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Journal articles on the topic "FRIENDS anxiety program"
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Rose, Heather, Lynn Miller, and Yvonne Martinez. "“Friends for Life”: The Results of a Resilience-Building, Anxiety-Prevention Program in a Canadian Elementary School." Professional School Counseling 12, no. 6 (August 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200612.
Full textAbstract:
The purpose of the study in this article was to replicate past findings showing the effectiveness of a cognitive, behavioral resilience-building/anxiety-prevention program, “FRIENDS for Life.” The results of the controlled study of two Grade 4 classrooms in Canada (N = 52) indicate that all children reported reduced levels of anxiety regardless of receiving the FRIENDS program. Limitations of the study are discussed and future research concerning school counseling programs using evidence-based approaches is highlighted.
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Barrett, Paula, Brian Fisak, and Marita Cooper. "The Treatment of Anxiety in Young Children: Results of an Open Trial of the Fun FRIENDS Program." Behaviour Change 32, no. 4 (September 18, 2015): 231–42. http://dx.doi.org/10.1017/bec.2015.12.
Full textAbstract:
Background: Preschool-aged children exhibit a relatively high prevalence rate of anxiety disorders, and the course of these disorders is often chronic. However, surprisingly few studies have focused on the treatment of anxiety in this age group. In response to this limitation, the purpose of the current study was to examine the effectiveness of an open trial of the Fun FRIENDS (FF) program, a downward extension of the FRIENDS programs for preschool-aged children (5–7 years), in a community clinic setting. Method: The sample included 31 children diagnosed with an anxiety disorder. Treatment consisted of 10 weekly sessions administered in a group format. Parents also received two information sessions. Child anxiety, behavioural inhibition, and resiliency were assessed at preintervention, immediate postintervention, and at 12-month follow-up. Results: Significant decreases in child anxiety and shyness and improvements on measures of resiliency were observed following the completion of treatment. Conclusions: The results of this study provide support for the effectiveness of the Fun FRIENDS program as a treatment for anxiety in young children. Further, this study adds to the relatively small body of research focused on the use of CBT to treat anxiety disorders in this population.
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van der Mheen, Malindi, Jeroen S. Legerstee, Gwendolyn C. Dieleman, Manon H. J. Hillegers, and Elisabeth M. W. J. Utens. "Cognitive Behavioural Therapy for Anxiety Disorders in Young Children: A Dutch Open Trial of the Fun FRIENDS Program." Behaviour Change 37, no. 1 (October 30, 2019): 1–12. http://dx.doi.org/10.1017/bec.2019.16.
Full textAbstract:
AbstractAnxiety disorders in young children are highly prevalent and increase the risk of social, school, and familial problems, and also of psychiatric disorders in adolescence and adulthood. Nevertheless, effective interventions for this age group are lacking. One of the few available interventions is the Fun FRIENDS program. We examined whether young children with anxiety disorders showed less anxiety after participating in Fun FRIENDS. Twenty-eight clinically anxious children (4–8 years old) participated in the cognitive behavioural Fun FRIENDS program. The program consists of 12 weekly 1.5-hour sessions and was provided in groups of 3 to 5 children. At preintervention and direct postintervention, parents completed the Anxiety Disorders Interview Schedule for Children and Child Behavior Checklist. Clinically and statistically significant decreases were found in number of anxiety disorders, symptom interference, emotional and behavioural problems, internalising problems, and anxiety problems. The decrease in anxious/depressed problems and externalising problems was not significant. Furthermore, higher preintervention anxiety levels predicted more treatment progress, whereas sex and age did not. The Dutch version of Fun FRIENDS is promising in treating anxiety disorders in young children. Randomised controlled trials are needed to draw definite conclusions on the effectiveness of Fun FRIENDS in a clinical setting.
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Barrett, Paula M., and Kristine M. Pahl. "School-Based Intervention: Examining a Universal Approach to Anxiety Management." Australian Journal of Guidance and Counselling 16, no. 1 (July 1, 2006): 55–75. http://dx.doi.org/10.1375/ajgc.16.1.55.
