Streamlined Prevention and Early Intervention for Pediatric Anxiety Disorders: A Randomized Controlled Trial

Piña, Armando; Gonzales, Nancy A.; Mazza, Gina L.; Gunn, Heather; Holly, Lindsay E.; Stoll, Ryan; Parker, Julia; Chiapa, Amanda; Wynne, Henry; Tein, Jenn Yun

doi:10.1007/s11121-019-01066-6

Cited by 10 publications

(5 citation statements)

References 60 publications

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“…Na categoria "fatores relacionados" à ansiedade em crianças, descrita no Quadro 1, os mais encontrados na literatura envolvem uma interação complexa, mas ainda não totalmente compreendida, entre os componentes ambientais, biológicos e de desenvolvimento (FOREMAN;ZAPPAS, 2023). Concomitantemente, a prevenção simplificada e intervenção precoce foi citada como estratégia para gerar maior autoeficácia no gerenciamento de situações que provocam ansiedade, maiores competências sociais e menos erros cognitivos negativos em relação aos controles (PINA et al, 2020).…”

Section: Discussionunclassified

Evidências científicas atuais sobre a eficácia da terapia cognitivo-comportamental no manejo da ansiedade infantil: uma revisão integrativa

Souto,

Sousa,

Magalhães

et al. 2024

Cad. Pedagógico

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Introdução: A Terapia Cognitivo-Comportamental (TCC) emerge como uma abordagem significativa no tratamento da ansiedade em crianças, oferecendo uma perspectiva abrangente que integra aspectos cognitivos e comportamentais. Ao focalizar pensamentos disfuncionais e padrões comportamentais prejudiciais, a TCC busca proporcionar ferramentas específicas para que as crianças compreendam e enfrentem seus medos de forma construtiva. Objetivo: refletir sobre a eficácia da terapia cognitivo-comportamental no tratamento da ansiedade em crianças, considerando os resultados de estudos e evidências disponíveis na literatura científica. Metodologia: Revisão integrativa da literatura com a seguinte questão, formulada a partir da estratégia PICO: Qual é a eficácia da terapia cognitivo-comportamental no tratamento da ansiedade em crianças, considerando os resultados de estudos e evidências disponíveis na literatura científica? A coleta de dados foi realizada por meio da Biblioteca Virtual em Saúde (BVS) nas bases de dados MEDLINE, BDENF – Base de Dados de Enfermagem (Brasil), LILACS e Index Psicologia – Periódicos. Finalizou-se a inclusão de quarenta (40) artigos publicados no período de 2018 a 2023 disponíveis em português, inglês ou espanhol, com acesso na íntegra e gratuitos que auxiliam na resposta à questão norteadora deste estudo. A busca ocorreu entre o mês de outubro e novembro de 2023. Resultados: Os resultados recentes na literatura ressaltam a necessidade urgente de fundamentar o tratamento da ansiedade infantil em evidências científicas sólidas, dada a complexidade desse fenômeno que demanda uma abordagem sensível e eficaz. A pesquisa atual aponta para a emergência de modelos inovadores de Terapia Cognitivo-Comportamental (TCC), que podem ser virtuais, presenciais, ser realizados individual ou coletivamente, e integrar técnicas como música, ludoterapia e realidade virtual. Adicionalmente, as novas formas de TCC podem se apresentar em formatos adaptados e personalizados, como a TCC breve, focada em trauma e guiada pelo terapeuta. A eficácia, especialmente no tratamento da ansiedade e transtorno de ansiedade social (TAS), destaca-se, demonstrando benefícios comprovados também para outras condições mentais. Conclusão: A TCC é uma possibilidade eficaz de intervenções para a promoção da saúde mental de crianças e adolescentes, salientando sua importância e necessidade de promover maior aproximação desse campo do saber com a realidade das instituições e famílias.

