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A meta-analytic review on the prevention of symptoms of anxiety in children and adolescents
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“Although meta-analytic reviews have found that differences in indicated interventions are more evident at post-test and smaller at follow-ups (e.g., Hugh-Jones et al., 2021;Teubert & Pinquart, 2011), our data reveal that indicated, brief transdiagnostic programs may produce significant effects, which persist at follow-up and after a booster session.”
From Effectiveness of a transdiagnostic indicated preventive intervention for adolescents at high risk for anxiety and depressive disorders (2024) · cites this paper as Teubert & Pinquart, 2011
In the citing paper
“Past reviews/meta-analyses have examined only prevention14–16 or only treatment.17–21”
From Six decades of preventing and treating childhood anxiety disorders: a systematic review and meta-analysis to inform policy and practice (2019) · cites this paper as [15]
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Katzman, M. A., Bleau, P., Blier, P., Chokka, P., Kjernisted, K., Van Ameringen, M., & the Canadian Anxiety Guidelines Initiative Group on behalf of the Anxiety Disorders Association of Canada/Association Canadienne des troubles anxieux and McGill University (2014) · BMC Psychiatry · doi:10.1186/1471-244x-14-s1-s1 · Cited by 1,090
“programs (administered to children demonstrating highly anxious symptoms) [1183,1184] demonstrate benefits, but indicated programs are associated with larger effect sizes than universal programs [1181].”
BackgroundCraske, M. G., Stein, M. B., Eley, T. C., Milad, M. R., Holmes, A., Rapee, R. M., & Wittchen, H.-U. (2017) · Nature Reviews Disease Primers · doi:10.1038/nrdp.2017.24 · Cited by 652
Topper, M., Emmelkamp, P. M. G., Watkins, E., & Ehring, T. (2017) · Behaviour Research and Therapy · doi:10.1016/j.brat.2016.12.015 · Cited by 254
Yap, M. B. H., Morgan, A. J., Cairns, K., Jorm, A. F., Hetrick, S. E., & Merry, S. (2016) · Clinical Psychology Review · doi:10.1016/j.cpr.2016.10.003 · Cited by 242
Panza, M. J., Graupensperger, S., Agans, J. P., Doré, I., Vella, S. A., & Evans, M. B. (2020) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.2019-0235 · Cited by 202
“During the crucial developmental period of adolescence, symptoms of both anxiety and depression are widespread (Teubert & Pinquart, 2011).”
BackgroundPrevention of eating disorders: A systematic review of randomized, controlled trials
Watson, H. J., Joyce, T., French, E., Willan, V., Kane, R. T., Tanner‐Smith, E. E., McCormack, J., Dawkins, H., Hoiles, K. J., & Egan, S. J. (2016) · International Journal of Eating Disorders · doi:10.1002/eat.22577 · Cited by 199
Overview of Meta-Analyses of the Prevention of Mental Health, Substance Use, and Conduct Problems
Sandler, I. N., Wolchik, S. A., Cruden, G., Mahrer, N. E., Ahn, S., Brincks, A. M., & Brown, C. H. (2014) · Annual Review of Clinical Psychology · doi:10.1146/annurev-clinpsy-050212-185524 · Cited by 184
“We identified two meta-analyses of programs for preventing anxiety in youth (Fisak et al. 2011, Teubert & Pinquart 2011) and one meta-analysis of programs to prevent anxiety in college CP10CH10-Sandler ARI 12 February 2014 8:31 students (Regehr et al. 2013).”
BackgroundInfluentialA neurofeedback video game (MindLight) to prevent anxiety in children: A randomized controlled trial
Schoneveld, E. A., Malmberg, M., Lichtwarck-Aschoff, A., Verheijen, G. P., Engels, R. C. M. E., & Granic, I. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.05.005 · Cited by 174
Rapee, R. M. (2013) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12048 · Cited by 187
Ginsburg, G. S., Drake, K. L., Tein, J.-Y., Teetsel, R., & Riddle, M. A. (2015) · American Journal of Psychiatry · doi:10.1176/appi.ajp.2015.14091178 · Cited by 162
“, a universal prevention approach) (9, 10).”
