Recent Advances in Intervention for Early Childhood Anxiety

2012 ◽  
Vol 22 (2) ◽  
pp. 157-172 ◽  
Author(s):  
Sarah A.J. Anticich ◽  
Paula M. Barrett ◽  
Robyn Gillies ◽  
Wendy Silverman
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Anxiety Disorders ◽  
Children And Adolescents ◽  
School Context ◽  
Developmentally Appropriate ◽  
Childhood Anxiety ◽  
Empirical Literature ◽  
Older Children ◽  
Developmental Parameters

Anxiety disorders in older children and adolescents have long been acknowledged as impairing, persistent and predictive of future anxiety and mood-related disorders. Until recently, however, anxiety in preschoolers and younger children has been regarded as relatively uncommon and within normal developmental parameters. Increasing evidence is suggestive that symptoms of anxiety in preschoolers parallel those in older children (Hirshfeld-Becker, Micco, Mazirsky, Bruett, & Henin, 2011) with this under-investigated area attracting increasing interest from researchers and clinicians alike. The present review summarises the empirical literature on early intervention and prevention programs for anxiety in young children (aged 3–7 years) with a specific focus on the application of such programs in the school context and implications for guidance counsellors, an improved understanding of which is critical for informing effective intervention. The studies reviewed demonstrate promising outcomes for anxiety; however, there is still a significant amount of work to be done in terms of our understanding of developmentally appropriate, family-focused and child-led models of anxiety and early intervention and prevention protocols.

scholarly journals Anxiety disorders in children and adolescents: aetiology, diagnosis and treatment

2016 ◽  
Vol 22 (5) ◽  
pp. 335-344 ◽  
Author(s):  
Aaron K. Vallance ◽  
Victoria Fernandez
Keyword(s):  
Anxiety Disorders ◽  
Children And Adolescents ◽  
Depressive Disorders ◽  
Developmentally Appropriate ◽  
Childhood Anxiety ◽  
Behavioural Therapy ◽  
Childhood Anxiety Disorders ◽  
Cognitive Behavioural ◽  
Increased Risk ◽  
The Individual

SummaryThe presentation of anxiety disorders in children and adolescents shares similarities and differences with that in adults, and may vary significantly, depending on the age of the individual. Assessment must differentiate anxiety disorders from developmentally appropriate fears as well as medical conditions and drugs that can mimic anxiety states. Aetiology of anxiety disorders in this group encompasses complex genetic and environmental influences. Additional insight into causation is provided by neuroimaging and research into temperament. Recommended interventions include both cognitive-behavioural therapy and pharmacology. Although childhood anxiety disorders generally remit, there remains an increased risk for anxiety and depressive disorders to emerge in adulthood, most likely through heterotypical continuity.

scholarly journals The Relationship Between Worry and Dimensions of Anxiety Symptoms in Children and Adolescents

2016 ◽  
Vol 45 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Jonathan Rabner ◽  
Nicholas D. Mian ◽  
David A. Langer ◽  
Jonathan S. Comer ◽  
Donna Pincus
Keyword(s):  
Anxiety Disorder ◽  
Anxiety Disorders ◽  
Regression Model ◽  
Children And Adolescents ◽  
Separation Anxiety ◽  
Child Anxiety ◽  
Age Groups ◽  
Separation Anxiety Disorder ◽  
Older Children ◽  
The Relationship

Background: Worry is a common feature across many anxiety disorders. It is important to understand how and when worry presents from childhood to adolescence to prevent long-term negative outcomes. However, most of the existing studies that examine the relationship between worry and anxiety disorders utilize adult samples. Aims: The present study aimed to assess the level of worry in children and adolescents and how relationships between worry and symptoms of separation anxiety disorder (SAD) and social anxiety disorder (Soc) may present differently at different ages. Method: 127 children (age 8–12 years) and adolescents (age 13–18 years), diagnosed with any anxiety disorder, presenting at a child anxiety out-patient clinic, completed measures of worry, anxiety and depression. Results: Worry scores did not differ by age group. Soc symptoms were significantly correlated with worry in both age groups; however, SAD symptoms were only significantly correlated with worry in younger participants. After the inclusion of covariates, SAD symptoms but not Soc symptoms remained significant in the regression model with younger children, and Soc symptoms remained significant in the regression model with older children. Conclusions: The finding that worry was comparable in both groups lends support for worry as a stable construct associated with anxiety disorders throughout late childhood and early adolescence.

scholarly journals Scared but loving it: Children's enjoyment of fear as a diagnostic marker of anxiety?

