Parent-child interaction therapy for treatment of separation anxiety disorder in young children: A pilot study

Choate, Molly L.; Pincus, Donna B.; Eyberg, Sheila M.; Barlow, David H.

doi:10.1016/s1077-7229(05)80047-1

Cited by 112 publications

(72 citation statements)

References 31 publications

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“…In the area of SAD, evidence from two small pilot studies is convincing [17,18]. Both treatments included parent training, targeting parent-child interactions and parenting behavior.…”

Section: Introductionmentioning

confidence: 99%

“…Both treatments included parent training, targeting parent-child interactions and parenting behavior. While Choate et al [17] trained parents exclusively in behavior management skills and in the improvement of parent-child relationships, Eisen et al [18] included classical CBT ingredients such as psychoeducation, correction of dysfunctional cognitions in the child (mediated by the parent), exposure, and relapse prevention, in addition to parent training. Both studies demonstrated success.…”

Section: Introductionmentioning

confidence: 99%

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Disorder-Specific Cognitive-Behavioral Therapy for Separation Anxiety Disorder in Young Children: A Randomized Waiting-List-Controlled Trial

Schneider

Blatter-Meunier

Herren

et al. 2011

Psychother Psychosom

101

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Background: Separation anxiety disorder (SAD) is one of the earliest and most common mental disorders in childhood, and a strong predictor of adult psychopathology. Despite significant progress in psychotherapy research on childhood anxiety disorders, no randomized controlled trial has been conducted with a disorder-specific treatment program for young children suffering from SAD. Methods: Forty-three children (ages 5–7) with SAD and their parents were assigned to either a 16-session disorder-specific SAD treatment program including parent training and classical cognitive-behavioral therapy (CBT) components, or to a 12-week waiting list group. Categorical and/or continuous data for anxiety, impairment/distress and quality of life were collected at baseline, after treatment/waiting list condition, and at a 4-week follow-up. Results: Intention-to-treat analyses indicate that 76.19% of children allocated to the treatment group definitively no longer fulfilled DSM-IV criteria for SAD at follow-up, compared to 13.64% in the waiting list group. Between 91 and 100% of children rated themselves or were rated by their father, mother or therapist as very much or much improved on the global success rating immediately after treatment. Results indicated large time by treatment condition interaction effect sizes (d = 0.98–1.41) across informants for reduction of distress/avoidance in separation situations after the test for the treatment condition. Further, parents reported significant improvements in impairment/distress in the child’s major life domains and the child’s quality of life. Treatment gains were maintained at the 4-week follow-up assessment. Conclusions: Results indicate the short-term efficacy of a disorder-specific treatment approach for SAD, and are among the first to indicate that CBT programs work with young children.

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“…In the area of SAD, evidence from two small pilot studies is convincing [17,18]. Both treatments included parent training, targeting parent-child interactions and parenting behavior.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Disorder-Specific Cognitive-Behavioral Therapy for Separation Anxiety Disorder in Young Children: A Randomized Waiting-List-Controlled Trial

Schneider

Blatter-Meunier

Herren

et al. 2011

Psychother Psychosom

101

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“…Έηζη, ππάξρεη κία κεγάιε αλάπηπμε πξνγξακκάησλ πνπ ζηνρεύνπλ ζηελ θαηαλόεζε, πξόιεςε αιιά θαη παξέκβαζε ησλ δπζθνιηώλ ηεο παηδηθήο ειηθίαο θαη εκπεξηθιείνπλ ηελ εθπαίδεπζε ησλ γνληώλ ζε δηάθνξνπο ηνκείο. Η απνηειεζκαηηθόηεηα ηέηνησλ πξνγξακκάησλ έρεη απνδεηρζεί ζε κειέηεο κε παηδηά ελαληησκαηηθήο πξνθιεηηθήο ζπκπεξηθνξάο (McMahon & Forehand, 2003), κε πξνβιήκαηα ζπκπεξηθνξάο (Webster-Stratton, 2005) θαη παηδηά κε αγρώδεηο δηαηαξαρέο (Choate, Eyberg, & Barlow, 2005). Τα πξνγξάκκαηα πνπ αθνξνύλ ηελ εθπαίδεπζε ησλ γνληώλ κπνξνύλ λα ρσξηζηνύλ ζε παζεηηθά θαη ελεξγεηηθά αλάινγα κε ην ξόιν ηνπ γνλέα ζ' απηά.…”

Section: δηζαγσγήunclassified

Μελέτη Περίπτωσης Στη Συμβουλευτική Γονέων: Μια Βιωματική Προσέγγιση Της Σχέσης Γονέων Και Παιδιών Σε Ομάδες Γονέων Με Τα Παιδιά Τους