BackgroundMorgan, A. J., Rapee, R. M., Salim, A., Goharpey, N., Tamir, E., McLellan, L. F., & Bayer, J. K. (2017) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1016/j.jaac.2017.02.010 · Cited by 146
“moderate in size relative to controls, consistent with other anxiety prevention programs delivered to children at greater risk.(12) The number needed to treat to achieve a reliable response or to prevent an anxiety disorder was approximately 6-7.”
BackgroundResultOnline parent programs for children’s behavioral problems: a meta-analytic review
Thongseiratch, T., Leijten, P. H. O., & Meléndez‐Torres, G. J. (2020) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-020-01472-0 · Cited by 153
Scholten, H., Malmberg, M., Lobel, A., Engels, R. C. M. E., & Granic, I. (2016) · PLoS ONE · doi:10.1371/journal.pone.0147763 · Cited by 116
“Research on indicated anxiety prevention programs generally show small to moderate effect sizes [53,58].”
BackgroundMoreno-Peral, P., Conejo-Cerón, S., Rubio-Valera, M., Fernández, A., Navas-Campaña, D., Rodríguez-Morejón, A., Motrico, E., Rigabert, A., Luna, J. D. D., Martín-Pérez, C., et al. (2017) · JAMA Psychiatry · doi:10.1001/jamapsychiatry.2017.2509 · Cited by 115
Adverse childhood experiences and the associations with depression and anxiety in adolescents
Lee, H. Y., Kim, I., Nam, S., & Jeong, J. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.104850 · Cited by 109
Topper, M., Emmelkamp, P. M. G., & Ehring, T. (2010) · Applied and Preventive Psychology · doi:10.1016/j.appsy.2012.03.001 · Cited by 95
Ahlen, J., Lenhard, F., & Ghaderi, A. (2015) · The Journal of Primary Prevention · doi:10.1007/s10935-015-0405-4 · Cited by 95
“Other meta-analyses (Fisak et al., 2011; Stice et al., 2009; Teubert & Pinquart, 2011) have reported larger effect sizes for interventions delivered by psychologists.”
BackgroundMethodResultInfluentialRasing, S. P. A., Creemers, D. H. M., Janssens, J. M. A. M., & Scholte, R. H. J. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01066 · Cited by 88
“These programs have shown mixed results in reducing and preventing depression and anxiety symptoms (Horowitz and Garber, 2006; Sheffield et al., 2006; Fisak et al., 2011; Teubert and Pinquart, 2011; Merry et al., 2012; Hetrick et al., 2016).”
BackgroundCardamone-Breen, M. C., Jorm, A. F., Lawrence, K. A., Rapee, R. M., Mackinnon, A. J., & Yap, M. B. H. (2018) · Journal of Medical Internet Research · doi:10.2196/jmir.9499 · Cited by 75
“Some reviews have found selective or indicated programs to be more effective (eg, [28,97-99]), whereas others have found no significant differences between the approaches (eg, [23,37,100]).”
BackgroundHaugland, B. S. M., Haaland, V. Ø., Baste, V., Bjaastad, J. F., Hoffart, A., Rapee, R. M., Raknes, S., Himle, J. A., Husabø, E. B., & Wergeland, G. J. (2020) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1016/j.jaac.2019.12.003 · Cited by 92
Martinsen, K. D., Rasmussen, L. P., Wentzel‐Larsen, T., Holen, S., Sund, A. M., Løvaas, M. E. S., Patras, J., Kendall, P. C., Waaktaar, T., & Neumer, S. (2018) · Journal of Consulting and Clinical Psychology · doi:10.1037/ccp0000360 · Cited by 80
“The positive effect of the EMOTION intervention on childreported anxious symptoms is in accordance with previous research in which children with anxious symptoms benefited from CBT (e.g., Teubert & Pinquart, 2011).”
ResultGulley, L. D., Hankin, B. L., & Young, J. F. (2015) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-015-9997-7 · Cited by 79
“Anxiety Depression and anxiety are debilitating emotional disorders with significant implications for cognitive, interpersonal, and occupational functioning, as well as physical health (Bistricky et al. 2011; Teubert and Pinquart 2011).”
