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Filges T, Smedslund G, Eriksen T, Birkefoss K. PROTOCOL: The FRIENDS preventive programme for reducing anxiety symptoms in children and adolescents: A systematic review. CAMPBELL SYSTEMATIC REVIEWS 2023; 19:e1374. [PMID: 38107252 PMCID: PMC10723782 DOI: 10.1002/cl2.1374] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 12/19/2023]
Abstract
This is the protocol for a Campbell systematic review. The objectives are as follows. The main objective of this review is to answer the following research question: What are the effects of the FRIENDS preventive programme on anxiety symptoms in children and adolescents? Further, the review will attempt to answer if the effects differ between participant age groups, participant socio-economic status, type of prevention (universal, selective or indicated), type of provider (lay or mental health provider), country of implementation (Australia or other countries) and implementation issues in relation to the booster sessions and parent sessions (implemented, partly implemented or not at all).
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Affiliation(s)
- Trine Filges
- VIVE – The Danish Center for Social Science ResearchCopenhagenDenmark
| | | | - Tine Eriksen
- VIVE – The Danish Center for Social Science ResearchAarhusDenmark
| | - Kirsten Birkefoss
- VIVE – The Danish Center for Social Science ResearchCopenhagenDenmark
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Hosokawa R, Matsumoto Y, Nishida C, Funato K, Mitani A. Evaluating the effectiveness of a social and emotional learning program among preschool children in Japan: an experimental cohort study. Child Adolesc Psychiatry Ment Health 2023; 17:93. [PMID: 37537603 PMCID: PMC10401874 DOI: 10.1186/s13034-023-00643-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Accepted: 07/20/2023] [Indexed: 08/05/2023] Open
Abstract
BACKGROUND Research on school maladjustment has increasingly focused on social skills, such as the ability to control emotions, collaborate with others, and achieve goals. Social and emotional learning (SEL) is one approach to nurturing social skills. However, few preventive interventions to promote SEL have been conducted among young children, particularly in Asian countries, including Japan. Therefore, this study examined the effectiveness of an SEL program-Fun FRIENDS-among children in Japan. METHODS In mid-2022, the Fun FRIENDS program was administered to 115 children aged 4-5 years, who were enrolled in two kindergartens. The program was administered to the entire class as part of their kindergarten activities. The control group included 93 children in three kindergartens. This study included 94 participants (81.7%) in the intervention group and 66 (71.0%) in the control group, whose parents agreed with the assessment of their skills. Fun FRIENDS is a support program based on a cognitive-behavioral approach. The program aims to teach children how to cope with anxiety and stress and develop resilience and confidence to face difficulties. The program includes 10 sessions, each lasting approximately 1 h and conducted once per week. To examine the program's effectiveness, teachers evaluated these children's social skills before and after program implementation using the Social Skill Scale. RESULTS Results showed significant post-intervention improvements in self-control and cooperation scores among children in the intervention group, compared with pre-intervention. Further, post-intervention self-control and cooperation scores were significantly higher among children in the intervention group than the control group. CONCLUSIONS SEL implemented on a class-wide basis could be effective in early childhood. An early approach targeting preschool-aged children is necessary to prevent school maladjustment. A universal approach implemented on a whole-class basis could contribute to improving children's social skills.
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Affiliation(s)
- Rikuya Hosokawa
- Department of Human Health Sciences, Graduate School of Medicine, Kyoto University, 53 Kawara-Cho Shogo-in, Sakyo-Ku, Kyoto, 606-8507, Japan.
| | - Yuki Matsumoto
- School of Human Life Sciences, Tokushima Bunri University, Tokushima, 770-8514, Japan
| | - Chizuko Nishida
- Tanabe City Shinjyo Daini Elementary School, Wakayama, 646-0011, Japan
| | - Keiko Funato
- Shirahama Town Shirahama Gakudo Nursery School, Wakayama, 649-2211, Japan
| | - Aki Mitani
- Minabe Ainosono Childcare Center, Wakayama, 645-0005, Japan
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Lawson GM, Jawad AF, Comly R, Khanna M, Glick HA, Beidas RS, Goldstein J, Brizzolara-Dove S, Wilson T, Rabenau-McDonnell Q, Eiraldi R. A comparison of two group cognitive behavioral therapy protocols for anxiety in urban schools: appropriateness, child outcomes, and cost-effectiveness. Front Psychiatry 2023; 14:1105630. [PMID: 37426105 PMCID: PMC10328418 DOI: 10.3389/fpsyt.2023.1105630] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 05/16/2023] [Indexed: 07/11/2023] Open
Abstract
Background Cognitive behavioral therapy (CBT) for pediatric anxiety is efficacious for reducing anxiety symptoms and improving functioning, but many children are unable to access CBT for anxiety in community settings. Schools are an important setting in which children access mental health care, including therapy for anxiety. In this setting, therapy is usually delivered by Masters-level therapists. Objectives Friends for Life (FRIENDS), a 12-session, manualized, group CBT program for anxiety has demonstrated effectiveness when implemented in schools. However, prior research has also found challenges regarding feasibility and cultural fit when delivering FRIENDS in the urban school context. To address these challenges, we adapted FRIENDS for implementation in the school setting so that it might be more feasible and culturally appropriate for low-income, urban schools in the United States, while maintaining the core components of treatment. The current study uses a mixed-method approach to compare the effectiveness, cost-effectiveness, and perceived appropriateness of FRIENDS and CATS when delivered by Masters-level therapists with train-the-trainer support. Materials and methods First, we compared change scores for student outcomes (i.e., child-report MASC-2 total score, parent-report MASC-2 total score, teacher-report Engagement and Disaffection subscale scores) from pre- to post- treatment between students receiving FRIENDS and students receiving CATS to assess whether the two conditions resulted in equivalent outcomes. Second, we compared the cost and cost-effectiveness between the groups. Finally, we used an applied thematic analysis to compare appropriateness of the interventions as perceived by therapists and supervisors. Results The mean change score for the child-reported MASC-2 was 1.9 (SE = 1.72) points in the FRIENDS condition and 2.9 (SE = 1.73) points in the CATS condition; results indicated that the conditions were similar in their treatment effects, and symptom reductions were small in both groups. The modified protocol, CATS, was shown to cost significantly less to implement compared to FRIENDS and showed greater cost-effectiveness. Finally, compared to therapists and supervisors in the CATS condition, therapists and supervisors in the FRIENDS condition more strongly described aspects of the intervention that were not appropriate for their context and in need of more extensive adaptations. Conclusion Relatively brief, group CBT for anxiety, with adaptations to improve cultural fit, is a promising approach to treat youth anxiety symptom when delivered by school-based therapists with train-the-trainer implementation support.
