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Recent Advances in Intervention for Early Childhood Anxiety

Published online by Cambridge University Press:  14 December 2012

Sarah A.J. Anticich ,
Paula M. Barrett ,
Robyn Gillies  and
Wendy Silverman
Sarah A.J. Anticich*
Affiliation:
University of Queensland, Australia
Paula M. Barrett
Affiliation:
University of Queensland, Australia
Robyn Gillies
Affiliation:
University of Queensland, Australia
Wendy Silverman
Affiliation:
Florida International University, Florida
*
address for correspondence: Sarah Anticich, 38 Eliza Street, Clayfield QLD 4011. Email [email protected]
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Abstract

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.

Keywords

childanxietypreventionearly interventionbehavioural inhibition
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 22 , Special Issue 2: The promotion of mental health and wellbeing in children and adolescents , December 2012 , pp. 157 - 172
Copyright
Copyright © The Authors 2012

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