Hugh-Jones, S., Beckett, S., Tumelty, E., & Mallikarjun, P. (2021) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-020-01564-x · Cited by 66
Schwartz, C., Barican, J. L., Yung, D., Zheng, Y., & Waddell, C. (2019) · Evidence-Based Mental Health · doi:10.1136/ebmental-2019-300096 · Cited by 63
Larose, S., Duchesne, S., Litalien, D., Denault, A., & Boivin, M. (2018) · Research in Higher Education · doi:10.1007/s11162-018-9538-7 · Cited by 67
Stoll, R. D., Piña, A., Gary, K. A., & Amresh, A. (2017) · Cognitive and Behavioral Practice · doi:10.1016/j.cbpra.2016.11.002 · Cited by 64
“Despite progress, effect sizes for anxiety prevention are relatively small to moderate, often attenuating over time (Fisak, Richard, & Mann, 2011; Teubert & Pinquart, 2011).”
BackgroundRecent advances in the prevention of mental disorders
Mendelson, T., & Eaton, W. W. (2018) · Social Psychiatry and Psychiatric Epidemiology · doi:10.1007/s00127-018-1501-6 · Cited by 69
“For instance, one review [33, 51] found no difference in effect size as a function of whether professionals versus school personnel delivered interventions to prevent anxiety, whereas another [50] reported that professionals were more effective than lay providers.”
Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities
Alesi, M. (2014) · Journal of Psychological Abnormalities in Children · doi:10.4172/2329-9525.1000125 · Cited by 62
“Moreover, epidemiological research reveal that the most typical sub-type of anxiety during medium childhood is school anxiety as well as depression now days starts earlier [69,70].”
BackgroundMorgan, A. J., Rapee, R. M., & Bayer, J. K. (2016) · Internet Interventions · doi:10.1016/j.invent.2016.05.001 · Cited by 64
“This is an open access article under programs are targeted towards children at greater risk (Teubert and Pinquart, 2011).”
BackgroundChen, Y., Li, X., Pan, B., Wang, B., Jing, G., Liu, Q., Li, Y., Bing, Z., Yang, K., Han, X., et al. (2019) · Aging & Mental Health · doi:10.1080/13607863.2019.1704219 · Cited by 57
Bennett, K., Manassis, K., Duda, S., Bagnell, A., Bernstein, G. A., Garland, E. J., Miller, L. D., Newton, A., Thabane, L., & Wilansky, P. (2015) · Depression and Anxiety · doi:10.1002/da.22400 · Cited by 45
“Teubert and Pinquart[34] pooled 65 eligible RCTs of any anxiety prevention intervention irrespective of prevention type (i.e., universal, selective/indicated), intervention content (e.g., CBT or non-CBT), and control group (i.e., passive or active) and reported a small, statistically significant effect on anxiety symp…”
BackgroundMethodInfluentialPrevention of Anxiety Disorders
Lau, E. X., & Rapee, R. M. (2011) · Current Psychiatry Reports · doi:10.1007/s11920-011-0199-x · Cited by 55
Kim, I., Galván, A., & Kim, N. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.105885 · Cited by 51
Åhlén, J., Hursti, T. J., Tanner, L., Tokay, Z., & Ghaderi, A. (2017) · Prevention Science · doi:10.1007/s11121-017-0821-1 · Cited by 39
“This is also consistent with the results of recent metaanalyses which have found larger effects of interventions administered by mental health professionals compared to school personnel both regarding anxiety (Teubert and Pinquart 2011) and depression (Stice et al. 2009).”
BackgroundResultInfluentialvan Starrenburg, M. L. A., Kuijpers, R., Kleinjan, M., Hutschemaekers, G. J. M., & Engels, R. C. M. E. (2016) · Prevention Science · doi:10.1007/s11121-016-0725-5 · Cited by 43
Fernández‐Martínez, I., Orgilés, M., Morales, A., Espada, J. P., & Essau, C. A. (2019) · Journal of Affective Disorders · doi:10.1016/j.jad.2019.11.002 · Cited by 40
Prevention of mental disorders and promotion of competence
Greenberg, M. T., & Riggs, N. R. (2015) · Wiley eBooks · doi:10.1002/9781118381953.ch17 · Cited by 37
Comorbidity of mental and physical disorders
(2014) · Key Issues in Mental Health · doi:10.1159/isbn.978-3-318-02604-7 · Cited by 37
Lowe, P. A. (2015) · Journal of Psychoeducational Assessment · doi:10.1177/0734282915580763 · Cited by 35
“Children and adolescents with anxiety experience difficulties with academics, attention, self-regulation, interpersonal relationships, and self-esteem (Semple, Lee, Rosa, & Miller, 2010; Tuebert & Pinquart, 2011), making school success more challenging for these individuals.”
