# data[].attributes.body
Skills for Academic and Social Success
Skills for Academic and Social Success (SASS) is a school-based group CBT program for adolescents with social anxiety disorder. SASS focuses on gradual exposure, social skills, and peer generalization. SASS consists of 12 weekly 40-minute group sessions, two individual meetings, two parent meetings, two teacher meetings, four social events with outgoing peers, and two booster sessions.

Treatment Elements:

Social skills training

initiating and maintaining conversations, nonverbal behaviors and assertiveness

Graduated in vivo exposures to feared social situations are often integrated into the school environment

Individual meetings

focus on setting goals and problem solving any obstacles to treatment

Parent meetings

include psychoeducation, parenting strategies including preventing their child's avoidance, and rewarding non anxious behavior

Teacher meetings

focus on the goals of SASS, education regarding social anxiety and enlisting teachers' help with classroom exposures

Social events

to increase generalization of skills and exposure to real-world settings, the four social events are conducted with group members and outgoing peers together in settings adolescents often spend time in.

Herzig-Anderson, K., Colognori, D., Fox, J. K., Stewart, C. E., & Masia Warner, C. (2012). School-based anxiety treatments for children and adolescents. Child and adolescent psychiatric clinics of North America, 21(3), 655–668. https://doi.org/10.1016/j.chc.2012.05.006

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3399129/

# data[].attributes.body
Cognitive Restructuring:
One of the core components of CBT for child anxiety is cognitive restructuring of anxious cognitions. This requires the child to first explicitly recognize their "self-talk" and then to understand the links between self-talk and their symptoms.

A basic approach to cognitive restructuring:

1. Asking informational questions to identify the thought and find data to test the veracity of the thought.

2. Empathetic listening

3. Summarizing

4. Using synthesizing or analytical questions to help the child come to a new understanding.

Seligman, L. D., & Ollendick, T. H. (2011). Cognitive-behavioral therapy for anxiety disorders in youth. Child and adolescent psychiatric clinics of North America, 20(2), 217–238. https://doi.org/10.1016/j.chc.2011.01.003

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3091167/

# data[].attributes.headline
Research Supporting Cognitive Behavioral Therapy

# data[].attributes.subject
Research Supporting Cognitive Behavioral Therapy

# data[].attributes.body
Effects of group-based CBT on post-event processing in children with social anxiety disorder following an experimental social stressor
Theoretical models and previous research suggest that post-event processing (PEP) after social situations maintains social anxiety disorder (SAD). The current study suggests that negative PEP in children with SAD is most pronounced in the first days following social stress. Group-based CBT seems to be effective in building up positive cognitions after social stress in children.

Asbrand, J., Schmitz, J., Krämer, M., Nitschke, K., Heinrichs, N., & Tuschen-Caffier, B. (2019). Effects of group-based CBT on post-event processing in children with social anxiety disorder following an experimental social stressor. Journal of Abnormal Child Psychology, 47(12), 1945–1956. https://doi-org.ric.idm.oclc.org/10.1007/s10802-019-00558-x

https://link-springer-com.ric.idm.oclc.org/content/pdf/10.1007%2Fs10802-019-00558-x.pdf

# data[].attributes.body
Cognitive-Behavioral Intervention for Trauma in Schools
Cognitive-Behavioral Intervention for Trauma in Schools (CBITS) was designed to be implemented by mental health clinicians in an urban multicultural environment. CBITS is comprised of ten one-hour weekly group treatment sessions, one to three individual sessions, two optional parent education meetings, and one teacher education meeting.

Treatment Elements:

psychoeducation

relaxation

adaptive coping skills

cognitive restructuring techniques

graduated imaginal exposure to traumatic memories

processing of traumatic memories

social problem solving skills

Herzig-Anderson, K., Colognori, D., Fox, J. K., Stewart, C. E., & Masia Warner, C. (2012). School-based anxiety treatments for children and adolescents. Child and adolescent psychiatric clinics of North America, 21(3), 655–668. https://doi.org/10.1016/j.chc.2012.05.006

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3399129/

# data[].attributes.body
CBT paired with Motivational Enhancement Therapy (MET)
Motivational Enhancement Therapy (MET) is a type of evidence-based therapy that motivates adolescents internally to change their behavior. When MET is paired with group-based CBT, it is effective in changing an adolescent's behavior. This therapy uses discussion, coping strategies and motivational interviewing principles to help the youth initiate a plan to change his/her behavior and motivate the youth to follow through.

https://effectivechildtherapy.org/therapies/cognitive-behavioral-therapy/

# data[].attributes.body
Cool Kids
Cool Kids is a 12 week program that teaches children and their parents how to better manage the child's anxiety. The program aims to teach clear and practical skills to both the child and parents.

