Assessment of childhood anxiety

Langley, Audra K.; Bergman, R. Lindsey; Piacentini, John

doi:10.1080/09540260220132626

Cited by 45 publications

(28 citation statements)

References 95 publications

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“…Hypothesized correlations between anxiety, depression, PTSD, delinquency, age, and somaticism scores were also observed in the current sample (Bernstein et al, 1997;Essau et al, 2000;Langley et al, 2002;Last et al, 1987;Newman et al, 1996;Nutt et al, 2006) It should also be noted that whilst a potential strength of the study (in terms of minimising missing data and children's understanding of questionnaire items), verbally administering questionnaires via interviewers is a non-standard method for administration of the RCMAS. This is also the case for the Children's Depression Inventory (Short Form), the Child PTSD Checklist, and the Child Behavior Checklist.…”

Section: Discussionmentioning

confidence: 98%

Performance of the Revised Children’s Manifest Anxiety Scale in a Sample of Children and Adolescents from Poor Urban Communities in Cape Town

Boyes

Cluver

2013

European Journal of Psychological Assessment

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The Revised Children’s Manifest Anxiety Scale (RCMAS) is regularly used with South African children, although its performance in this context has yet to be empirically evaluated. This study assessed the basic psychometric properties of the RCMAS using data collected in a large study examining the mental health of children and adolescents living in poor urban communities around Cape Town. Reliability of the full-scale was good, and the predicted relationships between anxiety, depression, PTSD, delinquency, age, sex, and somaticism scores offered evidence of construct validity. However, the reliabilities for the physiological, worry/oversensitivity, and concentration subscales were low, and confirmatory factor analysis revealed the hypothesized three-factor model did not adequately fit the data. Exploratory analyses suggested a four-factor solution consisting of social evaluation, worry, affective responses, and physiological symptoms/sleep disturbance factors. Further confirmatory research examining this four-factor structure is needed. Given the continued use of the RCMAS in South Africa, these findings provide an important first step in establishing its reliability and validity for use with South African youth; however, scores obtained on the three subscales should be interpreted with caution and further detailed psychometric evaluation of the RCMAS in South African samples is clearly required.

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Section: Discussionmentioning

confidence: 98%

Performance of the Revised Children’s Manifest Anxiety Scale in a Sample of Children and Adolescents from Poor Urban Communities in Cape Town

Boyes

Cluver

2013

European Journal of Psychological Assessment

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“…Rating scales and their items are generally inflexible, do not allow for probing of answers (Langley et al 2002), and may be vulnerable to misinterpretation. To better understand internalizing symptoms in this population, future studies may consider comparing results of rating scales to those of more indepth structured clinical interviews which allow for probing and clarifications (Boyle et al 1997).…”

Section: Strengths Limitations and Future Researchmentioning

confidence: 99%

Anxiety and Depression in Children with HFASDs: Symptom Levels and Source Differences

Lopata

Toomey

Fox

et al. 2010

J Abnorm Child Psychol

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The purpose of this study was to: (1) examine symptom levels of anxiety and depression in children with high-functioning autism spectrum disorders (HFASDs) compared with matched control children using child self-reports and parent ratings; and (2) examine source differences within the two condition groups. An overall multivariate effect indicated significantly elevated depression and anxiety symptoms for children with HFASDs based on parent reports; however no significant between-group differences based on child self-reports. Within-condition source comparisons (parent vs. child) revealed a significant multivariate effect indicating a significant difference in symptoms of depression and anxiety for the HFASD group but none for the control. Correlations between parent and child reports for the HFASD group suggested some positive association between child-reports and parent-reports for depressive symptoms only; however, the difference in average scores reflected a substantial discrepancy in the magnitude of symptoms by rater. Implications for clinical assessment and future research are provided.

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“…Therefore, the child and adolescent therapist assesses both the child or adolescent and other relevant parties (generally including at least one of the parents) and subsequently amalgamates both reports, even when those reports diverge (e.g., Ollendick and Hovey 2010;Silverman and Ollendick 2008). Information from each assessment method and source is then to be analyzed in order to arrive at a clinical diagnosis with consideration of differential diagnoses (For more information on assessment see Essau and Ollendick 2009;Langley et al 2002;Silverman and Ollendick 2008).…”

Section: Conducting a Thorough Assessmentmentioning

confidence: 99%

A Model of Therapist Competencies for the Empirically Supported Cognitive Behavioral Treatment of Child and Adolescent Anxiety and Depressive Disorders

Sburlati

Schniering

Lyneham

et al. 2011

Clin Child Fam Psychol Rev

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While a plethora of cognitive behavioral empirically supported treatments (ESTs) are available for treating child and adolescent anxiety and depressive disorders, research has shown that these are not as effective when implemented in routine practice settings. Research is now indicating that is partly due to ineffective EST training methods, resulting in a lack of therapist competence. However, at present, the specific competencies that are required for the effective implementation of ESTs for this population are unknown, making the development of more effective EST training difficult. This study therefore aimed to develop a model of therapist competencies for the empirically supported cognitive behavioral treatment of child and adolescent anxiety and depressive disorders using a version of the well-established Delphi technique. In doing so, the authors: (1) identified and reviewed cognitive behavioral ESTs for child and adolescent anxiety and depressive disorders, (2) extracted therapist competencies required to implement each treatment effectively, (3) validated these competency lists with EST authors, (4) consulted with a panel of relevant local experts to generate an overall model of therapist competence for the empirically supported cognitive behavioral treatment of child and adolescent anxiety and depressive disorders, and (5) validated the overall model with EST manual authors and relevant international experts. The resultant model offers an empirically derived set of competencies necessary for effectively treating children and adolescents with anxiety and depressive disorders and has wide implications for the development of therapist training, competence assessment measures, and evidence-based practice guidelines for working with this population. This model thus brings us one step closer to bridging the gap between science and practice when treating child and adolescent anxiety and depression.

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Assessment of childhood anxiety

Cited by 45 publications

References 95 publications

Performance of the Revised Children’s Manifest Anxiety Scale in a Sample of Children and Adolescents from Poor Urban Communities in Cape Town

Performance of the Revised Children’s Manifest Anxiety Scale in a Sample of Children and Adolescents from Poor Urban Communities in Cape Town

Anxiety and Depression in Children with HFASDs: Symptom Levels and Source Differences

A Model of Therapist Competencies for the Empirically Supported Cognitive Behavioral Treatment of Child and Adolescent Anxiety and Depressive Disorders

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