BackgroundMartinsen, K. D., Rasmussen, L. P., Wentzel‐Larsen, T., Holen, S., Sund, A. M., Pedersen, M. L., Løvaas, M. E. S., Patras, J., Adolfsen, F., & Neumer, S. (2021) · BMC Psychology · doi:10.1186/s40359-021-00511-y · Cited by 43
“School-based universal prevention programs that target anxious and depressive symptoms in youth generally produce small positive effects [31].”
BackgroundCaldwell, D. M., Davies, S. R., Thorn, J. C., Palmer, J. C., Caro, P., Hetrick, S. E., Gunnell, D., Anwer, S., López-López, J. A., French, C. E., et al. (2021) · Public Health Research · doi:10.3310/phr09080 · Cited by 41
Garcia-Lopez, L.-J., Jimenez-Vazquez, D., Muela-Martinez, J.-A., Piqueras, J. A., Espinosa-Fernandez, L., Canals-Sans, J., Vivas-Fernandez, M., Morales-Hidalgo, P., Diaz-Castela, M.-M., Rivera, M., et al. (2024) · Current Psychology · doi:10.1007/s12144-023-05421-3 · Cited by 34
“…have found that differences in indicated interventions are more evident at post-test and smaller at follow-ups (e.g., Hugh-Jones et al., 2021; Teubert & Pinquart, 2011), our data reveal that indicated, brief transdiagnostic programs may produce significant effects, which persist at follow-up…”
Culturally adapted transdiagnostic CBT for SSRI resistant Turkish adolescents: A pilot study.
Acarturk, Z. C., Abuhamdeh, S., Jalal, B., Ünaldı, N., Alyanak, B., Çetinkaya, M., Gülen, B., & Hinton, D. E. (2018) · American Journal of Orthopsychiatry · doi:10.1037/ort0000310 · Cited by 31
“Among adolescents, prevalence rates of anxiety disorders range from 4% to 25% (Teubert & Pinquart, 2011) and for depressive disorders from 0.4% to 8.3% (Taylor & Montgomery, 2007).”
BackgroundInfluentialAdvances in Prevention Science: A Developmental Psychopathology Perspective
Toth, S. L., Petrenko, C. L. M., Gravener, J. A., & Handley, E. D. (2016) · Wiley eBooks · doi:10.1002/9781119125556.devpsy416 · Cited by 30
Schoneveld, E. A., Wols, A., Lichtwarck‐Aschoff, A., Otten, R., & Granic, I. (2020) · Journal of Child and Family Studies · doi:10.1007/s10826-020-01728-y · Cited by 31
Shelemy, L., Harvey, K., & Waite, P. (2020) · Mental Health & Prevention · doi:10.1016/j.mhp.2020.200182 · Cited by 31
Orgilés, M., Fernández‐Martínez, I., Espada, J. P., & Morales, A. (2019) · Anxiety Stress & Coping · doi:10.1080/10615806.2019.1645836 · Cited by 27
Ayano, G., Betts, K. S., Maravilla, J. C., & Alati, R. (2020) · Child Psychiatry & Human Development · doi:10.1007/s10578-020-00989-4 · Cited by 26
Maratos, F. A., Wood, W., Cahill, R., Hernández, Y. A. T., Matos, M., & Gilbert, P. (2024) · Mindfulness · doi:10.1007/s12671-024-02303-y · Cited by 25
“…most frequent psychiatric disorders in children and adolescents (Kowalchuk et al., 2022), and have an adverse effect on psychosocial functioning (Teubert & Pinquart, 2011), school attendance (Allen et al., 2018) and school performance/academic achievement (Essau et al., 2000; Ialongo et al.,…”
Rappo, G., Alesi, M., & Pepi, A. (2016) · European Journal of Developmental Psychology · doi:10.1080/17405629.2016.1239578 · Cited by 24
“…obtained in previous studies which generally reported rates of anxiety falling in a normative distribution: most children followed a stable trajectory over time characterized by low or average levels of fear, while a minority followed a stable high fear trajectory (Teubert & Pinquart, 2011).”