Program Goals:

reduce the symptoms and amount of life interference caused by anxiety

reduce avoidance

reduce family distress

increase confidence

improve peer relationships

increase engagement in extra-curricular activities

Essential Components:

psychoeducation

understanding the relevant components to treatment and their purpose

cognitive restructuring

parent skills

in-vivo exposure

social skills

improved coping strategies

developing a range of coping strategies such as relaxation and reducing poor coping such as drug-taking

Rapee, R. M. (2000). Group treatment of children with anxiety disorders: Outcome and predictors of treatment response. Australian Journal of Psychology, 52(3), 125-129. doi:10.1080/00049530008255379

https://www.cebc4cw.org/program/cool-kids/detailed

# data[].attributes.headline
Research Supporting Cognitive Behavioral Therapy

# data[].attributes.subject
Research Supporting Cognitive Behavioral Therapy

# data[].attributes.body
Cognitive behavioral therapy and metacognitive therapy: Moderators of treatment outcomes for children with generalized anxiety disorder
This study aimed to examine if CBT and MCT-c show differential effects in children with GAD. Results indicate that both CBT and MCT-c were highly effective in treatment of childhood GAD. However, subgroups of children with high symptom severity and social anxiety comorbidity showed trends of responding better to CBT.

Walczak, M., Breinholst, S., Ollendick, T., & Esbjørn, B. H. (2019). Cognitive behavior therapy and metacognitive therapy: Moderators of treatment outcomes for children with generalized anxiety disorder. Child Psychiatry and Human Development, 50(3), 449–458. https://doi-org.ric.idm.oclc.org/10.1007/s10578-018-0853-1

http://web.a.ebscohost.com.ric.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=23&sid=0ed74788-e69a-4c34-a227-ee79daa654a9%40sessionmgr4006

# data[].attributes.body
Research has shown that tailoring psychotherapy to incorporate and address cultural diversity leads to increased treatment effects and that culturally adapted psychotherapy is more effective than is unadapted treatment. Further, culturally competent and humble therapists play a significant role in treatment outcomes when they approach and treat their clients as individuals rather than based on generalizations of a given racial, ethnic, or cultural group. It is particularly helpful to ask anxious and depressed children and adolescents about their understanding of presenting problems and how their families view their fears and mood difficulties. Appreciating how clients' families view treatment can strengthen the therapeutic alliance and help family members to both accept treatment and become allies in it. Joining with clients in exploring possible cultural premises that may influence their problem and entertaining solutions that are culturally congruent is also recommended.

All materials recommended or used as a part of therapy, including books, websites, homework, or worksheets, need to be assessed with respect to their cultural sensitivity to all groups

Some clients may find "the miracle question" offensive or not understand it. Instead you could try:

"if we could do a magic trick..."

"if there were a scientific experiment that could solve our problems..."

Some cultural groups may be more familiar with breathing techniques and the use of imagery than are others.

Clients may have families that expect a high achievement level and relaxation could be negatively viewed as a waste of time.

Faced with such circumstances, therapists could reframe relaxation as "refueling" or "replenishing" to overcome the negative connotations.

Consoli, A. J., Blears, K., Bunge, E. L., Mandil, J., Sharma, H., & Whaling, K. M. (2018). Integrating culture, pedagogy, and humor in CBT with anxious and depressed youth. Practice Innovations, 3(2), 138–151. https://doi-org.ric.idm.oclc.org/10.1037/pri0000069

http://web.b.ebscohost.com.ric.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=2&sid=dae2071f-8aed-4e86-80bc-39cb0437e9d1%40pdc-v-sessmgr06

# data[].attributes.headline
Research Supporting Cognitive Behavioral Therapy

# data[].attributes.subject
Research Supporting Cognitive Behavioral Therapy

# data[].attributes.body
Changes in rejection and psychological control during parent-child interactions following CBT for children's anxiety disorder
This study examined changes in mothers' and fathers' rejection and psychological control during parent-child interactions after CBT, studying whether family CBT reduced rejection and psychological control. The study found that CBT for anxiety-disordered children can successfully reduce parents' rejection.