Full textAbstract:
AbstractAnxiety disorders are among the most common mental health problems affecting children and adolescents. Current estimates indicate that 1 in 5 children or 4 to 6 students within a classroom of 30 children are at risk for developing an anxiety disorder (Boyd, Kostanski, Gullone, Ollendick, & Shek, 2000). Of these children, many will not receive clinical intervention. The school environment is the optimal setting to address this issue and to minimise the risk and prevent the development of anxiety disorders. This article examines the importance of early intervention and prevention within the school setting through an examination of the risk and protective factors of anxiety and the comparability of three approaches to prevention in schools — selective, indicated, and universal approaches. All three prevention approaches are discussed along with the advantages and disadvantages of each. The applicability of the universal approach to prevention is discussed in relation to the FRIENDS for Life (FRIENDS) program (Barrett, 2004, 2005) and its implementation within schools. The FRIENDS program is an evidence-based, cognitive–behavioural anxiety program for children and youth. It is the only evidence-based program endorsed by the World Health Organization as an effective program for the prevention and treatment of anxiety and depression in children and youth.
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Farrell, Lara J., Paula M. Barrett, and Susanne Claassens. "Community Trial of an Evidence-Based Anxiety Intervention for Children and Adolescents (the FRIENDS Program): A Pilot Study." Behaviour Change 22, no. 4 (December 1, 2005): 236–48. http://dx.doi.org/10.1375/bech.22.4.236.
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AbstractThe aim of the current pilot study was to examine the effectiveness of the FRIENDS program (a cognitive–behavioural intervention for children and adolescents with anxiety) within a community-based clinic in Brisbane, Australia. A total of 18 children participated in the study and completed the FRIENDS program at Pathways Health and Research Centre, an innovative research-based psychology clinic for children, adolescents and families. All participants either met criteria for an anxiety disorder (N = 11) or were experiencing subclinical symptoms of anxiety (N = 7) before commencing the intervention. Before and following treatment, participants were assessed using a diagnostic interview and completed a number of self-report questionnaires. Results indicated that 73% of the participants who met criteria for an anxiety disorder before the intervention were diagnosis-free following treatment. Positive treatment effects were also found for questionnaire data, indicating that there were significant reductions on self-report levels of anxiety and depression following treatment. The outcome of this research suggests that the FRIENDS program is an effective treatment for children with anxiety, and results from this community trial replicate findings from controlled treatment trials.
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Mostert, Jemona, and Helene Loxton. "Exploring the Effectiveness of the FRIENDS Program in Reducing Anxiety Symptoms Among South African Children." Behaviour Change 25, no. 2 (June 1, 2008): 85–96. http://dx.doi.org/10.1375/bech.25.2.85.
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AbstractThe prevalence of anxiety symptoms among South African children is reported to be significantly higher than in other parts of the world. The need for an effective anxiety prevention and early intervention program for use with South African children is urgently needed. The aim of the present study was therefore to determine whether the Australian FRIENDS program could effectively reduce the anxiety symptoms, as measured by the Spence Children's Anxiety scale (SCAS), among a sample of South African children from low socioeconomic background. The program evaluation employed a quasi-experimental, nonequivalent control group design that followed participants (N = 46) over a course of 10 months. Within group effects and between group effects revealed that the FRIENDS program had little statistically significant postintervention effect on the anxiety symptoms of this sample, but had significant effects in the longer term, at 4 months and 6 months follow-up. The implications of these results for the South African context are discussed.
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Lowry-Webster, Hayley M., Paula M. Barrett, and Mark R. Dadds. "A Universal Prevention Trial of Anxiety and Depressive Symptomatology in Childhood: Preliminary Data from an Australian Study." Behaviour Change 18, no. 1 (April 1, 2001): 36–50. http://dx.doi.org/10.1375/bech.18.1.36.
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AbstractThis paper describes the development and preliminary findings of a program designed to prevent the development of anxiety and depressive symptoms in children aged 10 to 13 years. Using a universal prevention approach, a total of 594 children were randomly assigned on a class-by-class basis to either a 10-session family group CBT program (FRIENDS) routinely implemented as part of the school curriculum, or to a comparison group. Pre-post intervention changes were examined universally, and for children who scored above the clinical cut-off for anxiety at pretest. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms, regardless of their risk status, than the comparison group at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced improvements at posttest. Overall, these preliminary results appear to support the benefits of a school-based universal cognitive-behavioural intervention program. Implications of this study are discussed, and long-term follow-up measures are currently underway.
