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Making friends with childhood anxiety: an early intervention

Making friends with childhood anxiety: an early intervention. Presenters: Ms Jemona Mostert Dr Helene Loxton Department of Psychology, Stellenbosch University. Introduction. • Motivation for the study

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Making friends with childhood anxiety: an early intervention

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  1. Making friends with childhood anxiety: an early intervention Presenters: Ms Jemona Mostert Dr Helene Loxton Department of Psychology, Stellenbosch University

  2. Introduction • • Motivation for the study  Literature suggest a high prevalence of anxiety symptoms among South African youth (inter alia Burkhardt, Loxton, & Muris, 2003 ; Muris, Schmidt, Engelbrecht, & Perold, 2002)  Yet, an early intervention- and prevention programme is lacking • • Aims of the study  To investigate the effectiveness of a CBT early intervention- and prevention programme in a sample of middle childhood children

  3. Method • • Research Design •  Quasi-experimental design: non-equivalent waitlist- comparison group • • Sampling •  ad hoc sample of 12-year-old (M=12.6, SD=9.12) children • • Participants •  66 children (30 girls, 36 boys) from a local school at Stellenbosch, in in a formerly disadvantaged neighbourhood

  4. • Measures •  Spence Children’s Anxiety Scale (SCAS) • (Spence, 1997) •  Revised Children’s Manifest Anxiety Scale (RCMAS) (Reynolds, & Richmond, 1978) • • Time Line •  Time 1: pre-intervention assessment •  Rx : Intervention group •  Time 2: post-intervention assessment •  Time 3: post-intervention follow-up •  Rx : Waitlist-comparison group •  Time 4: post-intervention assessment

  5. Intervention Programme • • Motivation for FRIENDS programme • research based (Barrett, & Turner, 2001) •  child-friendliness • • FRIENDS programme (Barrett, 2004) •  F = Feeling worried? • R = Relax and feel good • I = Inner thoughts • E = Exploring plans • N = Nice work – reward yourself! • D = Don’t forget to practise • S = Stay calm!

  6. Results • • Between group effects (n=46) (oneway ANOVA) •  Time 1: SCAS: F(1,44) = 0.27 p = 1.00 • RCMAS: F(1,44) = 0.55, p = 1.00 •  Time 2: SCAS: F(1,44) = 0.01, p = 1.00 • RCMAS: F(1,44) = 0.83, p = 1.00 •  Time 3: SCAS: F(1,44) = 2.25, p = .56 • RCMAS: F(1,44) = 1.42, p = .96 •  Time 4: SCAS: F(1,44) = 0.07, p = 1.00 • RCMAS: F(1,44) = 0.23, p = 1.00

  7. • Within group effects (n=46) (repeated measures • ANOVA) •  Significant effect for time within the intervention • group: F(2.61) = 10.84, p = .00 • Post Hoc: from Time 3 onward (4-months post- • intervention) •  No significant effect for time within the waitlist- comparison group: F(1.87) = 1.36, p = .27

  8. Implications • Need for an early intervention and prevention programme • CBT principles are appropriate for middle childhood children • Australian FRIENDS program  cost effectiveness? • Options?  collaboration and adaption of established programmes?  own program, relevant to the South African context?  alternatives?

  9. References Barrett, P.M. (2004). FRIENDS for life: Group leaders’ manual. Bowen Hills, Australia: Australian Academic Press. Barrett, P.M., & Turner, C.M. (2001). Prevention of anxiety symptoms in primary school children: Preliminary results from a universal school-based trial. British Journal of Clinical Psychology, 40, 399-410. Burkhardt, K., Loxton, H.S., & Muris, P. (2003). Fears and fearfulness in South-African children. Behaviour Change, 20(2), 94-102.

  10. Muris, P., Schmidt, H., Engelbrecht, P., & Perold, M. (2002). DSM-IV defined anxiety disorder symptoms in South African children. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 1360-1368. • Reynolds, C.R., & Richmond, B.O. (1978). What I think and feel: A revised measure of children’s manifest anxiety. Journal of Abnormal Child Psychology, 6, 271-280. • Spence, S.H. (1997). Structure of anxiety symptoms among children: A confirmatory factor analytic study. Journal of Abnormal Psychology, 106(2), 280-297.

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