An Open Trial Investigation of a Transdiagnostic Group Treatment for Children With Anxiety and Depressive Symptoms

Bilek, Emily L.; Ehrenreich–May, Jill

doi:10.1016/j.beth.2012.04.007

Cited by 93 publications

(55 citation statements)

References 41 publications

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“…Our findings could provide concrete ways in which interventions geared at anxious youth can serve a preventive and interventive role, such as utilizing exposures geared at seeking out and enjoying positive events, applying regulatory strategies typically employed to manage negative affect, and helping socially anxious youth to enjoy interactions with peers. Specifically, treatment approaches could include helping socially anxious youth to (1) increase their attention to positive stimuli via attention bias modification training (ABMT; Waters, Pittaway, Mogg, Bradley, & Pine, 2013), (2) identify positive outcomes of potentially positive, albeit risky events via cognitive restructuring (3) engage in behavioral activation strategies to foster positive events in daily life (Bilek & Ehrenreich-May, 2012), and (4) savor positive affect when it does occur (McMakin, Siegle, & Shirk, 2011). Additionally, helping socially anxious youth to foster close friendships early in development might help boost their experiences of positive affect, especially during the transition to adolescence.…”

Section: Discussionmentioning

confidence: 99%

Altered Positive Affect in Clinically Anxious Youth: the Role of Social Context and Anxiety Subtype

Morgan

Lee

Wright

et al. 2016

J Abnorm Child Psychol

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Anxious youth may experience altered positive affect (PA) relative to healthy youth, perhaps because of greater sensitivity to social experiences. Altered PA may be especially evident during the transition to adolescence, a period in which positive social events increase in salience and value. The current study evaluated whether anxious youth show differences in baseline PA, rate of return to baseline, and variability around baseline PA and tested whether these differences would depend on social context and anxiety subtype. Participants were 176 9- to 14-year-old youth, including 130 clinically anxious (with Social Anxiety Disorder, Generalized Anxiety Disorder, and/or Separation Anxiety Disorder) and 46 healthy youth. Youth reported their current PA, peak PA in the past hour, and social context in natural settings using ecological momentary assessment. Hierarchical linear models showed that both socially anxious and other anxious youth showed greater variability of PA relative to healthy youth. Youth with other anxiety disorders showed higher peak PA to a positive event relative to healthy youth. Feeling close to a friend was associated with higher peak PA, especially for socially anxious youth. Socially anxious youth showed significantly lower peak PA relative to both healthy and other anxious youth when interacting with a less close peer, but similar levels to these youth when interacting with a close friend. These findings suggest that clinically anxious youth may more sensitive to positive events and social interactions than healthy youth. Findings provide potential treatment targets for anxious youth, including applying regulatory strategies to positive events.

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Section: Discussionmentioning

confidence: 99%

Altered Positive Affect in Clinically Anxious Youth: the Role of Social Context and Anxiety Subtype

Morgan

Lee

Wright

et al. 2016

J Abnorm Child Psychol

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“…There has been progress in developing transdiagnostic treatments that target transdiagnostic processes across the anxiety disorders and depression in adults (Craske et al, 2011; Farchione et al, 2012; McManus, Shafran, & Cooper, 2010; Norton, 2012), across anxiety, depression, and conduct problems in youth (Bilek & Ehrenreich-May, 2012; Fraire & Ollendick, 2013; Weisz et al, 2012), across all of the eating disorders (Fairburn et al, 2009) as well as for schizophrenia (Bentall et al, 2009), bipolar disorder (Ellard, Deckersbach, Sylvia, Nierenberg, & Barlow, 2012) and sleep problems (Harvey, 2008, 2009; Harvey, Murray, Chandler, & Soehner, 2011). Also, specific treatments targeting transdiagnostic processes, such as rumination (Nolen-Hoeksema & Watkins, 2011) and perfectionism (Egan, Wade, & Shafran, 2011), have also been shown to be effective (Riley, Lee, Cooper, Fairburn, & Shafran, 2007; Watkins et al, 2011).…”

Section: Modifiable Barriersmentioning

confidence: 99%

Evidence-based psychological treatments for mental disorders: Modifiable barriers to access and possible solutions