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Gallegos-Guajardo, Julia, Norma A. Ruvalcalba-Romero, Ania Chávez-Amavizca, and Paula Barrett. "Evaluation of the Fun FRIENDS program with a sample of Mexican children." Pensando Psicología 16, no. 1 (May 20, 2020): 1–21. http://dx.doi.org/10.16925/2382-3984.2020.01.03.
Full textAbstract:
Introduction: Anxiety symptoms in young children can have negative consequences such as the deterioration of family and interpersonal functioning, and may lead to the development of an anxiety disorder; therefore, the importance of prevention.
Objective: The aim of this study was to evaluate the effectiveness of the Fun FRIENDS program in the reduction of children’s anxiety symptoms and the promotion of emotional and behavioral competences as a protective factor in a sample of Mexican children.
Methodology: The participants included 49 children from the first grade at elementary school along with their teachers. The program was implemented by teachers as twelve consecutive one-week sessions conducted in the classroom. The outcome was measured with a pretest-posttest quasi-experimental design. Measures included the Preschool Anxiety Scale (PAS), for parents, Behavioral and Emotional Rating Scale (BERS-2), for parents, and Strengths and Difficulties Questionnaire (SDQ), for parents and teachers.
Results: Findings showed a decrease in the subscale of separation anxiety of the PAS, an increase in the interpersonal, intrapersonal and affective strengths subscales of the BERS-2, and an increase in prosocial behavior as measured by the SDQ.
Conclusions: Results indicate promise for the effectiveness of the Fun FRIENDS program as an early intervention program based on the promotion of resilience for Mexican children.
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St.Onge, Jennifer Rose, Robert Stephenson, and Bindu Senthil Kumar. "Validation of the FRIENDS Anxiety Prevention Program for Children in Canada." Canadian Journal of Community Mental Health 35, no. 3 (December 2016): 25–40. http://dx.doi.org/10.7870/cjcmh-2016-036.
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Zwaanswijk, Marieke, and Mia P. Kösters. "Children's and Parents’ Evaluations of ‘FRIENDS for Life’, an Indicated School-Based Prevention Program for Children With Symptoms of Anxiety and Depression." Behaviour Change 32, no. 4 (September 18, 2015): 243–54. http://dx.doi.org/10.1017/bec.2015.13.
Full textAbstract:
There is evidence that the school-based program FRIENDS for Life is effective in preventing childhood anxiety and depression. Effectiveness is, however, not the only prerequisite for successful implementation. Participants’ evaluation of a prevention program may provide suggestions about how to fine-tune it to fit the needs of the target population. This study investigated children's and parents’ evaluations of the Dutch version of FRIENDS for Life. Forty-four participants of FRIENDS for Life (9–13 years) participated in online focus groups and 38 parents were interviewed in 2011–2012. Questions concerned the general opinion about the program, its perceived effectiveness and group atmosphere, and suggestions for program improvement. Most children (95.5%) and parents (65.8%) evaluated the program positively, and the majority (61.4% and 76.3%) thought that it had been useful in changing the child's behaviour. Children and parents expressed complementary views about the behaviours the child had learned. Some children (38.6%) expressed negative opinions about the program. Parents’ attendance at parent meetings was low (31.6–36.8%). Considered together with the growing evidence of the effectiveness of FRIENDS for Life, we concluded that it can be successfully implemented as an indicated prevention program in primary schools for children who show symptoms of anxiety or depression. Efforts could be made to increase parents’ involvement in the program.
Dissertations / Theses on the topic "FRIENDS anxiety program"
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Kavanagh, Candice. "Effects of the FRIENDS for Life Program on Anxiety, School Functioning, and Social Functioning." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31223.