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Affiliation(s)
- Gwendolyn M. Lawson
- Children’s Hospital of Philadelphia, Philadelphia, PA, United States
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | - Abbas F. Jawad
- Children’s Hospital of Philadelphia, Philadelphia, PA, United States
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | - Rachel Comly
- Children’s Hospital of Philadelphia, Philadelphia, PA, United States
| | - Muniya Khanna
- OCD and Anxiety Institute, Bryn Mawr, PA, United States
| | - Henry A. Glick
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | - Rinad S. Beidas
- Department of Medical Social Sciences, Feinberg School of Medicine Northwestern University, Chicago, IL, United States
| | - Jessica Goldstein
- Children’s Hospital of Philadelphia, Philadelphia, PA, United States
| | | | - Tara Wilson
- Children’s Hospital of Philadelphia, Philadelphia, PA, United States
| | | | - Ricardo Eiraldi
- Children’s Hospital of Philadelphia, Philadelphia, PA, United States
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
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Marinucci A, Grové C, Allen KA. Australian School Staff and Allied Health Professional Perspectives of Mental Health Literacy in Schools: a Mixed Methods Study. EDUCATIONAL PSYCHOLOGY REVIEW 2023; 35:3. [PMID: 36712917 PMCID: PMC9869299 DOI: 10.1007/s10648-023-09725-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/02/2022] [Indexed: 01/24/2023]
Abstract
Schools are an ideal setting to base mental health literacy programs as the learning environment is already established. Mental health literacy represents how to obtain and maintain good mental health and should be incorporated into the school curriculum. Collaboration with key stakeholders in youth mental health, such as school staff and allied health professionals, is critical in ensuring needs are addressed, and programs are sustainable. This study aimed to understand the perspectives of school staff and allied health professionals towards mental health literacy within Australian schools. An exploratory qualitative and quantitative survey was completed by 88 participants across Australia. Results indicated that school staff feel less competent to deliver mental health literacy content and perceive their training did not address mental health education compared to allied health professionals. Most mental health programs reported to be implemented within schools were social and emotional learning programs. School staff viewed mental health programs to strengthen academic performance less than allied health professionals. Thematic analysis of qualitative data identified that participants viewed mental health knowledge, where and how to seek help, and coping skills as vital content to cover in a school-based mental health literacy program. This study reveals that school staff need sufficient training and resources to address youth mental health literacy. Though mental health literacy is lacking in the Australian school system, the perspectives of school staff and allied health professionals in this study provide key ideas and considerations for the future development of school-based mental health literacy programs for youth. Supplementary Information The online version contains supplementary material available at 10.1007/s10648-023-09725-5.
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Affiliation(s)
- Alexandra Marinucci
- grid.1002.30000 0004 1936 7857Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC 3800 Australia
| | - Christine Grové
- grid.1002.30000 0004 1936 7857Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC 3800 Australia
| | - Kelly-Ann Allen
- grid.1002.30000 0004 1936 7857Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC 3800 Australia
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Urao Y, Yoshida M, Sato Y, Shimizu E. School-based cognitive behavioural intervention programme for addressing anxiety in 10- to 11-year-olds using short classroom activities in Japan: a quasi-experimental study. BMC Psychiatry 2022; 22:658. [PMID: 36284274 PMCID: PMC9594947 DOI: 10.1186/s12888-022-04326-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Accepted: 10/20/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Although several school-based cognitive behavioural intervention programmes have been developed in Japan to prevent and improve children's anxiety disorders, the substantial time required for their completion remains a problem. METHODS A brief version of the cognitive behavioural programme called 'Journey of the Brave', developed for Japanese children was conducted among 90 children aged 10‒11 years using 20-min short classroom activities, and its effectiveness was examined. The children were divided into two groups: the intervention (n = 31) and control groups (n = 59). The control group did not attend any programme sessions and followed regular school curriculum. We conducted 14 weekly programme sessions and assessed children at pre-intervention, post-intervention, and 2-month follow-up (6 months after the beginning). The primary and secondary outcome measures were the Spence Children's Anxiety Scale (SCAS) to assess children's anxiety symptoms and the Strengths and Difficulties Questionnaire (SDQ) to measure behaviour problems, respectively. RESULTS A statistically significant reduction in the SCAS score in the intervention group was found at 2-month follow-up compared with the control group. A significant reduction was also observed in the SDQ score. CONCLUSIONS Our findings suggested that the 'Journey of the Brave' programme, which requires only 5 h of short classroom activities, demonstrates promising results compared with previous programmes. A larger randomised control trial would be desirable. TRIAL REGISTRATION UMIN, UMIN000009021, Registered 10 March 2012.
