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A Longitudinal Study of Developmental Differences in Universal Preventive Intervention for Child Anxiety
Abstract
The present paper presents the results of a longitudinal study evaluating the effects of a universal school-based intervention for child anxiety at two developmental stages. The study involved a cohort of 733 children enrolled in grade 6 (n = 336, 45.6%) aged between 9 and 10 years, and grade 9 (n = 401, 54.4%) aged between 14 and 16 years. Participants were allocated to either a school-based cognitive-behavioural intervention or to a monitoring group, and completed standardised measures of anxiety, depression and coping style. Young people identified as “at risk” of an anxiety disorder were assessed for a clinical diagnosis with a structured diagnostic interview. Findings showed universal intervention as potentially successful in reducing symptoms of anxiety and increasing coping skills in children. Primary school children reported the greatest changes in anxiety symptoms, suggesting earlier preventive intervention was potentially more advantageous than later intervention. Developmental differences in anxiety, depression and coping strategies are discussed in addition to the implications and limitations of this study and directions for future research.
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Cited by
Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M., & Christensen, H. (2017) · Clinical Psychology Review · doi:10.1016/j.cpr.2016.10.005 · Cited by 773
“The current review also established that parents vary substantially in rates of participation in school-based prevention programs, with some studies reporting very poor parental attendance levels (e.g., Lock & Barrett, 2003).”
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“anxiety symptoms for intervention group females at posttest compared to males,(81,97) with one trial assessing this again at 12-month follow-up but indicating that the significant difference was not sustained.(81) One trial assessed difference in intervention effect by gender for”
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Metadata
- Authors
- Lock, S., & Barrett, P. M.
- Venue
- Behaviour Change
- Publisher
- Cambridge University Press (CUP)
- Published
- 2003-12-01
- Volume
- 20
- Issue
- 4
- Pages
- 183-199
- ISSN
- 0813-4839 (ISSN-L)
- 2049-7768
- OpenAlex
- W2166881764
- Cited by
- 166
- References
- 4
- FWCI
- 1.18
- Type
- journal article
- Language
- en
- Open access
- closed
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