2008 ◽  
Vol 25 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Linda Gilmore ◽  
Marilyn Campbell
Keyword(s):  
Anxiety Disorders ◽  
Diagnostic Marker ◽  
Childhood Anxiety ◽  
Theme Park ◽  
Older Children ◽  
Ghost Stories ◽  
Childhood Disorders ◽  
Co Morbidity ◽  
Initial Identification

AbstractChildhood fears of objects and events such as spiders, monsters and earthquakes are common, universal and sometimes distressing. At the same time, many children seem to enjoy the thrill of scary ghost stories, ghoulish films, and terrifying theme park rides. It is estimated that around 18% of children are excessively fearful. Although anxiety disorders represent the most common psychopathology in childhood, identification can be difficult because of the diagnostic overlap and co-morbidity of anxiety with other childhood disorders. The present study investigated enjoyment of fear as a potential diagnostic marker of childhood anxiety in a sample of 220 children aged 6-12 years and their parents. Many children reportedly enjoyed scary experiences, with boys and older children displaying greater enjoyment. Children whose parents rated them as excessively anxious experienced significantly less enjoyment of fear. The paper considers possible explanations for this finding and concludes that failure to enjoy scary activities may represent a useful diagnostic marker in the initial identification of childhood anxiety.

Building the Case for Brief Psychointerventions in the Treatment of Specific Phobias in Children and Adolescents

2008 ◽  
Vol 25 (4) ◽  
pp. 191-200 ◽  
Author(s):  
Natalie Flatt ◽  
Neville King
Keyword(s):  
Anxiety Disorders ◽  
Children And Adolescents ◽  
Peer Relations ◽  
Exposure Therapy ◽  
Childhood Anxiety ◽  
Controlled Trials ◽  
Childhood Anxiety Disorders ◽  
Cognitive Behavioural ◽  
Specific Phobias ◽  
Behavioural Therapies

AbstractSpecific phobias are one of the most prevalent childhood anxiety disorders. Research suggests that phobias in children, such as animal or situational phobias, lead to significant impairments in peer relations, social and academic competence. Hence it is imperative to treat phobias within children and adolescents early to avoid more serious, engrained symptoms later in the lifespan. This review focuses on traditional exposure-based cognitive–behavioural therapies, and the more recent one-session exposure therapy for phobia treatment (Ost, 1987), a procedure that has only begun to be administered to children. Further, controlled trials evaluating the efficacy of 1-session exposure therapy with phobic children are urgently required. We also address challenges for researchers using psycho-education to control nonspecific treatment effects.

The Diagnostic Interview Schedule for Children, Adolescents, and Parents: Initial Reliability and Validity Data

1999 ◽  
Vol 16 (3) ◽  
pp. 155-164 ◽  
Author(s):  
Sally Johnson ◽  
Paula M. Barrett ◽  
Mark R. Dadds ◽  
Tara Fox ◽  
Alison Shortt
Keyword(s):  
Anxiety Disorders ◽  
Children And Adolescents ◽  
Discriminant Validity ◽  
Reliability And Validity ◽  
Childhood Anxiety ◽  
Diagnostic Interview ◽  
Self Report ◽  
Interview Schedule ◽  
Validity Data ◽  
Diagnostic Interview Schedule

AbstractThis study evaluated the psychometric properties of the Diagnostic Interview Schedule for Children, Adolescents and Parents (DISCAP; Holland & Dadds, 1995), for DSM-IV anxiety disorders in children and adolescents. Two studies were conducted to examine the reliability and validity of the DISCAP. In the first study, the DISCAP and the Youth Self Report (YSR; Achenbach, 1991c) were administered to 120 nonclinical adolescents aged 12 through to 14 years. In the second study, the DISCAP and Child Behaviour Checklist (CBCL; Achenbach, 1991b) were administered to parents of 57 clinical children and adolescents aged 6 through to 16 years. Inter-rater reliability data was collected, and both concurrent and discriminant validity of the DISCAP were assessed against the YSR and CBCL. Inter-rater agreements for primary diagnoses were high, and rating scale data supported the concurrent and discriminant validity of the DISCAP diagnoses. Results suggest that the DISCAP can be used to facilitate reliable and valid diagnoses of childhood anxiety disorders.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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