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Affiliation(s)
- Yuko Urao
- Research Centre for Child Mental Development, Chiba University, 1-8-1 Inohana, Chuo-ku, Chiba, 260-8670, Japan.
| | - Michiko Yoshida
- grid.136304.30000 0004 0370 1101Department of Cognitive Behavioural Physiology, Chiba University Graduate School of Medicine, 1-8-1 Inohana, Chuo-ku, Chiba, 260-8670 Japan
| | - Yasunori Sato
- grid.26091.3c0000 0004 1936 9959Department of Preventive Medicine and Public Health, Keio University School of Medicine, 35 Shinanomachi, Shinjuku-ku, Tokyo, 160-8582 Japan
| | - Eiji Shimizu
- grid.136304.30000 0004 0370 1101Research Centre for Child Mental Development, Chiba University, 1-8-1 Inohana, Chuo-ku, Chiba, 260-8670 Japan ,grid.136304.30000 0004 0370 1101Department of Cognitive Behavioural Physiology, Chiba University Graduate School of Medicine, 1-8-1 Inohana, Chuo-ku, Chiba, 260-8670 Japan
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Omkarappa DB, Rentala S, Nattala P. Psychiatric nurse delivered group-cognitive-behavioral therapy for internalizing behavior problems among children of parents with alcohol use disorders. JOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING 2021; 34:259-267. [PMID: 34036689 DOI: 10.1111/jcap.12329] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2021] [Revised: 05/03/2021] [Accepted: 05/14/2021] [Indexed: 12/15/2022]
Abstract
PURPOSE The present study aimed at assessing the effectiveness of group-cognitive-behavioral therapy for anxiety, depression, and self-esteem among children of parents with alcohol use disorder. DESIGN AND METHODS A randomized, controlled trial study was conducted with 70 children of parents with alcohol use disorder. The children were initially screened for the presence of behavioral problems and living with parents with alcohol use disorder, then assigned randomly to experimental and control groups. The experimental group received eight biweekly group CBT sessions. RESULTS Over 3-month study period, the results showed a statistically significant reduction in depression and anxiety scores and a significant improvement in self-esteem scores among CBT group children compared with the control group children. CONCLUSION Our study demonstrates the effectiveness of CBT group treatment for children of parents with an alcohol use disorder and that school mental health nurses/psychiatric nurses can effectively deliver psychotherapy for behavioral and emotional problems of high-risk children.
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Affiliation(s)
- Dayananda B Omkarappa
- Department of Psychiatric Nursing, Kempegowda College of Nursing, Bangalore, Karnataka, India
| | - Sreevani Rentala
- Department of Psychiatric Nursing, Dharwad Institute of Mental health and Neuroscience, Dharwad, Karnataka, India
| | - Prasanthi Nattala
- Department of Nursing, National Institute of Mental Health and Neuro Sciences (NIMHANS), Bangalore, Karnataka, India
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Eiraldi R, Khanna M, Jawad AF, Power TJ, Cacia J, Cabello B, Schwartz BS, Swift L, Kanine R, Orapallo A, McCurdy B, Mautone JA. Implementation of targeted mental health interventions in urban schools: Preliminary findings for impact of training strategy on program fidelity. EVIDENCE-BASED PRACTICE IN CHILD AND ADOLESCENT MENTAL HEALTH 2020; 5:437-451. [PMID: 33728378 PMCID: PMC7959161 DOI: 10.1080/23794925.2020.1784056] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
School-based mental health programs are increasingly recognized as methods by which to improve children's access to evidence-based practices (EBPs), particularly in urban under resourced communities. School-wide positive behavior interventions and supports (PBIS) is one approach to integrating mental health services into school-based programming; however, school providers require training and support to implement programs as intended. We have conducted a randomized controlled trial to compare two models for training school-based personnel to deliver group EBPs to children at high risk of developing internalizing or externalizing problems. School personnel (N = 24) from 6 schools in a large urban school district were trained with either a basic training and consultation strategy, or an enhanced training and consultation strategy. Preliminary findings show that the enhanced strategy resulted in 9% higher content fidelity than the basic strategy. School personnel who were switched to the basic strategy had slightly lower content fidelity for the last two years of the trial and school personnel who continued to receive basic consultation during the step-down phase saw their fidelity decline. The two conditions did not differ with regard to process fidelity.
