One-session treatment of specific phobias in youths: A randomized clinical trial.

Öst, Lars‐Göran; Svensson, Lisa; Hellström, Kerstin; Lindwall, Robert

doi:10.1037/0022-006x.69.5.814

Cited by 252 publications

(155 citation statements)

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“…More recent studies of psychological interventions for childhood anxiety (e.g., Barrett, Healy-Farrell, & March, 2004;Öst, Svensson, Hellström, & Lindwall, 2001), psychological interventions targeting constructs other than childhood anxiety (e.g., conduct problems; Sanders, Markie-Dadds, Tully, & Bor, 2000;Webster-Stratton & Hammond, 1997), and other forms of intervention (e.g., medication interventions for attention-deficit/hyperactivity disorder; Pearson et al, 2003;Pliszka, Browne, Olvera, & Wynne, 2000) convey the same point. Conclusions vary across outcome measures, methods of analysis, and measures purportedly assessing the constructs targeted for intervention.…”

Section: Within-study Inconsistenciesmentioning

confidence: 99%

“…Change can be examined using a number of sources, such as self-report, reports from significant others, use of performance-based or physiological measures, institutional records, and reports from independent laboratory observations (see Tables 7-10; Figure 2; Kazdin, 2003;Kendall, 1999). Indeed, multiple sources (e.g., parent, child, teacher, clinician, independent observer, physiological measurements) are employed in research examining interventions targeting constructs perceived as difficult to measure using methods other than self-assessments (e.g., childhood anxiety; Kendall, 1994;Barrett et al, 1996Barrett et al, ,2004Geller et al, 2001;Liebowitz et al, 2002;Öst et al, 2001). …”

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Conceptualizing changes in behavior in intervention research: The range of possible changes model.

Reyes

Kazdin

2006

Psychological Review

125

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An international movement has focused on identifying evidence-based interventions: Interventions that were developed to change psychological constructs, and have evidence from controlled studies on their behalf. However, inconsistent findings within individual intervention studies and among multiple studies of the same intervention raise critical problems for interpreting the evidence, and deciding when and whether an intervention is evidence-based. A theoretical and methodological framework (Range of Possible Changes [RPC] Model) is proposed to guide the study of change in intervention research. We recommend that future quantitative reviews of the research literature use the RPC Model to conceptualize, examine, and classify the available evidence for interventions. Further, future research should adopt the RPC Model to both develop theory-driven hypotheses and conduct examinations of the instances in which interventions may or may not change psychological constructs. Keywordsefficacy; effectiveness; range of possible changes; intervention; treatment The terms efficacy or effectiveness denote the study of whether interventions can successfully change specific psychological constructs or behaviors (e.g., Hoagwood, Hibbs, Brent, & Jensen, 1995;Kazdin, 2000;Lambert & Ogles, 2004). 1 An overriding goal of intervention research is to identify evidence-based interventions: Evidence from controlled experiments suggests these interventions change constructs they were developed to change. Researchers have developed classification systems through which a given intervention can be identified as evidence-based, based on prior well-controlled experimental outcome studies examining the intervention (e.g., Lonigan, Elbert, & Johnson, 1998;Nathan & Gorman, 2002;Roth & Fonagy, 2005). Upon scrutiny, the supportive evidence raises Correspondence regarding this manuscript should be addressed to Alan E. Kazdin, Child Study Center, Yale University School of Medicine, 230 S. Frontage Road, New Haven, CT 06520-7900. 1 The intervention literature often distinguishes between the terms efficacy and effectiveness by the setting in which changes in constructs occur. Specifically, efficacy research examines whether an intervention can change psychological constructs under controlled experimental conditions. In contrast, effectiveness research examines whether an intervention can change psychological constructs in more naturalistic settings outside the research laboratory. Despite these differences in settings, both of these research literatures examine the ability of interventions to change multidimensional constructs. Thus, the conceptual and methodological framework we propose generally applies to the study of change in multidimensional constructs in intervention research. At the same time, the evidence we cite in support of our proposed framework is largely gleaned from the efficacy literature, particularly because of its longer history of examination and replication, relative to the effectiveness literature. Thus, it is possible...

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Section: Within-study Inconsistenciesmentioning

confidence: 99%

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confidence: 99%

Conceptualizing changes in behavior in intervention research: The range of possible changes model.

Reyes

Kazdin

2006

Psychological Review

125

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“…Fernandez, Storch, Lewin, Murphy & Geffken, 2006;Lewin et al, 2005;Savva & Rees, 2006;Whiteside, Brown & Abramowitz, 2008), specific phobia (e.g. Davis, Ollendick & Öst, 2009;Flatt & King, 2010;Öst, Svensson, Hellström & Lindwall, 2001), school refusal (Moffitt, Chorpita & Fernandez, 2004) and panic disorder with agoraphobia (Angelosante, Pincus, Whitton, Cheron & Pian, 2009). To date, only one study has investigated the potential usefulness of this approach with childhood SP.…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

