CLINICAL PERSPECTIVES
Cognitive-Behavioral/Interpersonal Group Treatment for Anxious Adolescents

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Cohesion-Building Activities

Cohesion-building introductory group activities are used in the first session to reduce anxiety and to introduce the teenagers to one another. For example, a popular icebreaker game, “Pass the Parcel,” consists of passing a parcel that has been wrapped in several layers of paper; a question or instruction is written on each layer. The questions and instructions are designed to encourage the teenagers to talk about themselves and to pose questions, interview style, to one another. This activity

Psychoeducation

Psychoeducation about anxiety helps to normalize many adolescent fears that are magnified through isolation and worry. Many teenagers express the wish to function more autonomously and are relieved to hear that other adolescents share similar concerns and are “in the same boat.” Talking about anxiety while experiencing peer acceptance provides the adolescent with a sense of social belonging. Teenagers are more forthcoming about specific anxieties when anxiety is understood as a universal,

Peer Models and Observational Learning

In any given group, there are opportunities for observational learning and multiple peer models that are at different stages of managing their anxiety-related difficulties. Multiple peer models provide a wealth of perspectives during group problemsolving activities and role-plays. For anxious teenagers experiencing difficulty generating alternative solutions, the group problem-solving process introduces many possibilities, often endorsed by others. This process offers hope and encouragement to

Group as a Transitional Social Environment

Many anxious teenagers report feeling “different” and socially isolated. These perceptions are often negatively reinforced with avoidant behaviors that perpetuate feelings of isolation and contribute to cognitive distortions. The group functions as a transitional social environment in which the teenagers experience acceptance, support, and for some the only opportunity to relate to peers.

For socially anxious teenagers, attending the group is a desensitization process that provides opportunities

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Cited by (12)

  • Group Cognitive-Behavioral Therapy for Anxiety in a Clinic Setting: Does Child Involvement Predict Outcome

    2011, Behavior Therapy
    Citation Excerpt :

    Theoretically, group therapy provides opportunities for modeling, which has been shown to be effective in the treatment of childhood fears (e.g., Bandura, Jeffery, & Gajdos, 1975; Graziano, DeGiovanni, & Garcia, 1979), as well as opportunities for normalization of anxiety and peer reinforcement of positive coping (Liber et al., 2008). The development of positive relationships with other group members and associated peer modeling, normalization, and reinforcement may help to sustain therapy involvement throughout acute treatment (Scapillato & Manassis, 2002). Given the preliminary nature of the present results, further research is needed to clarify how involvement changes over time in ICBT and GCBT, and the impact of therapy process variables on child involvement over the course of treatment.

  • Psychopharmacology interventions for pediatric anxiety disorders: A research update

    2006, Child and Adolescent Psychiatric Clinics of North America
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The authors gratefully acknowledge support from The Hospital for Sick Children Foundation Graduate Scholarships at the University of Toronto. Special thanks to Ms. Irum Zaidi for her help on this project.

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