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Section: Discussionunclassified

Evidências científicas atuais sobre a eficácia da terapia cognitivo-comportamental no manejo da ansiedade infantil: uma revisão integrativa

Souto,

Sousa,

Magalhães

et al. 2024

Cad. Pedagógico

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“…Our results also highlight the importance of factors that impact decisions related to adopting digital programs ahead of time [ 47 ]. Some face-to-face programs are already being developed with school-based barriers and facilitators in mind [ 48 ]. Extending this research to digitally delivered programs may help to design and develop school appropriate products.…”

Section: Discussionmentioning

confidence: 99%

Factors That Help and Hinder the Implementation of Digital Depression Prevention Programs: School-Based Cross-sectional Study

Beames¹,

Johnston²,

O’Dea³

et al. 2021

J Med Internet Res

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Background Digital prevention programs that are delivered in a school environment can inoculate young people against depression. However, little is known about the school-based factors that help and hinder the implementation of these programs. Staff members are integral for supporting mental health programs in schools and are likely to have a wealth of expertise and knowledge about the factors that affect implementation. Objective The primary objective of this study was to explore the barriers and facilitators to implementing a digital depression prevention program in Australian secondary schools with teachers, counselors, and principals. The secondary objective was to explore variations in these factors across different school contexts, including the school type (government or nongovernment), location (capital city, regional/or rural areas), and socioeconomic status (SES) (low, medium, high). Methods This quantitative cross-sectional survey study assessed the barriers and facilitators to implementing a hypothetical digital prevention program in Australian schools. The survey was taken by 97 teachers (average age 38.3 years), 93 counselors (average age 39.5 years), and 11 principals (average age 50.9 years) across Australia between November 2017 and July 2018. Results A range of barriers and facilitators relating to logistics and resources, staff support, and program factors were endorsed by the surveyed staff. Consistent with prior research, common barriers included a lack of time and resources (ie, staff and rooms). These barriers were particularly evident in government, rural/regional, and low socioeconomic schools. Other barriers were specific to digital delivery, including privacy issues and a lack of clarity around staff roles and responsibilities. Facilitators included upskilling staff through training, embedding the program into the curriculum, and other program factors including universal delivery, screening of students’ mental health, and clear referral pathways. Knowledge about the program efficacy was also perceived as important by a large proportion of the respondents. Conclusions The digital depression prevention program was perceived as suitable for use within different schools in Australia, although certain factors need to be considered to enable effective implementation. Logistics and resources, support, and program factors were identified as particularly important for school-based implementation. To maximize the effectiveness in delivering digital programs, implementation may need to be tailored to the staff roles and school types.

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“…This is especially important in light of the fact that the ERN is elevated early in the course of development, before anxiety symptoms become impairing. There is a large body of theoretical and empirical work suggesting that early intervention and/or prevention methods may be more efficacious than interventions applied after anxiety symptoms have reached clinical levels (Dadds et al, 1997;Mancebo et al, 2014;Pina et al, 2020;Rapee et al, 2005Rapee et al, , 2010Schotanus-Dijkstra et al, 2017;Stoll et al, 2017). Thus, targeting the ERN may be a fruitful strategy to prevent future increases in anxiety.…”

Section: Targeting the Ernmentioning

confidence: 99%

On the relationship between the error‐related negativity and anxiety in children and adolescents: From a neural marker to a novel target for intervention

Meyer

2022

Psychophysiology

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The current review focuses on our work on the relationship between the error‐related negativity (i.e., ERN) and anxiety in children and adolescents. The ERN is an event‐related potential (ERP) that appears as a negative deflection in the ERP waveform when individuals make errors and has been found to be increased in anxious individuals. We, and others, have extended this work into developmental populations, finding that the ERN can be measured reliably in children and that the ERN is increased among clinically anxious youth. Furthermore, we have found that the ERN predicts risk for increases in anxiety across development, among healthy and clinically anxious children. We have done work to elucidate what psychological phenomena the increased ERN among anxious children may reflect by creating a self‐report measure of error sensitivity (i.e., the Child Error Sensitivity Index) that relates to the ERN. Moreover, we review our work on parenting and the ERN, which suggests that harsh or critical parenting styles may potentiate the ERN in offspring. And, building on these findings, we discuss our recent work to develop novel, computerized intervention strategies to reduce the ERN and thereby risk for anxiety.

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Streamlined Prevention and Early Intervention for Pediatric Anxiety Disorders: A Randomized Controlled Trial

Cited by 10 publications

References 60 publications

Evidências científicas atuais sobre a eficácia da terapia cognitivo-comportamental no manejo da ansiedade infantil: uma revisão integrativa

Evidências científicas atuais sobre a eficácia da terapia cognitivo-comportamental no manejo da ansiedade infantil: uma revisão integrativa

Factors That Help and Hinder the Implementation of Digital Depression Prevention Programs: School-Based Cross-sectional Study

On the relationship between the error‐related negativity and anxiety in children and adolescents: From a neural marker to a novel target for intervention

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