BackgroundResultHaugland, B. S. M., Raknes, S., Haaland, A. T., Wergeland, G. J., Bjaastad, J. F., Baste, V., Himle, J., Rapee, R. M., & Hoffart, A. (2017) · Trials · doi:10.1186/s13063-017-1831-9 · Cited by 34
“32 [26], we expect a somewhat larger effect size compared to WLC since we have included an intervention that has shown moderate to large effect sizes in previous studies when delivered as treatment or as a targeted preventive school intervention [31–33].”
BackgroundMethodResultInfluentialDevelopmental Epidemiology of Pediatric Anxiety Disorders
Warner, E. N., Ammerman, R. T., Glauser, T. A., Pestian, J. P., Agasthya, G. A., & Strawn, J. R. (2023) · Child and Adolescent Psychiatric Clinics of North America · doi:10.1016/j.chc.2023.02.001 · Cited by 24
Nauta, M. H., Festen, H., Reichart, C. G., Nolen, W. A., Stant, A. D., Bockting, C., van der Wee, N. J., Beekman, A. T. F., DORELEIJERS, T. A. H., Hartman, C. A., et al. (2012) · BMC Psychiatry · doi:10.1186/1471-244x-12-31 · Cited by 23
“Anxiety and mood disorders in childhood and adolescence not only have a high impact on present functioning [2,3], but are also associated with long-term negative consequences [4,5].”
BackgroundEffect of a School-Based Anxiety Prevention Program among Primary School Children
Ghaffar, S. F. A., Sidik, S. M., Ibrahim, N., Awang, H., & Rampal, L. R. G. (2019) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph16244913 · Cited by 21
Sousa, V., Silva, P., Romão, A. M., & Coelho, V. (2023) · Journal of Youth and Adolescence · doi:10.1007/s10964-023-01840-4 · Cited by 17
Vivas-Fernandez, M., Garcia-Lopez, L.-J., Piqueras, J. A., Muela-Martinez, J.-A., Canals-Sans, J., Espinosa-Fernandez, L., Jimenez-Vazquez, D., Diaz-Castela, M. D. M., Morales-Hidalgo, P., Rivera, M., et al. (2023) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/s13034-023-00616-9 · Cited by 20
“Meta-analytic reviews have found that the benefits of preventive interventions tend to diminish at follow-ups [54, 100], so it is imperative to analyze the potential of these selective preventive interventions over the longer term.”
BackgroundUmegaki, Y., Nakagawa, A., Watkins, E. R., & Mullan, E. (2021) · Cognitive and Behavioral Practice · doi:10.1016/j.cbpra.2021.01.003 · Cited by 20
Rickard, N. S., Chin, T., CROSS, D. S., Hattie, J., & Vella‐Brodrick, D. (2023) · Oxford Review of Education · doi:10.1080/03054985.2023.2211254 · Cited by 37
“…programmes (Tobler et al., 2000), and programmes led by mental health professionals were found to be more effective than those led by teachers for a range of mental health outcomes (Calear & Christensen, 2010; Fisak et al., 2011; Stice et al., 2009; Teubert & Pinquart, 2011; Tobler et al., 2000).”
Backgroundvan Starrenburg, M. L. A., Kuijpers, R., Hutschemaekers, G. J. M., & Engels, R. C. M. E. (2013) · BMC Psychiatry · doi:10.1186/1471-244x-13-183 · Cited by 24
“Prevalence rates of anxiety disorders in children vary widely from 5% to 23% due to differences in measurements, target groups and recognition of the problems [1-3].”
BackgroundInfluentialThe ‘long-term’ effects of universal school-based anxiety prevention trials: A systematic review
Waldron, S. M., Stallard, P. N., Grist, R. M., & Hamilton-Giachritsis, C. E. (2018) · Mental Health & Prevention · doi:10.1016/j.mhp.2018.04.003 · Cited by 21
“Our findings are broadly consistent with the general anxiety prevention literature, which has tended to demonstrate that programs do have small-moderate prevention effect sizes (Teubert & Pinquart, 2011) and can be delivered in schools (Barrett & Pahl, 2006).”
