Long-Term Effects of a Transdiagnostic Protocol in Reducing Symptoms of Anxiety and Depression in Young Spanish-Speaking Children

One-Year follow-up effects of a cognitive behavior therapy-based transdiagnostic program for emotional problems in young children: A school-based cluster-randomized controlled trial

“…In line with our hypothesis, children who participated in the SSL showed small, but statistically significant reduction of anxiety and depressive symptoms one year after the intervention. These results suggested long-term effects of SSL in these primary outcomes, as the results of immediate post-intervention effects indicated a significant impact on the same outcomes (Fernández-Martínez et al, 2019). Our results are also in accordance to the findings from other authors who indicated that a prevention RCT study using another CBT-based program targeting older children aged 8-13 years, achieve maintaining the reduction of anxiety and depressive symptoms up to 1-year after the intervention (Kösters et al, 2015).…”

“…Additionally, a second goal of this research was to examine the efficacy of SSL at the 12-month post-intervention in a range of secondary outcomes. The findings revealed that the post-intervention gains found by Fernández-Martínez et al (2019) right after the eight program sessions in outcomes of child-anxiety-related interference inside the home and SDQ emotional symptoms (i.e., anxiety and depression) were also maintained at 12-month follow-up. However, effect sizes of the differences between SSL and WLC group tended to decrease from the posttest to the 12-month follow-up evaluation, which suggest that effects of SSL are higher at short-term compared to the long-term.…”

“…Parents and children participated voluntarily, and informed consent was obtained from the parents. At baseline, the IG comprised 67 children (Mage = 6.88, SD = 0.80; 50.7% female) and the WLC comprised 56 children (Mage = 6.88, SD = 0.78; 37.5% female) (Fernández-Martínez et al, 2019). The 12-month follow-up assessment, involving 107 children and their parent (IG = 61; WLC = 46), took place between June 2017-June 2018.…”

“…The immediate pre-to-post-intervention gain observed for symptoms of separation anxiety were maintained at follow-up. Recently, the immediate efficacy of SSL in its Spanish-adapted version has been analyzed, comparing an intervention condition to a waiting-list control (WLC) condition in an indicated sample of young Spanish-speaking children aged 6-8 years, selected for the presence of emotional symptoms (i.e., anxiety/depression) (Fernández-Martínez et al, 2019). Compared to the WLC, after the eight SSL sessions, children in the intervention condition showed significant reductions in depressive symptoms, overall anxiety, social anxiety, and physical injury fears, as well as in other secondary outcomes, such as anxiety-related interference at home and emotional symptoms.…”

Implementación y Evaluación de la Eficacia de un Programa de Educación Emocional en jóvenes con TDAH

“…Cierto es que no se han encontrado diferencias entre grupos en autoestima o empatía, si bien estos dos componentes no son un ingrediente esencial en las competencias que se trabajan en programa de intervención. En este sentido, trabajos previos utilizando el INTEMO y diferentes programas de aprendizaje socioemocional (Social-Emotional Learning) han demostrado su efectividad y utilidad, indicando efectos positivos a corto, medio y largo plazo en aspectos tan relevantes como el ajuste psicológico, las relaciones sociales, la empatía, las conductas disruptivas o el rendimiento académico (p.ej., Blewitt et al, 2018;Cabello et al, 2016;Castillo et al, 2013;Fernández-Martínez, Morales, Espada, Essau, y Orgilés, 2019;Taylor et al, 2017). En segundo lugar, es posible que los instrumentos de medida utilizados no hayan permitido captar las diferencias entre los grupos.…”