Intensive Group-Based CBT for Child Social Phobia: A Pilot Study

et al. 2015

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Objective: Although CBT has proven efficacious in the treatment of child social phobia (SP), most children do not present for treatment and child SP may be less responsive to treatment than other anxiety disorders. Intensive, group-based, SP-specific CBT may improve the efficacy of, and access to, treatment for child SP. The aim of this study was to provide a preliminary examination of such a program. Method: Forty Australian children aged 7-12 years (15 male and 25 female) were allocated into treatment and waitlist groups. Clinical interviews to determine diagnostic status were conducted prior to treatment, following treatment and at 6-month follow-up. Parent and child questionnaire measures of child anxiety symptoms, internalising symptoms, depression, social skills, social competence, and parental social anxiety were administered at the same time points. Treatment was delivered in four separate 3-hour sessions conducted over three consecutive weekends. Results: At postassessment, 52.4% of children in the treatment group and 15.8% of children in the waitlist group were free of their SP diagnosis. At post-assessment, compared to waitlist children, treatment group children demonstrated a greater drop in clinical severity, a greater increase in overall functioning, and held fewer clinical diagnoses. Treatment group children also reported a greater reduction in SP symptoms compared to waitlist children, and treatment group parents reported a greater reduction in child internalising and anxiety symptoms, a greater increase in child social competence, and a greater decrease in parental SP symptoms, compared to parents of children in the waitlist group. By 6-month follow-up, 76.9% of the treatment group were free of their SP diagnosis and gains on all other measures were maintained. Conclusions: The results of this study are encouraging, and suggest that brief, intensive, group CBT for children with social anxiety is beneficial for many youngsters. A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPTIntensive Group-Based CBT for Child Social Phobia 3 Social Phobia (SP) or Social Anxiety Disorder, is an anxiety disorder where the individual demonstrates a marked fear or anxiety about one or more social situations where they are exposed to possible scrutiny by others (American Psychiatric Association, 2013). It is one of the most common childhood anxiety disorders (Costello, Egger, & Angold, 2005), is associated with a myriad of deleterious short-and long-term consequences (Beidel, Turner, & Morris, 1999), and follows a chronic course if left untreated (Weissman et al., 1999).Fortunately, there have now been a number of studies confirming that cognitive behaviour therapy (CBT) is efficacious in treating childhood SP.Beidel and colleagues (Beidel & Turner, 2007;Beidel, Turner, & Young, 2006) conducted a series of studies demonstrating the efficacy of their behaviourally oriented Social Effectiveness Therapy for Children (SET-C). In the original randomized control trial of the SET-C program , it was found that...

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“…It was noteworthy, though, these children reported significantly more fears than did children in the other three countries. In Sweden the reported results have been more contradictory, with two studies finding more fearfulness in girls (Kendler et al, 2008;Lichtenstein & Annas, 2000), but, in contrast, Svensson and Öst (2001) reported fearfulness not to differ between boys and girls, in Sweden. Explanations for the discrepancy could be the use of parental report of children's fears in some studies and the use of children's own report in others, the use of different instruments to measure fear, and the representativeness of the samples.…”

Section: Normal Development Of Fearsmentioning

confidence: 53%

“…One such instrument that has frequently been used to assess anxiety disorders in children is the Anxiety Disorders Interview Schedule for Children, child and parent versions (ADIS-C/P; Silverman & Albano, 1996). This instrument's popularity probably stems in part from reports of good to excellent test-retest reliability (Silverman, Saavedra, & Pina, 2001), and also good to excellent inter-rater reliability reports, outside the country of origin (Öst, Svensson, Hellström, & Lindwall, 2001). For the section on specific phobia, in the ADIS-C/P, children and parents are asked in separate interviews to rate fear and avoidance, and interference in the child's daily life, on a rating scale of 0-8 (with the aid of a visual analogue scale, pictured as a feelings thermometer).…”

Section: Diagnosis and Assessmentmentioning

confidence: 99%

Fears, Anxieties and Cognitive Behavioral Treatment of Specific Phobias in Youth

Reuterskiöld¹

2009

PsycEXTRA Dataset

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The present dissertation consists of three empirical studies on children and adolescents presenting with various specific phobias in Stockholm, Sweden and in Virginia, USA. The overall aim was to contribute to our understanding of childhood fears, anxiety and phobias and to evaluate the efficacy and portability of a one-session treatment of specific phobias in youth. Study I tested the dimensionality of the Parental Bonding Instrument, across three generations and for two countries, and examined if parenting behaviors of indifference and overprotection were associated with more anxiety problems in children. The results showed that the four-factor representation of parental behavior provided an adequate fit for the instrument across informants. Perceived overprotection was associated with significantly more anxiety symptoms and comorbid diagnosis in children. Study II explored parent-child agreement on a diagnostic screening instrument for youths. The results indicated that children scoring high on motivation at treatment entry had generally stronger parent-child agreement on co-occurring diagnoses and severity ratings. Parents reported overall more diagnoses for their children, and parents who themselves qualified for a diagnosis seemed more tuned in to their children's problematic behavior. Study III compared a one-session treatment with an education-supportive treatment condition, and a wait-list control condition for children presenting with various types of specific phobias. The results showed that both treatment conditions were superior to the wait-list control condition and that one-session exposure treatment was superior to education-supportive treatment on several measures. Treatment effects were maintained at a 6-month follow-up. Overall, the above findings suggest that the one-session treatment is portable and effective in treating a variety of specific phobias in children and adolescents.

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One-session treatment of specific phobias in youths: A randomized clinical trial.

Cited by 252 publications

References 38 publications

Conceptualizing changes in behavior in intervention research: The range of possible changes model.

Conceptualizing changes in behavior in intervention research: The range of possible changes model.

Intensive Group-Based CBT for Child Social Phobia: A Pilot Study

Fears, Anxieties and Cognitive Behavioral Treatment of Specific Phobias in Youth

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