Full textAbstract:
The aim of the current pilot trial was to evaluate the effects of the group-based FRIENDS for Life (FFL) program on school and social functioning in children with elevated levels of anxiety. Participants were 15 children aged eight to 12 identified by their parents as experiencing elevated levels of anxiety. Children attended six two-hour sessions of the FFL program and completed measures of anxiety, school functioning, and social functioning at pre- and post-treatment. Results indicated nonsignificant reductions from pre- to post-treatment in both child- and parent-report anxiety with large and medium effect sizes, respectively. Working memory scores increased significantly and there was a trend toward a significant increase in academic performance; large within group effects were found for both increases. The increase in academic functioning scores was significant with a moderate effect size only for child-report scores. A significant improvement with a large effect size was found for child-report peer relations scores and significant decreases were found for parent-report asocial behaviour and relational aggression scores, both with moderate effect sizes. Overall, children in this study demonstrated improvements in anxiety, school functioning, and social functioning. While reduction in anxiety is the primary focus of the FFL program additional benefits include improvements in school and social functioning. Though results are encouraging it is important to note that this was an uncontrolled pilot study with a small sample size. Thus results should be interpreted with caution. Nevertheless, the generally positive findings of this trial suggest a larger controlled trial is warranted. If these findings are replicated in a larger trial, the FFL may be a cost-effective, easily implemented, and versatile anxiety prevention program that can help change the trajectory of anxious children’s school and social functioning.
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Bacchus, Natashia Soraiya. "Teacher Implementation of a School Based Anxiety Prevention Program in British Columbia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5303.
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The Friends for Life program is an evidence-based practice being used in schools to assist children to learn skills to manage anxiety. The Friends for Life program has been used by school districts in British Columbia, Canada, for over 10 years, yet there is little research on how the program is being implemented in schools by teachers. This qualitative case study investigated the implementation practice of the Friends for Life program by teachers in Grades 4 and 5. Semi-structured interviews were conducted with 8 teachers from a smaller school district in British Columbia, Canada. The results yielded themes, which described critical factors that helped or hindered teachers in implementing the program with fidelity. A key finding of the study demonstrated teachers were running the program weekly, as per program guidelines. A key factor that was identified as helping teachers to implement the program with fidelity was support of school counselors, district staff, and the building administrator. The implications for social change include providing school administrators with information, which can help them to support teachers to implement the Friends for Life program with fidelity. As a result of these findings the Friends for Life program may consider updating the training materials and program implementation protocols in order to ensure teachers are implementing the program with fidelity and therefore, children are learning the skills they need to manage their anxieties and worries.
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Fukushima-Flores, Marnie. "FRIENDS parent project : effectiveness of parent training in reducing parent anxiety in a universal prevention program for anxiety symptoms in school children." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7975.
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Anxiety is one of the most pervasive childhood mental health disorders of our day. This is reflected in the growing body of research investigating the most effective ways to treat and prevent childhood anxiety. This study adds to the discussion by examining the parent component of a school based universal prevention and intervention program. Participating parents (N = 122) completed four measures on anxiety, the Anxiety Sensitivity Index (ASI, Reiss, Peterson, Gursky, & McNally, 1986), the Center for Epidemiological Studies-Depression (CES-D, Radloff, 1977), the Penn State Worry Questionnaire (PSWQ, Meyer, Miller, Metzger, & Borkovec, 1990), and the Screen for Child Anxiety Related Emotional Disorders (SCARED, Birmaher et al., 1999) before and after the parent program. The effectiveness of the program was investigated by analysing mean scores of the parent self-reported anxiety symptoms and parent reports of child anxiety symptoms. The main analyses conducted were 2 x 2 between-within ANOVAs for each measure. The hypothesis that parents who participated in the program (n = 20) would report reduced anxiety symptoms for themselves and for their children when compared to parents who did not attend (n = 120) was not confirmed. The parent’s satisfaction level with the program was also studied with high acceptability ratings providing strong social validity for this program. Implications of the findings, strengths, limitations and suggestions for further research are discussed.
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Lewis, Krystal Monique. "An Ounce of Prevention: Evaluation of the Fun FRIENDS Program for Kindergarteners in a Rural School." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/49691.
Full textAbstract:
Anxiety disorders are among the most common psychological disorders in childhoodwith reported rates as high as 41.2% (Cartwright-Hatton, McNicol, & Doubleday, 2006; Cooley,
Boyd, & Grados, 2004). A majority of the anxiety intervention programs target children who are
7 years of age and older. Yet, many anxiety disorders develop in the preschool years (APA,
2000). Therefore, it seems desirable to work with young children who display early signs of
anxiety to provide them with skills that would protect them from later full-blown
psychopathology. Early intervention and prevention programs may be effective ways to modify
the developmental trajectory of anxiety disorders.
