Journal of the American Academy of Child & Adolescent Psychiatry
ArticlesCognitive-Behavioral Therapy for Children With Anxiety Disorders in a Clinical Setting: No Additional Effect of a Cognitive Parent Training
Section snippets
Participants
Children were either referred for anxiety problems to one of two mental health centers, or were recruited through GPs, schools, or media for participation in this study. Inclusion criteria were as follows: (1) meeting the criteria of a primary diagnosis of separation anxiety, social phobia, generalized anxiety, or panic with or without agoraphobia (by the Anxiety Disorder Interview Schedule), (2) IQ > 80, (3) age 7 to 18 years, (4) no current psychotherapy or medication for anxiety problems,
Pretreatment Comparisons
The children in the active and wait-list treatment condition did not differ significantly on demographic variables or level of anxiety. With regard to the children in the two active treatment conditions, no difference was found in demographic variables and in most variables related to pretreatment anxiety. The only difference found was that children in the CPT condition had longer histories of anxiety than children in the child-only condition (means of 44 months and 30 months, respectively; F
DISCUSSION
Results of this study were partly positive: with regard to diagnostic status and parent reports, children reached significantly higher treatment gains in the active treatment condition than in the wait-list control group. In contrast, the difference between the active and wait-list condition failed to reach significance in child self-reports. This may be due to test–retest reliability, which is not high (but acceptable) for the SCAS child self-report in a normal sample (Spence, 1998) and may be
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2019, Journal of Affective DisordersCitation Excerpt :All interventions were delivered face-to-face. Seven of the studies delivered CBT using an individual format (Gallo et al., 2012; Kendall, 1994; Kendall et al., 2001, 1997; Nauta et al., 2003; Ollendick et al., 2009; Ost et al., 2001), two were delivered using a group format (Levy et al., 2007; Rapee et al., 2013) and one randomly assigned participants to either a group or individual format (Liber et al., 2010). Sessions were approximately 60 min in duration with the exception of a group intervention that involved 2-hour sessions (Rapee et al., 2013).
The authors gratefully acknowledge Jaap Ringrose and Carla Appelboom for their participation and conscientious supervision of the therapists.