Preventing Internalizing Problems in 6–8 Year Old Children: A Universal School-Based Program

Abstract

The Aussie Optimism Program: Feelings and Friends (AOP-FF) is a 10 week, universal mental health promotion program based on social/emotional and cognitive and behavioral strategies. The aim of the current study was to evaluate the efficacy of a universal Cognitive Behavioral Therapy based program in preventing and reducing internalizing problems in 6–8 year olds (Years 1–3 in Australia). Year 1–3 students from a low SES primary school (N = 206) were randomly assigned in classes to either an intervention or a control group and assessed at baseline and post-test. Results showed a significant (p = 0.009) and small to moderate (partial eta-squared = 0.034) pre-post decrease in parent-reported anxiety symptoms for the intervention group, in conjunction with a non-significant (p = 0.708) and negligible (partial eta-squared = 0.001) pre-post increase for the control group. A larger randomized controlled trial assessing longer term effects is needed. In addition the program needs to be simplified for year 1–2 students with a separate more developmentally appropriate program for year 3 students.

Preventing Internalizing Problems in Young Children: A Randomized Controlled Trial of the Feelings and Friends (Year 3) Program with a Motor Skills Component

“…This differs from findings of prior trials of this program (Pophillat, 2007; Green, 2008) and other prevention programs (e.g., Hudson et al, 2009) that have found significant reductions in parent-reported anxiety. An interesting finding from the current research was the significant intervention effect for parent-report symptoms of separation anxiety disorder (SAD).…”

“…These results are similar to prior clinical trials, which have failed to find significant reductions in child-reported symptomology using clinical measures (e.g., Pophillat, 2007; Green, 2008; Fresel, 2013). In fact, numerous trials of prevention programs for children have failed to find post-test reductions in child-reported depressive and anxious symptoms (e.g., Dadds et al, 1997; Lock and Barrett, 2003; Hudson et al, 2009).…”

“…By including behavioral strategies for anxiety management and pleasant event scheduling for depression, children learn ways to cope (Kendall P. C. et al, 1992). An initial trial of the program (Pophillat, 2007) found a significant reduction in parent-reported anxiety symptoms (${\eta }_p^2$ = 0.02). Later when the program was adapted to suit the language skills of children in years 1 and 2, a trial found a significant pre-post reduction in parent-reported anxiety ( r = 0.89), psychological difficulties ( r = 0.72), and overall distress ( r = 0.88).…”

A pilot investigation of universal school‐based prevention programs for anxiety and depression symptomology in children: A randomized controlled trial

“…To date, only a small number of studies have aimed to prevent both anxiety and depression in children simultaneously (e.g., Ehrenreich‐May & Bilek, 2011; Lowry‐Webster et al, 2001; Pophillat et al, 2016). A meta‐analysis conducted by Johnstone et al (2018) found that these studies tend to show small effects for reducing and preventing depressive symptoms; however, there is less consistency regarding the reduction in anxiety symptoms.…”

“…Many universal prevention programs focus on building emotional resilience (e.g., Lowry‐Webster, Barrett, & Dadds, 2001; Pophillat et al, 2016), which has been shown to be a protective factor against the development of depression and anxiety (Moore & Woodcock, 2017), and to be related to increased wellbeing in youth (Panter‐Brick & Leckman, 2013). Indeed, several school‐based intervention programs that focus on developing resilience have been shown to reduce symptoms of anxiety and depression in clinical child samples (Baum et al, 2013; Tol et al, 2014), and substance use and violent behavior in adolescents (Griffin, Holliday, Frazier, & Braithwaite, 2009).…”