The nature and treatment of childhood anxiety

Silverman, Wendy K.; Kearney, Christopher A.

doi:10.1007/bf01319936

Cited by 4 publications

(4 citation statements)

References 82 publications

(84 reference statements)

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“…) Although widely used with school refusers, self-report measures of fear and anxiety are not unproblematic. It has been suggested that their construct validity has yet to be demonstrated (Silverman & Kearney, 1991) and as such they may be better described as measures of '' negative affectivity '' (Watson & Clark, 1984). King et al (1995) also include depression within this superordinate construct, although they argue that comorbidity is not always present and thus anxiety, fear, and depression should continue as distinct constructs.…”

Section: Self-report Scalesmentioning

confidence: 99%

“…Despite their popularity, measures of childhood anxiety have yet to demonstrate significant clinical utility in devising effective treatment programmes (Silverman & Kearney, 1991) and measures that focus specifically upon the refusal context may provide to be more valuable. In line with their functional, rather than symptomatic, model of school refusal, Kearney and Silverman (1993) have devised the School Refusal Assessment Scale (SRAS).…”

Section: The Relationship Between Assessment and Treatmentmentioning

confidence: 99%

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Practitioner Review: School Refusal: Issues of Conceptualisation, Assessment, and Treatment

Elliott

1999

Child Psychology Psychiatry

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Developments in the assessment and treatment of school refusal have often been hampered by a failure to recognise its essentially heterogeneous nature. This paper provides a review of major conceptual complexities that have helped to undermine developments in clinical practice. In particular, it considers the distinction between school refusal and truancy, and school phobia and separation anxiety. Common approaches to the assessment and treatment of school refusal are outlined. Although behavioural and cognitive behavioural approaches are now widely accepted as central to treatment, it is increasingly recognised that individually tailored programmes, utilising a range of approaches, are most likely to prove successful. An approach focusing upon the functions, rather than the symptoms, of school refusal is advocated as having most promise for assessment and the subsequent formulation of individual prescriptive treatment.

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Section: Self-report Scalesmentioning

confidence: 99%

Section: The Relationship Between Assessment and Treatmentmentioning

confidence: 99%

Practitioner Review: School Refusal: Issues of Conceptualisation, Assessment, and Treatment

Elliott

1999

Child Psychology Psychiatry

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“…In an age when randomized control trials, which remain our gold standard, take more than 5 years to yield usable results, and the grant support for such work has decreased substantially, it is unlikely that research can be conducted to reflect every iteration of comorbidity within and between families of young children with DBDs will be feasible. There are, however, recommendations for more idiographic, functional models of assessment that may lend themselves quite well to further understanding for whom the potential cascading effects of BPT may be most beneficial (O’Brian, Haynes, & Kaholokula, 2016; Silverman & Kearney, 1991). In particular, the extent to which parent and/or child behavior, as well as parent-child interactions, are functioning to maintain and/or exacerbate internalizing symptomatology in children and/or depression in caregivers, as well as DBDs, may predict which families will be most likely to benefit from the secondary effects of BPT.…”

Section: Summary Future Directions and Clinical Implicationsmentioning

confidence: 99%

Cascading effects of BPT for child internalizing problems and caregiver depression

González

Jones

2016

Clinical Psychology Review

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Behavioral Parent Training (BPT) is the standard of care for early onset (3 to 8 years old) disruptive behavior disorders (DBDs). Preliminary evidence suggests that BPT may also produce cascading treatment effects for comorbid and interrelated symptomatology in children, primarily internalizing problems, as well as symptomatology in multiple systems of the family, including caregiver depressive symptomatology. What is less well understood, however, is why and how BPT functions to impact these multiple symptom clusters within and between family members. Accordingly, this manuscript aims to serve as a conceptual and theoretical consideration of the mechanisms through which BPT may produce generalized treatment effects among children with early onset DBDs and internalizing problems, as well as the psychosocial difficulties among their caregivers. It is our intention that the hypothesized mechanisms highlighted in this review may guide advances in clinical research, as well as assessment and practice.

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“…These four factors were the lime light of the research. The SRAS is 21 Nurture: Volume 9, Issue 1, 19-28, 2015 Online ISSN: 1994-1633/ Print ISSN: 1994- predicted on clinical and analysis proof that youngsters refuse or have problem in attending school for variety of various reasons related to negative and positive reinforcement (Silverman & Kearney, 1991). Permission was taken to use this scale by British Journal of Psychopathology.…”

Section: Instrumentmentioning

confidence: 99%

Factors Contributing to School Refusal among School Children

Mahmood¹,

Inam²,

Abiodullah

2015

NURTURE

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School refusal is critical problem for students' academic success. For some students, going to school is their biggest fear, which has become a growing concern over the years, not only for parents, but school personnel as well. The present study was aimed to find out the prevalence and causes of school refusal among school children. 120 students of grade 7 and 8 and their parents were taken as sample from the Sadiq Memorial and District Public School, Kasur through simple random sampling. School refusal assessment scale revised (SRAS-R) was used to evaluate the functional conditions of school refusal. Data was analyzed through frequency, percentage tables, analysis of variance (ANOVA) and independent sample t- test. The results indicated that boys experienced more refusal than boys. Major cause of school refusal was found to be more due to pursue attention from significant others. It is recommended that further research should be conducted to see the factors contributing to school refusal among school children.

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The nature and treatment of childhood anxiety

Cited by 4 publications

References 82 publications

Practitioner Review: School Refusal: Issues of Conceptualisation, Assessment, and Treatment

Practitioner Review: School Refusal: Issues of Conceptualisation, Assessment, and Treatment

Cascading effects of BPT for child internalizing problems and caregiver depression

Factors Contributing to School Refusal among School Children

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