Evaluating the real-world effectiveness of a cognitive behavior therapy-based transdiagnostic program for emotional problems in children in a regular school setting

Abstract

Background: The present study examined the real-world effectiveness of a transdiagnostic prevention programme, Super Skills for Life (SSL), among children with emotional problems in regular school settings. SSL is based on the principles of Cognitive Behaviour Therapy (CBT), behavioural activation, and social skills training. Methods: Participants were 205 children, aged 8 to 12 years, who were referred by their teachers as having significant emotional problems. All the children completed measures of emotional and behavioural problems and self-esteem, both before and after participating in SSL, and at six months after the intervention. The children's parents and class teachers also completed a questionnaire that measures children's general difficulties and positive attributes.Children also gave a 2-minute speech task in front of the video in sessions 1 and 8. Results:There was agreement among self, parent, and teacher report, showing significant decreases of emotional symptoms from pretest to posttest and pretest to follow-up. Main effect of gender was significant for anxiety symptoms, emotional problems, peer problems, and prosocial behavior. Video analysis of the 2-minute speech task showed significant improvement in length of eye gaze, vocal quality, length of speech, manifestation of comfort, and conversational flow. However, hypothesized increases in self-esteem, did not act as mediator of change in pre-to post-anxiety symptoms or social phobia subscale scores. Limitations:The present study used an open clinical trial design. Conclusions:This study provides initial support for the effectiveness of the manual-guided CBT for emotional problems in regular school settings when delivered by school services staff.

One-Year follow-up effects of a cognitive behavior therapy-based transdiagnostic program for emotional problems in young children: A school-based cluster-randomized controlled trial

“…The program comprises two resource materials: the facilitators' manual and a workbook for the children which contains all the activities and homework. The facilitator's manual contains structured steps on how to deliver SSL; a recent study by Essau et al (2019) indicated that SSL can be delivered effectively by SSL-trained professionals with a wide range of expertise and disciplines (e.g., social work, counselling, teaching). The methodology used for learning techniques/skills varied (e.g., reading and individual or group exercises, social performances thorough videotaped role-playing, video feedback with prior cognitive preparation, and homework) together with continuous reinforcement, ensuring that the children receive positive experiences during the sessions.…”

A 12-month follow-up of a transdiagnostic indicated prevention of internalizing symptoms in school-aged children: the results from the EMOTION study

“…Crossover effects from prevention programs that focus exclusively on either anxiety or depression further support the idea of targeting both symptom categories with the same intervention [18]. There are few studies of such interventions for youth, but the results to date are generally promising [19][20][21][22]. In addition, there are studies that focus on the prevention of both anxiety and depression without using the term "transdiagnostic"; one example is the Aussie Optimism; Positive Thinking Skills Program for the prevention of depression and anxiety in school-aged children.…”

Effects of a transdiagnostic cognitive behaviour therapy-based programme on the natural course of anxiety symptoms in adolescence

“…Several studies have shown the effectiveness of SSL in reducing anxiety and depressive symptoms, and in enhancing self-esteem among children (Essau et al, 2014(Essau et al, , 2019. No studies have been conducted using the adolescent version of SSL.…”