 2017). Careful and broad assessment at inclusion to identify those youths and families at risk for worse treatment outcome is important, including identification of possible underlying stressors (e.g., family financial situation, stressful life situation) (Bradley & Corwyn, 2002).
Unauthorized immigrant students in the United States: The current state of affairs and the role of public education
2017, Children and Youth Services ReviewPredictors of treatment outcome in an effectiveness trial of cognitive behavioral therapy for children with anxiety disorders
2016, Behaviour Research and TherapyCitation Excerpt :Providing a program that targets parent internalizing psychopathology or focusing on parenting behavior related to parental anxiety could also be an important step to enhance child treatment outcome (Cobham, Dadds, Spence, & McDermott, 2010; Creswell, Willetts, Murray, Singhal, & Cooper, 2008). Finally, to appropriately address the needs of children experiencing multiple stressors (e.g. financial hardships, reality-based anxiety about social and environmental problems, stressful life events), clinicians need to apply manualized CBT programs with flexibility, and adaptations of treatment frequency, duration, and content may be needed (Ginsburg, Becker, Drazdowski, & Tein, 2012; Ginsburg, Becker, Kingery, & Nichols, 2008; Mifsud & Rapee, 2005). In summary, our findings demonstrate that some pretreatment child and parent factors are associated with a less favorable treatment outcome following a standard CBT program delivered in community clinics.
Teacher knowledge of anxiety and use of anxiety reduction strategies in the classroom
2022, Journal of Psychologists and Counsellors in Schools
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Preparation of this article was supported by a grant from the National Institute of Mental Health (R34 MH074552-01A2) awarded to the first author.
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Now at Hobart and William Smith Colleges.