Van der Giessen, D., Colonnesi, C., & Bögels, S. M. (2019). Changes in rejection and psychological control during parent–child interactions following CBT for children’s anxiety disorder. Journal of Family Psychology, 33(7), 775–787. https://doi-org.ric.idm.oclc.org/10.1037/fam0000543

http://web.a.ebscohost.com.ric.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=10&sid=0ed74788-e69a-4c34-a227-ee79daa654a9%40sessionmgr4006

# data[].attributes.headline
Research Supporting Cognitive Behavioral Therapy

# data[].attributes.subject
Research Supporting Cognitive Behavioral Therapy

# data[].attributes.body
Does the treatment of anxiety in children with ADHD using CBT improve child and family outcomes?
The results from this study will provide evidence on whether treating comorbid anxiety in children with ADHD using a CBT approach leads to improvements in anxiety and/or broader functional outcomes.

Sciberras, E., Efron, D., Patel, P., Mulraney, M., Lee, K. J., Mihalopoulos, C., Engel, L., Rapee, R. M., Anderson, V., Nicholson, J. M., Schembri, R., & Hiscock, H. (2019). Does the treatment of anxiety in children with attention-deficit/hyperactivity disorder (ADHD) using cognitive behavioral therapy improve child and family outcomes? Protocol for a randomized controlled trial. BMC Psychiatry, 19. https://doi-org.ric.idm.oclc.org/10.1186/s12888-019-2276-3

http://web.a.ebscohost.com.ric.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=9&sid=0ed74788-e69a-4c34-a227-ee79daa654a9%40sessionmgr4006

# data[].attributes.body
Videoteleconferencing (VTC) methods have proved useful for extending the reach of services for individuals. This study compared VTC-delivered family based cognitive behavioral therapy versus clinic-based FB-CBT in the treatment of children ages 4-8 with OCD. Results indicate that treatment retention, engagement, alliance and satisfaction were high across conditions. Symptom trajectories and family accommodation across both conditions showed outcomes improving from baseline to posttreatment and continuing through follow-up. At post-treatment, 72.7% of Internet cases and 60% of clinic cases showed "excellent response." In conclusion, VTC methods may offer solutions to overcoming traditional barriers to care for early onset OCD.

Comer, J. S., Furr, J. M., Kerns, C. E., Miguel, E., Coxe, S., Elkins, R. M., Carpenter, A. L., Cornacchio, D., Cooper-Vince, C. E., DeSerisy, M., Chou, T., Sanchez, A. L., Khanna, M., Franklin, M. E., Garcia, A. M., & Freeman, J. B. (2017). Internet-delivered, family-based treatment for early-onset OCD: A pilot randomized trial. Journal of Consulting and Clinical Psychology, 85(2), 178–186. https://doi-org.ric.idm.oclc.org/10.1037/ccp0000155

http://web.b.ebscohost.com.ric.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=5&sid=dae2071f-8aed-4e86-80bc-39cb0437e9d1%40pdc-v-sessmgr06

# data[].attributes.body
School-based Intervention for Test Anxiety
This preventive intervention program consisted of four 30-minute sessions conducted over 4 weeks. The intervention was delivered as a whole class intervention. Consistent with the CBT intervention research, the intervention utilized key treatment components for anxiety disorders, which included psychoeducation, relaxation training, self-instruction, exposure to anxiety-provoking contexts, and skills training. Homework exercises (e.g., practice balloon breathing at home) were assigned at the end of each session to facilitate skill application.

Treatment Elements:

Session 1

children taught the relationship between thoughts, feelings and actions, and how to recognize the physiological symptoms of anxiety

learned and practiced balloon breathing (deep breathing)

Session 2

children taught to pay attention to how their body was feeling and use calming self-talk.

they learned to recall a special memory that helped them feel calm and good

practiced progressive muscle relaxation

Session 3

exposure was provided via imaginal desensitization

taught study skills to prepare for tests (e.g., preparing a timetable to complete homework and a revision schedule)

Session 4

children reviewed the skills learned and wrote down one thing they learned and one thing they could use for their examination in the following week

Yeo, L. S., Goh, V. G., & Liem, G. A. D. (2016). School-based intervention for test anxiety. Child & Youth Care Forum, 45(1), 1–17. https://doi-org.ric.idm.oclc.org/10.1007/s10566-015-9314-1

http://web.b.ebscohost.com.ric.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=3&sid=1005e6a4-82f3-4f20-b06c-9980658697bc%40pdc-v-sessmgr05