BackgroundResultInfluentialThe Next Step in Integrated Care: Universal Primary Mental Health Providers
Williams, A. A. (2019) · Journal of Clinical Psychology in Medical Settings · doi:10.1007/s10880-019-09626-2 · Cited by 20
School‐based targeted prevention compared to specialist mental health treatment for youth anxiety
Fjermestad, K. W., Wergeland, G. J., Rogde, A., Bjaastad, J. F., Heiervang, E. R., & Haugland, B. S. M. (2020) · Child and Adolescent Mental Health · doi:10.1111/camh.12366 · Cited by 20
“A common criticism of prevention programs is that they are associated with small effect sizes compared to control groups (Teubert & Pinquart, 2011).”
BackgroundAhlen, J., Lenhard, F., & Ghaderi, A. (2019) · The Behavior Therapist · doi:10.1016/j.beth.2018.05.003 · Cited by 14
Kennedy, P., Rooney, R. M., Kane, R. T., Hassan, S., & Nesa, M. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00504 · Cited by 18
“This is not surprising given that many children develop well without receiving an intervention (Teubert and Pinquart, 2011).”
InfluentialNehmy, T. J., & Wade, T. D. (2014) · Mental Health & Prevention · doi:10.1016/j.mhp.2014.11.002 · Cited by 21
Moreno-Peral, P., Cerón, S. C., Luna, J. D. D., King, M., Nazareth, I., Martín-Pérez, C., Fernández-Alonso, C., Ballesta-Rodríguez, M. I., Fernández, A., Aiarzagüena, J. M., et al. (2020) · British Journal of General Practice · doi:10.3399/bjgp20x714041 · Cited by 18
Urao, Y., Yoshinaga, N., Asano, K., Ishikawa, R., Tano, A., Sato, Y., & Shimizu, E. (2016) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/s13034-016-0091-x · Cited by 19
“Therefore, in order to firmly secure evidence of long-term anxiety prevention, it is necessary to demonstrate the long-term effectiveness of this programme clearly by using longer follow-up periods [10, 51] and to conduct cohort research analysing the prevalence rate of mental health disorders such as anxiety disorder…”
BackgroundMethodNature and psychological management of anxiety disorders in youth
Rapee, R. M. (2015) · Journal of Paediatrics and Child Health · doi:10.1111/jpc.12856 · Cited by 23
Therriault, D., Lane, J. M., Houle, A., Dupuis, A., Gosselin, P., Thibault, I., Dionne, P., Morin, P., & Dufour, M. (2022) · Psychology in the schools (Print) · doi:10.1002/pits.22836 · Cited by 15
Bastounis, A., Callaghan, P., Lykomitrou, F., Aubeeluck, A., & Michail, M. (2017) · School Mental Health · doi:10.1007/s12310-017-9230-7 · Cited by 16
Aydın, S., Crone, M. R., Siebelink, B. M., Vermeiren, R. R. J. M., Numans, M. E., & Westenberg, P. M. (2020) · BMJ Open · doi:10.1136/bmjopen-2019-035799 · Cited by 18
Moreno-Peral, P., Bellón, J. Á., Motrico, E., Campos-Paíno, H., Gómez, C. M., Ebert, D. D., Buntrock, C., Roca, M., & Cerón, S. C. (2020) · Journal of Anxiety Disorders · doi:10.1016/j.janxdis.2020.102317 · Cited by 14
Ginsburg, G. S., Drake, K. L., Winegrad, H., Fothergill, K. E., & Wissow, L. S. (2015) · Child & Youth Care Forum · doi:10.1007/s10566-015-9320-3 · Cited by 16
“Specifically, data from meta-analyses report average effect sizes in prevention studies to be closer to d = 0.2 (Fisak et al. 2011; Teubert and Pinquart 2011).”
InfluentialCulturally Adapted Preventive Interventions for Children and Adolescents
Gonzales, N. A., Lau, A. S., Murry, V. M., Piña, A., & Barrera, M. (2016) · Wiley eBooks · doi:10.1002/9781119125556.devpsy417 · Cited by 17
“In another meta-analysis, Teubert and Pinquart (2011) found signi!cant effect sizes on anxiety at posttest (about .22 for symptoms and .23 for diagnoses) and follow-up (about .19 for symptoms and .32 for diagnoses) as well as signi!cant variations of program effects, giving targeted programs an…”
BackgroundPreventing the Onset of Anxiety Disorders in Offspring of Anxious Parents: A Six-Year Follow-up
Ginsburg, G. S., Tein, J., & Riddle, M. A. (2020) · Child Psychiatry & Human Development · doi:10.1007/s10578-020-01080-8 · Cited by 14
Piña, A., Holly, L. E., Zerr, A. A., & Rivera, D. E. (2014) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2014.888667 · Cited by 14
“…posttest (about .22 for symptoms and .23 for diagnoses) and follow-up (about .19 for symptoms and .32 for diagnoses) along with variations in program effects giving targeted programs an advantage over universal programs (.32 vs. .12 at posttest, .23 vs. .15 at follow-up; Teubert & Pinquart, 2011).”
