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The COVID-19 pandemic is a public health crisis that continues to impact individuals worldwide. While children may be less susceptible to severe medical complications, they are nonetheless vulnerable to stress and anxiety associated with the pandemic. However, current understanding of psychological functioning and potential strategies to mitigate distress amid a pandemic is naturally limited. Consequently, this article is an attempt to fill that gap. Existing literature on pandemics, health-related anxieties, intolerance of uncertainty, and psychopathological sequelae is summarized within the context of the COVID-19 outbreak. Conclusions from the empirical data and emerging theoretical models are reviewed and synthesized. Finally, several potentially engaging and effective examples of developmentally appropriate interventions targeting intolerance of uncertainty and health-related anxieties in pediatric patients during the peri-and post-pandemic periods are described.

This article addresses the theoretical conceptualization of depressive typology proposed by Blatt (1974) by analyzing selected items on the Depressive Experiences Questionnaire (DEQ) in a 21-item modified version. Items were selected by judges and by factor loading criteria to be most theoretically characteristic of the dimensions they are meant to represent: anaclitic and introjective depression. Two independent samples, a female inpatient sample and a female college sample, were used. Principal components analysis of these 21 items revealed only 5 anaclitic items and 7 introjective items that loaded on their respective factors for both samples. Inspection of these items suggests that the anaclitic depressive experience is characterized by discomfort with interpersonal separation, whereas the introjective experience is characterized by negative self-evaluation with respect to self-imposed standards. Other putative aspects of these two depressive dimensions were not supported by this study; particularly, guilt and self-blame were not associated with introjective depression.

Empirically supported treatments (EST) hold much promise in relieving psychological distress and dysfunction. However, various obstacles to effective training and clinical practice have truncated dissemination efforts. One such obstacle is the perceived applicability of EST procedures to raw world clinical practice. This article proposes a rubric for supervision that emphasizes case conceptualization, the use of immediacy in session, tolerating negative affect, harvesting open attitudes, cultural responsiveness, and technical proficiency. Several specific training strategies and supervisory processes are recommended.