Harvey

Gumport

2015

Behaviour Research and Therapy

176

120

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The prevalence of mental disorders is high and appears to be growing, yet the majority of individuals who meet diagnostic criteria for a mental disorder are not able to access an adequate treatment. While evidence-based psychological treatments (EBPTs) are effective single or adjunctive treatments for mental disorders, there is also evidence that access to these treatments is diminishing. We seek to highlight modifiable barriers to these problems at the patient, therapist, treatment, organization and government-levels of analysis. A range of solutions to each set of contributors is offered and domains for future research are highlighted. In particular, we focus on the need to continue to work toward innovation in treatment development while also solving the difficulties relating to the dissemination of EBPTs. Several relatively new concepts in the field will be discussed (implementation cliff, program drift, voltage drop and deployment treatment development) and we contrast America and England as examples of government-level processes that are in the process of major change with respect to EBPTs. We conclude that there is a need for people in our field to become more knowledgeable about, and get involved in, shaping public policy.

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“…Gross and Thompson's [2007] modal model of ER is one commonly employed framework for guiding the selection of measures and operationalizing ER for research and clinical purposes Bilek & Ehrenreich-May, 2012;Campbell-Sills & Barlow, 2007;Johnson, 2009]. It has been used as the basis for advancing the development of cognitive behavioral interventions for youth [Ehrenreich-May, Queen, Bilek, Remmes, & Marciel, 2013;Trosper et al, 2009] and for adults [Moses & Barlow, 2006].…”

Section: Modal Model Of Ermentioning

confidence: 99%

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

2014

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Emotion regulation (ER) difficulties are a potential common factor underlying the presentation of multiple emotional and behavioral problems in individuals with Autism Spectrum Disorder (ASD). To provide an overview of how ER has been studied in individuals with ASD, we conducted a systematic review of the past 20 years of ER research in the ASD population, using established keywords from the most comprehensive ER literature review of the typically developing population to date. Out of an initial sampling of 305 studies, 32 were eligible for review. We examined the types of methods (self-report, informant report, naturalistic observation/ behavior coding, physiological, and open-ended) and the ER constructs based on Gross and Thompson's modal model (situation selection, situation modification, attention deployment, cognitive change, and response modulation). Studies most often assessed ER using one type of method and from a unidimensional perspective. Across the 32 studies, we documented the types of measures used and found that 38% of studies used self-report, 44% included an informant report measure, 31% included at least one naturalistic observation/behavior coding measure, 13% included at least one physiological measure, and 13% included at least one open-ended measure. Only 25% of studies used more than one method of measurement. The findings of the current review provide the field with an in-depth analysis of various ER measures and how each measure taps into an ER framework. Future research can use this model to examine ER in a multicomponent way and through multiple methods. Autism Res 2014, 7: 629-648 [American Psychiatric Association, 2013], and there is considerable evidence that the majority also struggle with associated emotional problems. For instance, in a population derived cohort of 5-to 16-year-olds, Totsika, Hastings, Emerson, Lancaster, and Berridge [2011] found that 85% of youth with ASD without an intellectual disability (ID) had clinically significant levels of hyperactivity, 74% of emotional problems, and 64% of conduct problems, compared to much lower rates in a typically developing comparison group (19% hyperactivity, 18% emotional problems, and 22% conduct problems). Further, youth with ID and ASD had higher rates of emotional disorders than those with only ID (88% vs. 63% for hyperactivity, 71% vs. 42% for emotional problems, and 65% vs. 46% for conduct problems, respectively). There is also considerable co-occurrence of multiple emotional problems in individuals with ASD. Approximately 40-50% of youth with ASD are estimated to meet criteria for two or more psychiatric disorders, often combining attentional or behavioral problems (e.g. ADHD) with internalizing problems (e.g. anxiety disorder), even after taking into account symptoms that may be related to core ASD sociocommunicative and behavioral symptoms [Leyfer et al., 2006;Simonoff et al., 2008].

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An Open Trial Investigation of a Transdiagnostic Group Treatment for Children With Anxiety and Depressive Symptoms

Cited by 93 publications

References 41 publications

Altered Positive Affect in Clinically Anxious Youth: the Role of Social Context and Anxiety Subtype

Altered Positive Affect in Clinically Anxious Youth: the Role of Social Context and Anxiety Subtype

Evidence-based psychological treatments for mental disorders: Modifiable barriers to access and possible solutions

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

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