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Affiliation(s)
- Ricardo Eiraldi
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, 2716 South Street, 8 Floor, Philadelphia, PA 19146-2305, USA
- Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, 3401 Civic Center Blvd, Philadelphia, PA 19104-4319, USA
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, 3535 Market St, Philadelphia, PA 19104-3371, USA
| | - Muniya Khanna
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, 2716 South Street, 8 Floor, Philadelphia, PA 19146-2305, USA
| | - Abbas F Jawad
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, 2716 South Street, 8 Floor, Philadelphia, PA 19146-2305, USA
- Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, 3401 Civic Center Blvd, Philadelphia, PA 19104-4319, USA
| | - Thomas J Power
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, 2716 South Street, 8 Floor, Philadelphia, PA 19146-2305, USA
- Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, 3401 Civic Center Blvd, Philadelphia, PA 19104-4319, USA
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, 3535 Market St, Philadelphia, PA 19104-3371, USA
| | - Jaclyn Cacia
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, 2716 South Street, 8 Floor, Philadelphia, PA 19146-2305, USA
| | - Beatriz Cabello
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, 2716 South Street, 8 Floor, Philadelphia, PA 19146-2305, USA
| | - Billie S Schwartz
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, 2716 South Street, 8 Floor, Philadelphia, PA 19146-2305, USA
| | - Lauren Swift
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, 2716 South Street, 8 Floor, Philadelphia, PA 19146-2305, USA
| | - Rebecca Kanine
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, 2716 South Street, 8 Floor, Philadelphia, PA 19146-2305, USA
| | - Andrew Orapallo
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, 2716 South Street, 8 Floor, Philadelphia, PA 19146-2305, USA
| | - Barry McCurdy
- Devereux Center for Effective Schools, The Devereux Foundation, 2012 Renaissance Blvd, King of Prussia, PA 19406, USA
| | - Jennifer A Mautone
- Children's Hospital of Philadelphia, Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, 2716 South Street, 8 Floor, Philadelphia, PA 19146-2305, USA
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, 3535 Market St, Philadelphia, PA 19104-3371, USA
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Kozina A. Can FRIENDS for Life social-emotional learning programme be used for preventing anxiety and aggression in a school environment: 6 months, 1-year and 1-and-a-half-year follow-up. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1776103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Ana Kozina
- Center for Evaluation Studies, Educational Research Institute, Ljubljana, Slovenia
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9
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Fjermestad KW, Wergeland GJ, Rogde A, Bjaastad JF, Heiervang E, Haugland BSM. School-based targeted prevention compared to specialist mental health treatment for youth anxiety. Child Adolesc Ment Health 2020; 25:102-109. [PMID: 32307836 DOI: 10.1111/camh.12366] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/12/2019] [Indexed: 12/01/2022]
Abstract
BACKGROUND The 'FRIENDS for life' program (FRIENDS) is a 10-session cognitive behavioral therapy (CBT) program used for prevention and treatment of youth anxiety. There is discussion about whether FRIENDS is best applied as prevention or as treatment. METHODS We compared FRIENDS delivered in schools as targeted prevention to a previous specialist mental health clinic trial. The targeted prevention sample (N = 82; Mage = 11.6 years, SD = 2.1; 75.0% girls) was identified and recruited by school nurses in collaboration with a community psychologist. The clinical sample (N = 88, Mage = 11.7 years, SD = 2.1; 54.5% girls) was recruited for a randomized controlled trial from community child- and adolescent psychiatric outpatient clinics and was diagnosed with anxiety disorders. RESULTS Both samples showed significantly reduced anxiety symptoms from baseline to postintervention, with medium mean effect sizes across raters (youths and parents) and timepoints (post; 12-months follow-up). Baseline youth-reported anxiety symptom levels were similar between the samples, whereas parent-reported youth anxiety was higher in the clinical sample. CONCLUSIONS The study suggests that self-reported anxiety levels may not differ between youth recruited in schools and in clinic settings. The results indicate promising results of the FRIENDS program when delivered in schools by less specialized health personnel from the school health services, as well as when delivered in clinics by trained mental health professionals.
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Affiliation(s)
- Krister W Fjermestad
- Department of Psychology, University of Oslo, Oslo, Norway.,Frambu Resource Centre for Rare Disorders, Siggerud, Norway
| | - Gro Janne Wergeland
- Regional Centre for Child and Youth Mental Health and Chile Welfare, NORCE Norwegian Research Centre, Bergen, Norway.,Psychiatric Division, Haukeland University Hospital, Bergen, Norway
| | | | - Jon F Bjaastad
- Regional Centre for Child and Youth Mental Health and Chile Welfare, NORCE Norwegian Research Centre, Bergen, Norway.,Division of Psychiatry, Stavanger University Hospital, Stavanger, Norway
| | | | - Bente Storm Mowatt Haugland
- Regional Centre for Child and Youth Mental Health and Chile Welfare, NORCE Norwegian Research Centre, Bergen, Norway.,Faculty of Psychology, University of Bergen, Bergen, Norway
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Treatment Integrity and Social Validity of the FRIENDS for Life Programme in a Northeastern Canadian School System. BEHAVIOUR CHANGE 2020. [DOI: 10.1017/bec.2020.4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractThe FRIENDS for Life (FFL) programme, a school-based anxiety prevention programme, targets anxiety reduction and resiliency development in elementary school-aged children (Barrett, Sonderegger & Xenos, 2003). In the context of equivocal effectiveness findings regarding FFL in Canadian schools, the present study assessed pre–post changes in anxiety, self-esteem, and prosocial behaviour in a school system in Northeastern Canada. To yield further insight to the potential sources of equivocal FFL effectiveness findings, we also evaluated FFL treatment integrity (TI) and social validity (SV). Few studies have assessed FFL TI at the level of identifying which programme sessions, or within-session content, have or have not been adhered to (Higgins & O'Sullivan S, 2015). Similarly, few studies have provided detailed programme SV data or perceived programme benefits by children and parents. TI and SV can provide programme data beyond anxiety reduction, which is key in prevention programming research, as pre–post changes are challenging to detect in ‘healthy’ samples (Durlak & Wells, 1997). Treatment outcome, TI, and SV data were collected from classrooms across 10 elementary schools administering FFL. The sample included 210 child and 108 parent participants; post-testing occurred 1 week following FFL programme completion. Findings indicated significant decreases from pre- to post-test in child-reported anxiety and self-esteem but no changes in prosocial behaviours. Findings suggest that low TI ratings may have impacted anxiety, self-esteem, and prosocial behaviour results, and that child-reported SV may be more related to programme outcomes than parent-reported SV. Implications for FFL programme developers and future FFL evaluation studies are discussed.
