Cost-effectiveness of child-focused and parent-focused interventions in a child anxiety prevention program

Simon, Ellin; Dirksen, Carmen D.; Bögels, Susan M.; Bodden, Denise

doi:10.1016/j.janxdis.2011.12.008

Cited by 41 publications

(62 citation statements)

References 31 publications

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“…Les interventions donnent des résultats prometteurs, particulièrement l'approche cognitivo-comportementale (Kendall, 2012), mais il faut poursuivre les recherches en vue de déterminer quels enfants sont les plus susceptibles d'en tirer avantage, quels sont les ingrédients thérapeutiques actifs et quels sont les modérateurs et les média-teurs associés au changement (Rapee et al, 2009). Un autre aspect à considérer concerne l'efficience de ces interventions, c'est-à-dire quelle est l'intervention qui rapporte les plus grands bénéfices au moindre coût (Simon, Dirksen et Bögels, 2013;Simon, Dirksen, Bögels et Bodden, 2012). Les interventions universelles présentent l'avantage de ne pas stigmatiser les enfants et de toucher ceux dont la manifestation subtile des symptômes aurait pu échapper au dépistage.…”

Section: Resultsunclassified

Les programmes préventifs en milieu scolaire auprès des enfants et des adolescents présentant de l’anxiété

Turgeon

Gosselin

2016

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L’objectif de cet article est de décrire les programmes de prévention de l’anxiété en milieu scolaire auprès des enfants et des adolescents. Nous rapportons d’abord quelques données sur l’épidémiologie des troubles anxieux, leurs conséquences et les coûts associés afin d’illustrer la pertinence d’intervenir de manière précoce. La section suivante présente le programme Coping Cat, qui a servi d’inspiration aux programmes de prévention. Nous distinguons ensuite les programmes de prévention en milieu scolaire selon leur nature : universelle, sélective et indiquée. L’accent est mis sur le programme FRIENDS, largement diffusé comme programme de prévention et reconnu par l’Organisation mondiale de la santé. Les résultats montrent de façon générale que les interventions sélectives et indiquées donnent des résultats plus importants, en particulier si elles sont animées par des spécialistes en santé mentale. Cependant, elles comportent certains désavantages, comme le fait de ne pas réussir à rejoindre les enfants qui pourraient le plus en bénéficier. Les programmes de prévention universelle rejoignent pour leur part tous les enfants et ils peuvent être implantés par les enseignantes. Les obstacles liés à l’implantation sont toutefois importants. La dernière partie de l’article contient quelques recommandations destinées à améliorer la prévention des troubles anxieux en milieu scolaire.The objective of this article is to present anxiety prevention programs in schools for children and adolescents. We first present some data on the epidemiology of anxiety disorders, their consequences and associated costs, in order to illustrate the relevance of early intervention. The following section presents the program Coping Cat, which served as inspiration for the prevention programs. We then present the school prevention programs according to their nature: universal, selective and indicated. The accent is on the FRIENDS program, widely distributed as a prevention program and recognized by the World Health Organization. The results generally show that selective and indicated interventions yield more significant results, especially if they are led by mental health specialists. However, there are certain disadvantages, such as not being able to reach the children who could most benefit. Universal prevention programs, however, reach all children and can be implemented by teachers, but there are major obstacles to their application. The last part of the article presents some recommendations for improving the prevention of anxiety disorders in schools.En la prevención y el tratamiento de la ansiedad, los enfoques denominados de la tercera ola basados en la plena consciencia se han vuelto cada vez más actuales. El objetivo de este artículo es presentar las estrategias innovadoras basadas en la consciencia plena del tratamiento y la prevención de la ansiedad entre los niños y los adolescentes, particularmente en el medio escolar. Las principales intervenciones basadas en la plena consciencia en el tratamiento de la ansiedad entre los adultos...

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Section: Resultsunclassified

Les programmes préventifs en milieu scolaire auprès des enfants et des adolescents présentant de l’anxiété

Turgeon

Gosselin

2016

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“…This test allows to estimate the various aspects of mathematical learning: written and oral computation ability, symbolic arithmetical reasoning ability, computational speed [64].…”

Section: Mathematical Abilitiesmentioning

confidence: 99%

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

Alesi¹,

Rappo²,

Pepi³

2014

J Psychol Abnorm Child

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Educational research places emphasis on the fact that pupils with Learning Disabilities may develop depressive and anxiety symptoms characterized by lower levels of self-esteem.The aim of this research is to compare the levels of depression, anxiety at school and self-esteem in children with learning disabilities, mathematical disabilities and a control group who showed typical learning. The participants were 132 children (52 girls and 80 boys), with an average age of 9 years, attending the fourth grade of primary school. These pupils were selected by scores on a battery of tests commonly used in Italy for the assessment of learning disabilities. On the whole, analyses revealed that children with Learning Disabilities and Mathematical Disabilities showed higher level of depression and school anxiety as well as lower rated self-esteem at school than children with typical learning. Moreover our findings highlight the co-occurrence of depressive and anxiety symptoms in pupils with Learning Disabilities.One of the issues that emerges from this study is the need to implement prevention programs aimed at identifying at an early age high-risk children showing increased levels of depression and anxiety. Moreover, these findings highlight the importance to find which are the most appropriate educational and clinical interventions to reduce cognitive maladaptive strategies in school aged children.

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“…Although existing results are variegated, the eicacy of the treatment seems to be afected by children's age and gender, and presence versus absence of parental anxiety [85]. Some studies highlighted a positive efect of involving parents in the treatment when children are young [81,86] or male [87], and when a parent has an anxiety disorder [85,86].…”

Section: Parental Involvement In Cognitive Behavior Therapy For Intermentioning

confidence: 99%

“…Some studies highlighted a positive efect of involving parents in the treatment when children are young [81,86] or male [87], and when a parent has an anxiety disorder [85,86]. Other studies did not ind these results or found that parental involvement was less efective when parents sufered from anxiety disorders [83].…”

Section: Parental Involvement In Cognitive Behavior Therapy For Intermentioning

confidence: 99%

The Relationship between Parenting and Internalizing Problems in Childhood

Palmieri¹,

Caputi²

2018

Parenting - Empirical Advances and Intervention Resources

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Several types of stress factors are likely to be implied in the development, maintenance, and transmission of internalizing symptomatology: genetic/temperamental factors, cognitive factors, family factors, and societal/cultural factors. Nonetheless, family factorsespecially those related to parenting-seem to be crucial during childhood, because children are nested within their families and family factors are able to indirectly inluence other factors as well. The current chapter focuses on the relationship between parental style and internalizing symptoms in childhood. In the irst part of the chapter, the most important studies on the topic are reviewed in detail and diferences in parenting behaviors between mothers and fathers are illustrated. A discussion on the cognitive and metacognitive factors as possible pathways of the relation between parenting and childhood symptoms is also proposed. The last part of the chapter reviews studies investigating the eicacy of parental involvement in cognitive behavior therapy for children who exhibit internalizing symptoms.

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Cost-effectiveness of child-focused and parent-focused interventions in a child anxiety prevention program

Cited by 41 publications

References 31 publications

Les programmes préventifs en milieu scolaire auprès des enfants et des adolescents présentant de l’anxiété

Les programmes préventifs en milieu scolaire auprès des enfants et des adolescents présentant de l’anxiété

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

The Relationship between Parenting and Internalizing Problems in Childhood

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