BackgroundTurgeon, L., & Gosselin, M.-J. (2016) · Éducation et francophonie · doi:10.7202/1034484ar · Cited by 23
Vivas-Fernández, M., López, L. J. G., Piqueras, J. A., Fernández, L. E., Muela-Martínez, J. A., Jiménez-Vázquez, D., Díaz-Castela, M. D. M., & Ehrenreich, J. T. (2023) · Child Psychiatry & Human Development · doi:10.1007/s10578-023-01638-2 · Cited by 14
“…quality of life, emotional regulation, cognitive flexibility and anxiety and depressive symptoms, maintaining the same gains found in previous phases of the study [36] and in contrast with research which concluded that the effect of preventive interventions tend to decrease over time [64, 65].”
Protective Factors for Adverse Childhood Experiences: The Role of Emotion Regulation and Attachment
Tanner, M. A., & Francis, S. E. B. (2025) · Journal of Child and Family Studies · doi:10.1007/s10826-024-02989-7 · Cited by 30
“Anxiety disorders have a signi fi cant in fl uence on physical health, social and interpersonal functioning, and cognition (Teubert & Pinquart, 2011).”
Morgan, A. J., Rapee, R. M., Tamir, E., Goharpey, N., Salim, A., McLellan, L. F., & Bayer, J. K. (2015) · Trials · doi:10.1186/s13063-015-1022-5 · Cited by 14
“This effect size is the mean found in interventions designed to prevent anxiety in children and adolescents [57], and this sample size allows for an attrition rate of approximately 20 % at the final follow-up.”
BackgroundUrao, Y., Yoshida, M., Koshiba, T., Sato, Y., Ishikawa, S., & Shimizu, E. (2018) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/s13034-018-0240-5 · Cited by 15
“Children and adolescents with anxiety symptoms and disorders suffer from considerable adverse effects on their psychosocial functioning [4].”
BackgroundUrao, Y., Ohira, I., Koshiba, T., Ishikawa, S., Sato, Y., & Shimizu, E. (2021) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/s13034-021-00374-6 · Cited by 13
Matthews, T. A., Shao, H., Forster, M., & Kim, I. (2024) · Journal of Affective Disorders · doi:10.1016/j.jad.2024.07.121 · Cited by 13
Child anxiety prevention study: impact on functional outcomes
Pella, J. E., Drake, K. L., Tein, J.-Y., & Ginsburg, G. S. (2017) · Child Psychiatry & Human Development · doi:10.1007/s10578-016-0667-y · Cited by 12
“Although the negative impact of elevated anxiety on children’s social lives is well documented, Teubert and Pinquart [12] reported mixed levels of effect sizes regarding prevention studies effects on social competence (-.08 to .15).”
BackgroundInfluentialRad, H. S., Goodarzi, H., Bahrami, L., & Abolghasemi, A. (2023) · The Behavior Therapist · doi:10.1016/j.beth.2023.08.005 · Cited by 15
Rooney, T., Sharpe, L., Todd, J., Michalski, S. C., Ryckeghem, D. M. L. V., Crombez, G., & Colagiuri, B. (2024) · Clinical Psychology Review · doi:10.1016/j.cpr.2024.102436 · Cited by 18
Yani, D. I., Chua, J. Y. X., Wong, J. C. M., Pikkarainen, M. A., & Shorey, S. (2024) · International Journal of Mental Health Nursing · doi:10.1111/inm.13494 · Cited by 14
Cognitive behavioral therapy for adolescents with 22q11.2 deletion syndrome
Fjermestad, K. W., Vatne, T. M., & Gjone, H. (2015) · Advances in Mental Health and Intellectual Disabilities · doi:10.1108/amhid-05-2014-0017 · Cited by 10
Effect of early intervention for anxiety on sleep outcomes in adolescents: a randomized trial
Haugland, B. S. M., Hysing, M., Hoffart, A., Haaland, V. Ø., Bjaastad, J. F., Wergeland, G. J., & Baste, V. (2021) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-021-01795-6 · Cited by 12
“On average, early intervention studies on youth anxiety demonstrate small effect sizes [44].”