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11
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Eiraldi R, McCurdy B, Schwartz B, Wolk CB, Abraham M, Jawad AF, Nastasi BK, Mautone JA. Pilot Study for the Fidelity, Acceptability and Effectiveness of a PBIS Program plus Mental Health Supports in Under-resourced Urban Schools. PSYCHOLOGY IN THE SCHOOLS 2019; 56:1230-1245. [PMID: 33981121 DOI: 10.1002/pits.22272] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
This paper describes implementation (fidelity, perceived acceptability) and tier 1 and tier 2 outcomes of a school-wide positive behavior interventions and supports approach (PBIS) including mental health supports at tier 2 in two K-8 urban schools. Interventions for tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols for externalizing behavior problems, depression and anxiety. tier 1 and tier 2 interventions were implemented with fidelity but program feasibility for tier 2 was in question because school personnel needed a great deal of external support in order to implement the interventions. tier 1 interventions were associated with a decrease in office discipline referrals. Students participating in GCBT showed a significant decrease in mental health diagnostic severity at post-treatment. A discussion of perceived and actual implementation barriers and how they were addressed is provided. Implications for practice in low-income urban schools are discussed.
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Affiliation(s)
| | | | | | | | | | - Abbas F Jawad
- University of Pennsylvania Perelman School of Medicine
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12
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Long-Term Outcome of a Cluster-Randomized Universal Prevention Trial Targeting Anxiety and Depression in School Children. Behav Ther 2019; 50:200-213. [PMID: 30661560 DOI: 10.1016/j.beth.2018.05.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/15/2017] [Revised: 05/14/2018] [Accepted: 05/14/2018] [Indexed: 02/02/2023]
Abstract
The present study concerns a 3-year follow-up of a universal prevention trial targeting anxiety and depressive symptoms in school children. In addition to evaluating the long-term effect of the prevention program, we also examined attrition and its effect on the outcome. High rates of attrition have commonly been observed in studies in the field. However, the role of attrition is not sufficiently understood regarding internal and external validity biases. The current study comprised 695 children (aged 8-11 at baseline) from 17 schools in Sweden. Schools were cluster-randomized to either the intervention or control condition. Children completed measures of anxiety and depressive symptoms and parents completed measures of their child's anxiety and general mental health. We found no evidence of long-term effects of the prevention program, except for a small effect regarding parent reports of child anxiety. However, that effect was not found to be of clinical significance. Regarding attrition, children with missing data at the 3-year follow-up displayed higher levels of psychiatric symptoms at baseline and increasing symptoms across time. Furthermore, children in the control condition with missing follow-up data were found to be significantly deteriorated across time compared to the corresponding children in the intervention condition regarding depressive symptoms and total difficulties. In other words, attrition served as a moderator of the effect, which suggests that the overall result was biased toward a null-result. Our study highlights that large and nonrandom attrition severely limits the validity of the results. Further, given the common problem of retaining participants in long-term evaluations of school-based prevention trials, previous studies may suffer from the same limitations as the current study.
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Burke MK, Prendeville P, Veale A. An evaluation of the “FRIENDS for Life” programme among children presenting with autism spectrum disorder. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2017. [DOI: 10.1080/02667363.2017.1367648] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Affiliation(s)
- Mary-Kate Burke
- School of Applied Psychology, University College Cork, Cork, Ireland
- The Brothers of Charity Services, South Lee Autism Service, Cork, Ireland
| | - Paula Prendeville
- The Brothers of Charity Services, South Lee Autism Service, Cork, Ireland
- School of Education, University College Dublin, Dublin, Ireland
| | - Angela Veale
- School of Applied Psychology, University College Cork, Cork, Ireland
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Eiraldi R, Khanna MS, Jawad AF, Fishman J, Glick HA, Schwartz BS, Cacia J, Wandersman A, Beidas R. A hybrid effectiveness-implementation cluster randomized trial of group CBT for anxiety in urban schools: rationale, design, and methods. Implement Sci 2016; 11:92. [PMID: 27405587 PMCID: PMC4941021 DOI: 10.1186/s13012-016-0453-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2016] [Accepted: 06/08/2016] [Indexed: 11/23/2022] Open
Abstract
Background Schools present a context with great potential for the implementation of psychosocial evidence-based practices. Cognitive behavioral therapy (CBT) is an evidence-based practice that has been found to be very effective in treating anxiety in various community settings, including schools. Friends for Life (FRIENDS) is an efficacious group CBT protocol for anxiety. Unfortunately, evidence-based practices for anxiety are seldom employed in under-resourced urban schools, because many treatment protocols are not a good fit for the urban school context or the population, existing behavioral health staff do not receive adequate training or support to allow them to implement the treatment with fidelity, or school districts do not have the resources to contract with external consultants. In our prior work, we adapted FRIENDS to create a more culturally sensitive, focused, and feasible CBT protocol for anxiety disorders (CBT for Anxiety Treatment in Schools (CATS)). Methods/design The aim of this 5-year study is to evaluate both the effectiveness of CATS for urban public schools compared to the original FRIENDS as well as compare the implementation strategies (train-the-trainer vs. train-the-trainer + ongoing consultation) by conducting a three-arm, parallel group, type 2 hybrid effectiveness-implementation trial in 18 K-8 urban public schools. We will also assess the cost-effectiveness and the mediators and moderators of fidelity. Ninety therapists, 18 agency supervisors, and 360 children will participate. The interactive systems framework for dissemination and implementation guides the training and support procedures for therapists and supervisors. Discussion This study has the potential to demonstrate that agency therapists and supervisors who have had little to no prior exposure to evidence-based practices (EBPs) can implement an anxiety disorder EBP with fidelity. Comparisons of the implementation strategies would provide large urban mental health systems with data to make decisions about the adoption of EBPs. Trial registration ClinicalTrials.gov, NCT02651402
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Affiliation(s)
- Ricardo Eiraldi
- The Children's Hospital of Philadelphia, 3535 Market Street, Rm. 1474, Philadelphia, PA, 19104, USA. .,Department of Pediatrics, University of Pennsylvania Perelman School of Medicine, 3400 Civic Center Boulevard, Philadelphia, PA, 19104, USA.