The present research reports findings from an anxiety prevention program for 4-7 year
olds. One hundred and ten children from two schools in a rural part of Southwest Virginia
participated. Fifty-seven children from one school received a classroom-based prevention
program on a weekly basis over 20 weeks. Fifty-three children from a second school served as a control group. The mean age of the sample was 5.11 years. Results suggested that anxiety was positively correlated with emotional symptoms (r = .67, p<.001), peer difficulties (r = .21,p<.05), and total difficulties (r =.29, p<.03) on the Strengths and Difficulties Questionnaire for all children. Overall, there were significant decreases in anxiety symptoms from pre to follow-up for both groups of children [F (1, 105) = 7.79, p =.006]. Unexpectedly, anxiety symptoms increased from pre to post for children in the intervention school whereas they decreased for children in the control school. Although these findings are reversed of what was expected, these results may have important implications concerning the importance of providing anxiety education and awareness for teachers. Implications of the current findings, limitations of the study, and directions for future research and dissemination are discussed.
Ph. D.
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Webster, Hayley Monique, and n/a. "An Ecological Approach to the Prevention of Anxiety Disorders during Childhood." Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030807.105928.
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Research shows that anxiety disorders are common and problematic in children. Treatment studies demonstrate that cognitive-behavioural interventions for children can successfully minimise these problems. Further, when implemented as early intervention or prevention programs, these interventions can prevent the onset of anxiety problems in 7 to 14 year olds and reduce existing levels of anxiety. This type of preventive approach has enormous potential for improving community mental health in a low cost model of service delivery. Yet, to develop this as a viable service model, these programs need to be evaluated under 'real world' conditions as opposed to specialist university clinical teams. In this research, the long-term effectiveness of an ecological model of the prevention of anxiety disorders for children was conducted. In the first study, teachers (N = 17) were trained intensively in the principles of anxiety and the FRIENDS anxiety prevention program (Barrett, Lowry-Webster & Holmes, 1999). Measures were taken of the PROXIMAL effects of training on the knowledge and self-efficacy of participating teachers at two points in time. Compared to teachers in a control group (N= 17) and a group comprised of psychologists regarded as experts in the FRIENDS anxiety program (N= 22), trained teachers demonstrated significant increases in the levels of knowledge and self-efficacy at time two. These increases approached levels exhibited by experts in terms of knowledge, and were not significantly different from experts in their levels of self-efficacy to implement the FRIENDS program following training. This study also explored the quality or fidelity of program implementation by these trained teachers (INTERMEDIATE EFFECTS). Results demonstrated that trained teachers implemented the program with high levels of integrity in accordance with the FRIENDS intervention manual. The second study sought to investigate the outcomes for participating children in terms of actually preventing and reducing existing levels of anxiety. Also of interest was the impact this intervention had on levels of depression. Participants were 594 children aged 10-13 years from 7 schools in Brisbane Australia. Children, and parents reported on children's social, emotional and behavioural characteristics at three-assessment points over 12 months. Results were examined universally (for all children) and for children who scored above the clinical cut-off for anxiety at pre-test. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms regardless of their risk status at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced significant improvements at posttest. The results indicated that intervention gains were maintained over a period of 12 months, as measured by self-reports and diagnostic interviews. Moreover, evidence of a prevention effect was also demonstrated, with a significantly greater percentage of children in the control group progressed to "at risk" or "remained at risk" compared to children in the intervention group. Additionally, 85% of children in the intervention group who were scoring above the clinical cut-off for anxiety and depression were diagnosis free in the intervention condition at 12-month follow-up, compared to only 31.2% of children in the control group. Implications of these findings are examined, alongside limitations of the study and directions for future research.
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Lock, Sally, and n/a. "A Developmental Approach to the Prevention of Anxiety Disorders During Childhood." Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040615.140812.