BackgroundThorlacius, Ö., & Gudmundsson, E. H. (2018) · School Mental Health · doi:10.1007/s12310-018-9296-x · Cited by 12
Comparing Universal and Targeted Delivery of a Mindfulness-Based Program for Anxiety in Children
Etherington, V., & Costello, S. (2018) · Journal of Psychologists and Counsellors in Schools · doi:10.1017/jgc.2018.22 · Cited by 10
“Social and emotional learning programs have been found to decrease levels of anxiety symptoms and reduce the number of students experiencing clinically significant anxiety disorders (Durlak et al., 2011; Payton et al., 2008; Teubert & Pinquart, 2011).”
BackgroundResultVartiainen, A., Kuvaja-Köllner, V., Rantsi, M., Rissanen, E., Luntamo, T., Kurki, M., Sourander, A., & Kankaanpää, E. (2021) · Child and Adolescent Mental Health · doi:10.1111/camh.12505 · Cited by 9
Zhu, Y., & Deng, W. (2023) · PLoS ONE · doi:10.1371/journal.pone.0282220 · Cited by 15
“, the ability to notice negative thinking patterns) [49].”
Zhou, S., Creswell, C., Košir, U., & Reardon, T. C. (2025) · Clinical Psychology Review · doi:10.1016/j.cpr.2025.102548 · Cited by 11
Pirnia, B., Tabatabaei, S. K. R., Pirkhaefi, A., & Soleimani, A. (2017) · Iranian Journal of Psychiatry and Clinical Psychology · doi:10.29252/nirp.ijpcp.23.2.136 · Cited by 8
Arianpoor, A., & Khayoon, H. M. (2021) · Journal of Facilities Management · doi:10.1108/jfm-04-2021-0043 · Cited by 7
Lee, H. Y., Kim, I., & Kim, J. (2024) · Child Psychiatry & Human Development · doi:10.1007/s10578-024-01726-x · Cited by 7
“Such anxiety and depression in adolescence can exert a profound impact on various aspects of individuals’ lives (e.g., interpersonal relationships, social functioning, and psychological and physical well-being) in a negative way [2, 3].”
Temperament in Youth Internalizing Disorders
Dodd, H. F., Hudson, J. L., & Rapee, R. M. (2017) · Wiley eBooks · doi:10.1002/9781118877142.ch31 · Cited by 10
Caldwell, D. M., Palmer, J. C., Webster, K. E., Davies, S. R., Hughes, H., Rona, J., Churchill, R. C., Hetrick, S. E., & Welton, N. J. (2025) · Prevention Science · doi:10.1007/s11121-025-01786-y · Cited by 4
“This approach approximates subgroup analyses in Lawrence et al. (2017), Stockings et al. (2016), Teubert (2011), and Ssegonja et al. (2019).”
Cheng, M., Rooney, R. M., Kane, R. T., Hassan, S., & Baughman, N. (2018) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2018.00183 · Cited by 6
“Generally, effect sizes are larger for targeted than universal programs (24, 25, 27, 28).”
Background
Metadata
- Venue
- Journal of Anxiety Disorders
- Publisher
- Elsevier BV
- Published
- 2011-12
- Volume
- 25
- Issue
- 8
- Pages
- 1046-1059
- ISSN
- 0887-6185 (ISSN-L)
- OpenAlex
- W2482449541
- Cited by
- 154
- References
- 0
- Citations by year
- 2026: 1 · 2025: 7 · 2024: 12 · 2023: 14 · 2022: 4 · 2021: 10 · 2020: 18 · 2019: 11 · 2018: 14 · 2017: 16 · 2016: 13 · 2015: 13 · 2014: 14 · 2013: 2 · 2012: 2
- FWCI
- 8.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Anxiety Disorders (publishedVersion)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Mental Health Treatment and Access
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Keywords
- adolescent depression, depression prevention, cognitive behavioral therapy, interpersonal psychotherapy, economic intervention, community-based psychotherapy, low- and middle-income countries, treatment effectiveness, access to mental health care
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