School-Based Treatment for Anxious African-American Adolescents: A Controlled Pilot Study

Ginsburg, Golda S.; Drake, Kelly L.

doi:10.1097/00004583-200207000-00007

Cited by 167 publications

(97 citation statements)

References 33 publications

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“…The studies by Manassis et al (2002); Mendlowitz et al (1999);and Wood, Piacentini, Southam-Gerow, Chu, and Sigman (2006) were classified as Type 2 because they lacked systematic followups. Baer and Garland (2005); Ginsburg and Drake (2002); Muris, Merckelbach, Holdrinet, and Sijsenaar (1998);and Muris, Meesters, and Gobel (2002) were classified as Type 2 because they did not meet the minimum sample size criteria (n ! 12 per condition) found by Kazdin and Bass (1989) for a medium effect size (Chambless & Hollon, 1998).…”

Section: Treatments For Phobic and Anxiety Disordersmentioning

confidence: 99%

“…In the case of school-based GCBT, this treatment also at first glance could be viewed as probably efficacious because there are at least two studies (i.e., Ginsburg & Drake, 2002; demonstrating its efficacy. However, each of these two studies lack sufficient statistical power, in that the treatment condition cell size TREATMENTS FOR PHOBIC AND ANXIETY DISORDERS was less than 12.…”

Section: Classification Of Psychosocial Treatments Based On Chamblessmentioning

confidence: 99%

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Evidence-Based Psychosocial Treatments for Children and Adolescents Exposed to Traumatic Events

Silverman

Ortiz

Viswesvaran

et al. 2008

Journal of Clinical Child & Adolescent Psychology

452

304

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Section: Treatments For Phobic and Anxiety Disordersmentioning

confidence: 99%

Section: Classification Of Psychosocial Treatments Based On Chamblessmentioning

confidence: 99%

Evidence-Based Psychosocial Treatments for Children and Adolescents Exposed to Traumatic Events

Silverman

Ortiz

Viswesvaran

et al. 2008

Journal of Clinical Child & Adolescent Psychology

452

304

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“…The location was unclear in the remaining studies. Psychologists were in the majority as the self-care support agent but they accounted for less than half (14/33) of the interventions; 48,69,73,83,84,91,101,102,118,119,[163][164][165]168,171,174 a range of specific (e.g. teachers and counsellors 39,90,93,110,113,136,170 ) and non-specific (e.g.…”

Section: Analysis Of the Qualitative Perceptions Datamentioning

confidence: 99%

“…Firstly, although the overall levels of satisfaction throughout are remarkably high in some instances (e.g. Barrington 2005; 48 Ginsburg 2002; 163 Harrington 1998; 74 Kendall 2008; 83 Masia-Warner 2007 91 ), there is satisfaction irrespective of whether the participants received the self-care support intervention or the control. Secondly, there were often differences in the CYP's ratings compared with the parent or teacher ratings, with the child or young person usually being less positive about the intervention than the parent or teacher (e.g.…”

Section: Analysis Of the Quantitative Perceptions Datamentioning

confidence: 99%

Developing a model of mental health self-care support for children and young people through an integrated evaluation of available types of provision involving systematic review, meta-analysis and case study

Pryjmachuk

Elvey

Kirk

et al. 2014

Health Services and Delivery Research

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BackgroundThe mental health of children and young people (CYP) is a major UK public health concern. Recent policy reviews have identified that service provision for CYP with mental health needs is not as effective, responsive, accessible or child-centred as it could be. Following on from a previous National Institute for Health Research (NIHR) study into self-care support for CYP with long-term physical health needs, this study explored self-care support’s potential in CYP’s mental health.ObjectivesTo identify and evaluate the types of mental health self-care support used by, and available to, CYP and their parents, and to establish how such support interfaces with statutory and non-statutory service provision.DesignTwo inter-related systematic literature reviews (an effectiveness review with meta-analysis and a perceptions review), together with a service mapping exercise and case study.SettingGlobal (systematic reviews); England and Wales (mapping exercise and case study).Participants (case study)Fifty-two individuals (17 CYP, 16 family members and 19 staff) were interviewed across six sites.Main outcome measures (meta-analysis)A measure of CYP’s mental health symptomatology.Data sources (literature reviews)MEDLINE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycINFO, All Evidence-Based Medicine (EBM) Reviews, Applied Social Sciences Index and Abstracts (ASSIA) and Education Resources Information Center (ERIC).Review methodsTitles and abstracts of papers were screened for relevance then grouped into studies. Two independent reviewers extracted data from studies meeting the inclusion criteria. A descriptive analysis and meta-analysis were conducted for the effectiveness review; descriptive analyses were conducted for the perceptions review. These analyses were integrated to elicit a mixed-methods review.ResultsSixty-five of 71 included studies were meta-analysable. These 65 studies elicited 71 comparisons which, when meta-analysed, suggested that self-care support interventions were effective at 6-month [standardised mean difference (SMD) = −0.20; 95% confidence interval (CI) −0.28 to −0.11] and 12-month (SMD = −0.12; 95% CI −0.17 to −0.06) follow-ups. However, judged against Cochrane criteria, the studies were mostly low quality. Key elements of self-care support identified in the perceptions review were the acquisition of knowledge and skills, peer support and the relationship with the self-care support agent; CYP also had different perceptions from adults about what is important in self-care support. The mapping exercise identified 27 providers of 33 self-care support services. According to the case study data, effective self-care support services are predicated on flexibility; straightforward access; non-judgemental, welcoming organisations and staff; the provision of time and attention; opportunities to learn and practise skills relevant to self-care; and systems of peer support.ConclusionsMental health self-care support interventions for CYP are modestly effective in the short to medium term. Self-care support can be conceptualised as a process which has overlap with ‘recovery’. CYP and their families want choice and flexibility in the provision of such interventions and a continued relationship with services after the nominal therapy period. Those delivering self-care support need to have specific child-centred attributes.Future workFuture work should focus on under-represented conditions (e.g. psychosis, eating disorders, self-harm); the role of technology, leadership and readiness in self-care support; satisfaction in self-care support; the conceptualisation of self-care support in CYP’s mental health; and efficacy and cost-effectiveness.Study registrationPROSPERO number (for the effectiveness review) CRD42012001981.FundingThe NIHR Health Services and Delivery Research programme.

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“…A recent pilot study has demonstrated the efficacy of Silverman's schoolbased group CBT intervention for anxiety in a small sample of low-income African American adolescents (Ginsburg & Drake 2002). In this study, some modifications were made to the manualized protocol to be culturally sensitive.…”

mentioning

confidence: 99%

State of the Science on Psychosocial Interventions for Ethnic Minorities

Miranda

Bernal

Lau

et al. 2005

Annu. Rev. Clin. Psychol.

492

409

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School-Based Treatment for Anxious African-American Adolescents: A Controlled Pilot Study

Cited by 167 publications

References 33 publications

Evidence-Based Psychosocial Treatments for Children and Adolescents Exposed to Traumatic Events

Evidence-Based Psychosocial Treatments for Children and Adolescents Exposed to Traumatic Events

Developing a model of mental health self-care support for children and young people through an integrated evaluation of available types of provision involving systematic review, meta-analysis and case study

State of the Science on Psychosocial Interventions for Ethnic Minorities

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