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The studies presented in this thesis sought to investigate a number of developmental factors that influence the efficacy of preventive intervention for child anxiety disorders. Preventive intervention has emerged as a vital step forward in clinical research following data indicating anxiety disorders are among the most common forms of psychopathology in youngsters (Kashani & Orvaschel, 1990; Mattison, 1992). Several risk and protective factors associated with childhood anxiety disorders have been identified, along with effective treatment protocols (Kendall, 1994; Howard & Kendall, 1996; Barrett, 1998, 1999; Silverman et al., 1999a, 1999b), as prerequisites to the development of preventive programs for child anxiety problems (Spence, 2001). The first objective of this research was to add to the literature on risk and protective factors by investigating the role of peer interaction in the development of child anxiety problems. Study one examined developmental differences in the influence of peer interaction on children's anxiety-related cognition and behaviour. One hundred and sixty two children enrolled in grade 6 (n = 96) aged between 9 and 10 years, and grade 9 (n = 66) aged between 14 and 16 years participated in the study. Participants were stratified into either an at risk group or to a healthy group, based on their anxiety scores on the Spence Child Anxiety Scale (SCAS; Spence, 1997), and further allocated to a peer group comprising of 3 'healthy' (non-anxious) and 3 'at risk' (high anxious) children. Prior to and following a peer discussion, participants completed a standardised self-report measure of threat interpretation and response plans to two ambiguous vignettes (Barrett, Rapee, Dadds, & Ryan, 1996; Dadds, Barrett, Rapee, & Ryan, 1996). Results showed all participants evidenced changes in threat interpretation and response plans following the discussion with peers (p < .001). Overall, findings highlight the potential importance of peer interaction in the development of anxiety-related cognition and behaviour. The findings of study one have important implications for the future development of school-based intervention programs; specifically those conducted in the classroom. Study two sought to advance the current research on preventive intervention for child anxiety by establishing the age at which youngsters benefit the most from the FRIENDS program as a classroom-based universal intervention. Study two presents the results of a longitudinal study evaluating the effects of a universal school-based intervention for child anxiety at two developmental stages. The study involved a cohort of 733 children enrolled in grade 6 (n = 336, 45.6%) aged between 9 and 10 years, and grade 9 (n = 401, 54.4%) aged between 14 and 16 years, Participants were allocated to either a school-based cognitive behavioural intervention or to a monitoring group. Participants completed standardised measures of anxiety, depression and coping style. Participants identified as 'at risk' of an anxiety disorder were assessed for a clinical diagnosis with a structured diagnostic interview. Results indicated the universal intervention effective in significantly reducing anxiety (p < .001), depression (p < .001) and behaviour avoidance in children at post- intervention and 12-month follow-up intervals. Grade 6 children reported significantly higher anxiety at pre-intervention and greater reductions in anxiety at post intervention compared with the grade 9 (p < .001), although both primary and secondary school participants showed equal reductions in anxiety at 12-month follow up. Overall, findings suggest universal intervention potentially successful in reducing symptoms of anxiety and increasing coping skills in children. Primary school children reported the greatest changes in anxiety symptoms, suggesting earlier preventive intervention potentially more advantageous than later intervention. Developmental differences in anxiety, depression and coping strategies are discussed in addition to the implications and limitations of this study and directions for future research.
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Mostert, Jacomina Jemona. "Pilot study of the effectiveness of the FRIENDS programme in a South African sample." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/444.
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Smith, Samantha L. H. "The impact of the FRIENDS emotional health programme on anxiety, self-statements and coping strategies in children." Thesis, University of East London, 2010. http://roar.uel.ac.uk/3701/.
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The aim of this study was to evaluate the impact of the FRIENDS programme - a ten week cognitive behavioural intervention for anxiety in children - on anxiety, negative selfstatements and coping strategies. The study took place in a large county within the south of England. Five schools agreed to participate in the study and parental and child consent was obtained for 83 participants. The children included in the study were aged between 9 and 10 years of age. The study utilised a quasi-experimental design incorporating an experimental and wait-list control group and pre- and post-test measures. The measures consisted of self-report questionnaires which were used to record changes in anxiety, use of negative selfstatements and coping strategies. The findings showed the intervention was effective in increasing the use of approach coping strategies in children, although there was no significant reduction in avoidant coping strategies, as hypothesised. However, the expected reduction in anxiety was not evidenced. Furthermore, the intervention was found to significantly increase the self-reported use of negative self-statements. These findings are then discussed in relation to previous literature in the field and the implications for professional practice and recommendations for future research are then noted. It is concluded that, until the long term effects of this programme on negative selfstatements and coping are known, the results from this study can not be used to support the recommended use of the FRIENDS programme in schools. Further research is therefore needed to ascertain the long term impact of the programme on negative self-statements and coping. Further research can also usefully investigate the relationships between negative self-statements and anxiety and also coping and anxiety.
