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Learning to Cope: A CBT Evaluation Exploring Self-Reported Changes in Coping with Anxiety Among School Children Aged 5–7 Years

Published online by Cambridge University Press:  16 October 2018

Sylvia Ruocco Open the ORCID record for Sylvia Ruocco [Opens in a new window] ,
Nerelie C. Freeman  and
Louise A. McLean
Sylvia Ruocco*
Affiliation:
Faculty of Education, Monash University, Clayton, VIC, Australia, 3800
Nerelie C. Freeman
Affiliation:
Faculty of Education, Monash University, Clayton, VIC, Australia, 3800
Louise A. McLean
Affiliation:
Faculty of Education, Monash University, Clayton, VIC, Australia, 3800
*
Address for correspondence: Sylvia Ruocco, PO Box 1578, Mona Vale NSW 1660, Australia. Email: [email protected]
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Abstract

This study examined the effects of a school-based cognitive-behavioural group intervention for anxiety in young children, Get Lost Mr Scary, on child self-reported anxiety and coping skills. Participants included 65 children (Mage = 6.50 years, SDage = 0.75) drawn from 13 public primary schools located in Western Sydney, Australia. The children participated in seven weekly 1-hour Get Lost Mr Scary sessions, and their parents attended three information sessions. The pictorial semistructured Child Anxiety and Coping Interview (CACI) was used to elicit the children's self-report of their anxiety symptoms, emotions, coping strategies, and coping efficacy before and after the 7-week intervention. Although children rated their maladaptive coping strategies as helpful, the postintervention results indicated a significant decrease in the use of maladaptive strategies such as behavioural avoidance and an increase in adaptive cognitive strategies, particularly cognitive restructuring. Consistent with parent and teacher reports, child self-reports indicated a significant reduction in anxiety and negative emotional distress. The clinical implications of the findings are discussed.

Keywords

childrencoping strategiesanxietyearly interventionschoolcognitive behavioural therapy
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 35 , Issue 2 , December 2018 , pp. 67 - 87
Copyright
Copyright © Australian Psychological Society Ltd 2018 

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