| | - Muniya S Khanna
- The Children's Hospital of Philadelphia, 3535 Market Street, Rm. 1474, Philadelphia, PA, 19104, USA
| | - Abbas F Jawad
- The Children's Hospital of Philadelphia, 3535 Market Street, Rm. 1474, Philadelphia, PA, 19104, USA.,Department of Pediatrics, University of Pennsylvania Perelman School of Medicine, 3400 Civic Center Boulevard, Philadelphia, PA, 19104, USA
| | - Jessica Fishman
- Department of Psychiatry, University of Pennsylvania Perelman School of Medicine, 3535 Market Street, Philadelphia, PA, 19104, USA.,Department of Biostatistics and Epidemiology, University of Pennsylvania, 3535 Market Street, Philadelphia, PA, 19104, USA
| | - Henry A Glick
- Wharton School, University of Pennsylvania, 3620 Locust Walk, Philadelphia, PA, 19104, USA.,Leonard Davis Institute of Health Economics, University of Pennsylvania, 3641 Locust Walk # 210, Philadelphia, PA, 19104, USA
| | - Billie S Schwartz
- The Children's Hospital of Philadelphia, 3535 Market Street, Rm. 1474, Philadelphia, PA, 19104, USA
| | - Jaclyn Cacia
- The Children's Hospital of Philadelphia, 3535 Market Street, Rm. 1474, Philadelphia, PA, 19104, USA
| | - Abraham Wandersman
- Department of Psychology, University of South Carolina-Columbia, 1512 Pendleton Street, Barnwell College, Suite #220, Columbia, SC, 29208, USA
| | - Rinad Beidas
- Department of Psychiatry, University of Pennsylvania Perelman School of Medicine, 3535 Market Street, Philadelphia, PA, 19104, USA
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Matsumoto Y, Shimizu E. The FRIENDS Cognitive Behavioral Program in Japanese schools: An examination of the treatment effects. SCHOOL PSYCHOLOGY INTERNATIONAL 2016. [DOI: 10.1177/0143034316649639] [Citation(s) in RCA: 51] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Cognitive behavioral therapy (CBT) for childhood anxiety is effective in schools; however, researchers have reported mixed results and expressed concerns regarding sociocultural differences in treating childhood anxiety. This study examined the efficacy of the FRIENDS program, which is a CBT program used at a universal school level. Students ( N = 154; 11- to 12-years-old) participated in either a program or waitlist condition and completed the Spence Children’s Anxiety Scale at prior and subsequent to implementation of the program and during follow up. Results revealed a significant interaction between group and gender in the social phobia subscale and a significant main effect of gender in six subscales. The feasibility and limitations of universal CBT in a Japanese school setting are discussed.
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Green SL, Atkinson S. Implementation Issues: a ‘FRIENDS for life’ course in a mainstream secondary school. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2016. [DOI: 10.1080/02667363.2016.1152459] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Eiraldi R, Power TJ, Schwartz BS, Keiffer JN, McCurdy BL, Mathen M, Jawad AF. Examining Effectiveness of Group Cognitive-Behavioral Therapy for Externalizing and Internalizing Disorders in Urban Schools. Behav Modif 2016; 40:611-39. [PMID: 26872957 DOI: 10.1177/0145445516631093] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This article presents outcome data of the implementation of three group cognitive-behavioral therapy (GCBT) interventions for children with externalizing behavior problems, anxiety, and depression. School counselors and graduate students co-led the groups in two low-income urban schools. Data were analyzed to assess pre-treatment to post-treatment changes in diagnostic severity level. Results of the exploratory study indicated that all three GCBT protocols were effective at reducing diagnostic severity level for children who had a primary diagnosis of an externalizing disorder, anxiety disorder, or depressive disorder at the clinical or intermediate (at-risk) level. All three GCBT protocols were implemented with relatively high levels of fidelity. Data on the effectiveness of the interventions for reducing diagnostic severity level for externalizing and internalizing spectrum disorders and for specific disorders are presented. A discussion of implementation of mental health evidence-based interventions in urban schools is provided.