Ορφανίδου¹

2016

edusc

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ΠεξίιεςεΣθνπόο ηεο παξνύζαο έξεπλαο ήηαλ ε ζπκβνπιεπηηθή γνλέσλ λα επηηεπρζεί κέζα από κία ζεηξά ζπλεδξηώλ κε έκθαζε ζηελ αιιειεπίδξαζε ηνπ παηδηνύ κε ην γνλέα. Πξνζθέξζεθαλ 10 ζπλεδξίεο κία θνξά ηελ εβδνκάδα, κηάκηζεο ώξαο. Σπκκεηείραλ 9 κεηέξεο θαη 11 παηδηά. Φξεζηκνπνηήζεθαλ όια ηα κέζα πνπ πξνζθέξεη ε παηγληνζεξαπεία -εηθαζηηθά κέζα (δσγξαθηθή, ρεηξνηερλία, πειόο θ.α.) κνπζηθή, ρνξόο, παηρλίδη ξόισλ θαη δξακαηνπνίεζε. Μέζα από κία ζεηξά δξαζηεξηνηήησλ δεκηνπξγήζεθαλ νη ζπλζήθεο ώζηε ηα παηδηά θαη νη γνλείο λα γίλνπλ ελεξγνί αθξναηέο ησλ αλαγθώλ ηεο κεηαμύ ηνπο ζρέζεο, λα δηαπξαγκαηεπηνύλ ηα όξηα θαη ηνλ ηξόπν δηεθδίθεζεο ησλ αλαγθώλ ηνπο θαη λα εληζρπζεί ε εκπηζηνζύλε κεηαμύ ηνπο. Αλαπαξάρζεθαλ γνλετθέο ζπκπεξηθνξέο, εθθξάζηεθαλ ηα αηηήκαηα ησλ παηδηώλ θαη ησλ γνλέσλ, αλαγλσξίζηεθαλ ηα πξνβιήκαηα ζηελ κεηαμύ ηνπο επηθνηλσλία, εθθξάζηεθαλ νη πξνζδνθίεο θαη αλαγλσξίζηεθε ηη κπνξεί λα πξνζθέξεη ην θάζε κέινο ηεο ζρέζεο γηα ηελ αξκνληθή ζπλύπαξμε ηεο κεηαμύ ηνπο ζρέζεο. Η ζπκβνπιεπηηθή γνλέσλ κ' απηό ηνλ ηξόπν δίλεη ηελ επθαηξία ζηνπο γνλείο λα θαηαλνήζνπλ ηηο αλάγθεο ησλ παηδηώλ ηνπο θαη ην ξόιν ηνπο σο γνλέα πνπ θαιείηαη λα αληαπνθξηζεί ζ' απηέο ηηο αλάγθεο. Λέμεηο -Κιεηδηά: ζπκβνπιεπηηθή γνλέσλ, παηγληνζεξαπεία, ελζπλαίζζεζε, επηθνηλσληαθέο δεμηόηεηεο AbstractThe aim of this study was the parent training to be accomplished in a process of sessions in which the emphasis was on the interaction between children and their parents. Ten sessions were offered, once a week, with a duration of one and half hour. A wide range of Play Therapy means were used such as creative art (painting, crafts, clay), music, dance, role play and dramatisation. The sessions were in such way developed that children and parents became active listeners of one another needs in their relationship, learnt to deal with limits and the management of their needs and learnt how to enhance the trust between them. Parenting styles were represented, parents' and children's demands found an expression, difficulties in their communication were recognised, expectations were expressed and it was recognised what it could be done in order to establish a harmonic relationship between them. Parent counselling that includes parents and children in the training, give the opportunity to parents to understand the needs of their children and their role as a person who has to attune themselves to children's needs.

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“…Parents are coached during these phases by a therapist using a one-way mirror and a "bug-in-the-ear" [ 67 ] . A pilot study of three children (6-8 years old) was conducted to test the application of standard PCIT methodology to the treatment of children with SAD [ 68 ] . All three cases were considered "recovered" meaning that none of these cases met criteria for SAD following six to seven treatment sessions [ 68 ] .…”

Section: Parent-child Interaction Therapymentioning

confidence: 99%

Separation Anxiety Disorder

Angelosante

Ostrowski

Chizkov

2013

Pediatric Anxiety Disorders

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Separation anxiety disorder (SAD) is one of the most commonly diagnosed anxiety disorders among children presenting for treatment. A child with SAD experiences excessive anxiety concerning separation from home or from caregivers as well as persistent, unrealistic worry about harm to self or loved ones. Fears may manifest as an unwillingness to leave home, reluctance to be alone, physical complaints around separation, and frequent reassurance seeking regarding safety. This chapter provides a review of the current literature regarding the course and etiology of SAD, with a focus on genetic studies, environmental factors, and parenting. The link between childhood SAD, panic disorder, and other forms of psychopathology in adulthood is also considered. Assessment and treatment of SAD are discussed, with a review of the empirical evidence for the use of traditional cognitive-behavioral therapy (CBT), camp-based CBT, modi fi ed parent-child interaction therapy, and psychopharmacological treatments. Research on assessments and treatments speci fi cally for SAD has been scarce. Given the relatively high prevalence of this disorder, and its role as a predictor of later psychopathology, further study is warranted. Future research might examine treatments designed speci fi cally for SAD or recruit a subject pool that would allow for independent investigation of results for those with SAD within a larger heterogeneous anxiety sample. Furthermore, additional attempts to understand SAD as a risk factor may lead to prevention of adult psychopathology in these children. Keywords Case ScenarioMelissa is a 9-year-old girl in the 4th grade whose parents brought her in for an evaluation because of her fears of being away from them. Before going to school each morning, she checks in with her mother about who is picking her up and where she should wait. Her mother reminds her that the plan

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Parent-child interaction therapy for treatment of separation anxiety disorder in young children: A pilot study

Cited by 112 publications

References 31 publications

Disorder-Specific Cognitive-Behavioral Therapy for Separation Anxiety Disorder in Young Children: A Randomized Waiting-List-Controlled Trial

Disorder-Specific Cognitive-Behavioral Therapy for Separation Anxiety Disorder in Young Children: A Randomized Waiting-List-Controlled Trial

Μελέτη Περίπτωσης Στη Συμβουλευτική Γονέων: Μια Βιωματική Προσέγγιση Της Σχέσης Γονέων Και Παιδιών Σε Ομάδες Γονέων Με Τα Παιδιά Τους

Separation Anxiety Disorder

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