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Affiliation(s)
- Ricardo Eiraldi
- The Children's Hospital of Philadelphia, PA, USA University of Pennsylvania, Philadelphia, USA
| | - Thomas J Power
- The Children's Hospital of Philadelphia, PA, USA University of Pennsylvania, Philadelphia, USA
| | | | | | | | - Manju Mathen
- The Children's Hospital of Philadelphia, PA, USA
| | - Abbas F Jawad
- The Children's Hospital of Philadelphia, PA, USA University of Pennsylvania, Philadelphia, USA
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Vickery CE, Dorjee D. Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children. Front Psychol 2016; 6:2025. [PMID: 26793145 PMCID: PMC4709470 DOI: 10.3389/fpsyg.2015.02025] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2015] [Accepted: 12/18/2015] [Indexed: 11/13/2022] Open
Abstract
Studies investigating the feasibility and impact of mindfulness programs on emotional well-being when delivered by school teachers in pre-adolescence are scarce. This study reports the findings of a controlled feasibility pilot which assessed acceptability and emotional well-being outcomes of an 8-week mindfulness program (Paws b) for children aged 7–9 years. The program was delivered by school teachers within a regular school curriculum. Emotional well-being was measured using self-report questionnaires at baseline, post-training and 3 months follow-up, and informant reports were collected at baseline and follow-up. Seventy one participants aged 7–9 years were recruited from three primary schools in the UK (training group n = 33; control group n = 38). Acceptability of the program was high with 76% of children in the training group reporting ‘liking’ practicing mindfulness at school, with a strong link to wanting to continue practicing mindfulness at school (p < 0.001). Self-report comparisons revealed that relative to controls, the training group showed significant decreases in negative affect at follow-up, with a large effect size (p = 0.010, d = 0.84). Teacher reports (but not parental ratings) of meta-cognition also showed significant improvements at follow-up with a large effect size (p = 0.002, d = 1.08). Additionally, significant negative correlations were found between changes in mindfulness and emotion regulation scores from baseline to post-training (p = 0.038) and baseline to follow-up (p = 0.033). Findings from this study provide initial evidence that the Paws b program in children aged 7–9 years (a) can be feasibly delivered by primary school teachers as part of the regular curriculum, (b) is acceptable to the majority of children, and (c) may significantly decrease negative affect and improve meta-cognition.
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Affiliation(s)
| | - Dusana Dorjee
- Centre for Mindfulness Research and Practice, School of Psychology, Bangor University Bangor, UK
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Universal Prevention for Anxiety and Depressive Symptoms in Children: A Meta-analysis of Randomized and Cluster-Randomized Trials. J Prim Prev 2015; 36:387-403. [DOI: 10.1007/s10935-015-0405-4] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Higgins E, O’Sullivan S. “What Works”: systematic review of the “FRIENDS for Life” programme as a universal school-based intervention programme for the prevention of child and youth anxiety. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2015. [DOI: 10.1080/02667363.2015.1086977] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Visagie L, Loxton H, Silverman WK. Research Protocol: Development, implementation and evaluation of a cognitive behavioural therapy-based intervention programme for the management of anxiety symptoms in South African children with visual impairments. Afr J Disabil 2015; 4:160. [PMID: 28730026 PMCID: PMC5433474 DOI: 10.4102/ajod.v4i1.160] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2014] [Accepted: 04/08/2015] [Indexed: 11/01/2022] Open
Abstract
BACKGROUND Childhood anxiety presents a serious mental health problem, and it is one of the most common forms of psychological distress reported by youth worldwide. The prevalence of anxiety symptoms amongst South African youth is reported to be significantly higher than in other parts of the world. These high prevalence rates become even more significant when viewed in terms of children with visual impairments, as it is suggested that children with physical disabilities may be more prone, than their non-disabled peers, for the development of psychological difficulties. OBJECTIVES The main aim of this study is to develop, implement and evaluate a specifically tailored anxiety intervention programme for use with South African children with visual impairments. METHOD A specifically tailored cognitive-behavioural therapy-based anxiety intervention, for 9-13 year old South African children with visual impairments, will be evaluated in two special schools. The study will employ a randomised wait-list control group design with pre- post- and follow-up intervention measures, with two groups each receiving a 10 session anxiety intervention programme. The main outcome measure relates to the participants' symptoms of anxiety as indicated on the Revised Child Anxiety and Depression Scale. CONCLUSION If the anxiety intervention programme is found to be effective in reducing symptoms of anxiety, this universal intervention will lay down the foundation upon which future contextually sensitive (South African) anxiety intervention programmes can be built.
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Affiliation(s)
- Lisa Visagie
- Department of Psychology, Stellenbosch University, South Africa
| | - Helene Loxton
- Department of Psychology, Stellenbosch University, South Africa
| | - Wendy K. Silverman
- Yale Child Study Centre, Yale University School of Medicine, United States of America
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Nehmy TJ, Wade TD. Reduction in the prospective incidence of adolescent psychopathology: A review of school-based prevention approaches. ACTA ACUST UNITED AC 2014. [DOI: 10.1016/j.mhp.2014.11.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Pereira AI, Marques T, Russo V, Barros L, Barrett P. EFFECTIVENESS OF THE FRIENDS FOR LIFE PROGRAM IN PORTUGUESE SCHOOLS: STUDY WITH A SAMPLE OF HIGHLY ANXIOUS CHILDREN. PSYCHOLOGY IN THE SCHOOLS 2014. [DOI: 10.1002/pits.21767] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | - Teresa Marques
- Faculdade de Psicologia da Universidade de Lisboa; Portugal
| | - Vanessa Russo
- Faculdade de Psicologia da Universidade de Lisboa; Portugal
| | - Luísa Barros
- Faculdade de Psicologia da Universidade de Lisboa; Portugal
| | - P. Barrett
- University of Queensland; Pathways Health and Research Centre; Brisbane Australia
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Iizuka CA, Barrett PM, Gillies R, Cook CR, Miller D. The FRIENDS emotional health program for minority groups at risk. THE JOURNAL OF SCHOOL HEALTH 2014; 84:124-132. [PMID: 25099427 DOI: 10.1111/josh.12127] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2012] [Revised: 12/04/2012] [Accepted: 01/19/2013] [Indexed: 06/03/2023]
Abstract
BACKGROUND Despite the existence of evidence-based interventions for promoting mental health in children, the number of children at risk remains high. One of the reasons is that such interventions are not reaching specific groups at risk such as low socioeconomic status and ethnic minority groups. This study evaluated an adaptation of a school-based psychosocial program for nonreferred students aged 11 to 12 years attending a multicultural school from a low socioeconomic status area. METHODS The FRIENDS Program was adapted for a multicultural population. A quasi-experimental design was used, involving a pre/post-test, to evaluate the impact of the intervention on participants' outcomes on the Strengths and Difficulties Questionnaire (SDQ). Participants were divided into 2 categories ("at risk"/"not at risk") based on their scores in the SDQ at pre-test. Post-test data were collected to evaluate the overall effectiveness and acceptability of the program. RESULTS Analyses showed significant improvement for the group initially identified as "at risk," with 30% of the students being no longer at risk after the intervention. Most students rated the intervention as being highly acceptable and useful. CONCLUSIONS Adaptations to existing evidence-based programs for implementation with specific minority groups at risk represents a promising approach to promote emotional health in children.
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Affiliation(s)
- Cristina A Iizuka
- PhD Candidate, , School of Education, The University of Queensland, St Lucia, Brisbane, Qld 4072 Australia
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Eiraldi R, McCurdy B, Khanna M, Mautone J, Jawad AF, Power T, Cidav Z, Cacia J, Sugai G. A cluster randomized trial to evaluate external support for the implementation of positive behavioral interventions and supports by school personnel. Implement Sci 2014; 9:12. [PMID: 24428904 PMCID: PMC3896840 DOI: 10.1186/1748-5908-9-12] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2013] [Accepted: 01/03/2014] [Indexed: 11/10/2022] Open
Abstract
Background Urban schools lag behind non-urban schools in attending to the behavioral health needs of their students. This is especially evident with regard to the level of use of evidence-based interventions with school children. Increased used of evidence-based interventions in urban schools would contribute to reducing mental health services disparities in low-income communities. School-wide positive behavioral interventions and supports (SWPBIS) is a service delivery framework that can be used to deliver universal preventive interventions and evidence-based behavioral health treatments, such as group cognitive behavioral therapy. In this article, we describe our ongoing research on creating internal capacity for program implementation. We also examine the cost-effectiveness and resulting school climate when two different levels of external support are provided to personnel as they implement a two-tier SWPBIS program. Methods/Design The study follows six K – 8 schools in the School District of Philadelphia randomly assigned to consultation support or consultation-plus-coaching support. Participants are: approximately 48 leadership team members, 180 school staff and 3,900 students in Tier 1, and 12 counselors, and 306 child participants in Tier 2. Children who meet inclusion criteria for Tier 2 will participate in group cognitive behavioral therapy for externalizing or anxiety disorders. The study has three phases, baseline/training, implementation, and sustainability. We will measure implementation outcomes, service outcomes, child outcomes, and cost. Discussion Findings from this study will provide evidence as to the appropriateness of school-wide prevention and treatment service delivery models for addressing services disparities in schools. The effectiveness and cost-effectiveness analyses of the two levels of training and consultation should help urban school districts and policymakers with the planning and deployment of cost-effective strategies for the implementation of evidence-based interventions for some of the most common behavioral health problems in school children. Trial registration ClinicalTrials.gov identifier: NCT01941069
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Affiliation(s)
- Ricardo Eiraldi
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, 3440 Market St, Philadelphia, PA 19104-3306, USA.
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Ahlen J, Breitholtz E, Barrett PM, Gallegos J. School-based prevention of anxiety and depression: a pilot study in Sweden. ACTA ACUST UNITED AC 2012. [DOI: 10.1080/1754730x.2012.730352] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Study design of 'FRIENDS for Life': process and effect evaluation of an indicated school-based prevention programme for childhood anxiety and depression. BMC Public Health 2012; 12:86. [PMID: 22284741 PMCID: PMC3292977 DOI: 10.1186/1471-2458-12-86] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2012] [Accepted: 01/27/2012] [Indexed: 11/15/2022] Open
Abstract
Background Anxiety disorders and depression are highly prevalent in children and affect their current and future functioning. 'FRIENDS for Life' is a cognitive-behavioural programme teaching children skills to cope more effectively with feelings of anxiety and depression. Although 'FRIENDS for Life' is increasingly being implemented at Dutch schools, its effectiveness as a preventive intervention in Dutch schools has never been investigated. The aim of the study is to evaluate the effectiveness of 'FRIENDS for Life' as an indicated school-based prevention programme for children with early or mild signs of anxiety or depression. Methods/Design This study is a controlled trial with one pre-intervention and three post-intervention measurements (directly after, and 6 and 12 months after the end of the programme). The study sample consists of children aged 10-12 years (grades 6, 7 and 8 of Dutch primary schools), who show symptoms of anxiety or depressive disorder. Data are collected through self-report, teacher report and peer nomination. A process evaluation is conducted to investigate programme integrity (whether the programme has been executed according to protocol) and to evaluate children's and parents' opinions about 'FRIENDS for Life' using online focus groups and interviews. Discussion The present study will provide insight into the effectiveness of 'FRIENDS for Life' as an indicated school-based prevention programme for children with early or mild signs of anxiety or depression. Trial registration Netherlands Trial Register (NTR): NTR2397
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