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Green, Sarah L. "An evaluation of a FRIENDS for Life programme in a mainstream secondary school and its impact on emotional distress, anxiety and coping skills." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13587/.
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‘FRIENDS for Life’ is a manualised, 10 week, Cognitive Behavioural Therapy (CBT) based programme designed to be run in school and community settings (Barrett, 2010b). The programme has been introduced to schools within the local authority where the researcher is based via the local Targeted Mental Health in Schools (TAMHS) project. The programme is well reviewed and is recommended by the World Health Organisation for the treatment of anxiety disorders in children (World Health Organisation, 2004). Previous research has evaluated the programme when delivered in closely monitored situations with optimal implementation. The aim of this study is to evaluate the impact of FRIENDS for Life as implemented in a mainstream secondary school by school staff trained as part of the TAMHS initiative. This study makes an original contribution to the existing research base by evaluating the programme in a naturalistic, real world setting using an alternative methodology to the majority of published evaluations. Data regarding implementation of the programme was collected and analysed using activity theory. A single case experimental design was used to monitor the impact of the intervention on the emotional distress, anxiety levels and coping strategies of 5 secondary school participants (aged 11-13) who had been identified by school staff as appearing anxious. The findings suggest that participation in FRIENDS did not result in the hypothesised reductions in emotional distress, anxiety and negative coping skills or the hypothesised improvement in active coping skills. These results are discussed with regard to the finding that some aspects of the programme were not delivered. Analysis of the context using activity theory suggested that factors such as lack of time, space for delivery and experience and training impacted upon implementation. Methodological issues contributing to these findings are considered and implications for the local TAMHS project and for Educational Psychologists are discussed.
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Pugh, John. "A cluster randomised controlled trial comparing three prevention programmes for anxiety : FRIENDS (CBT), Concentration Programme (PCT) and curriculum as normal SEAL, as delivered to primary school classes in mainstream school." Thesis, University of Strathclyde, 2011. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=16816.
Full textBooks on the topic "FRIENDS anxiety program"
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Weersing, V. Robin, Araceli Gonzalez, and Michelle Rozenman. Brief Behavioral Therapy for Anxiety and Depression in Youth. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197541432.001.0001.
Full textAbstract:
The Brief Behavioral Therapy (BBT) program is designed to help kids and teens with “internalizing problems”—by this we mean feeling stressed, sad, bad, nervous, worried, moody, irritable, or scared. Feelings like these are the most common mental health problems that kids, teens, and even adults experience throughout their lives. Although these issues are quite common, internalizing problems can lead to serious consequences if they are not treated. Without treatment, anxiety and depression tend to become chronic, long-lasting issues. They also make it hard for kids to do the things they need and want to do in life: do well in school, participate in and enjoy out-of-school activities, make and keep friends, and have warm and supportive family relationships. The purpose of the BBT program is to tackle this directly and to help youth and families keep doing, or start doing, the important tasks of life even when bad feelings happen. The program provides provide tools and skills for reducing stress and solving problems and a step-by-step guide for approaching difficult situations while managing negative feelings. This volume is the youth and family workbook, designed to be used in combination with the BBT Therapist Guide. Each chapter in this workbook builds on the prior chapter, and each chapter has a matching lesson in the Therapist Guide. When used together with the support of a mental health provider, the BBT program has been found to significantly reduce symptoms and improve kids’ functioning in daily life.
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Burgio, Louis D., and Matthew J. Wynn. The REACH OUT Caregiver Support Program. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190855949.001.0001.
Full textAbstract:
Our nation increasingly relies on family members or friends (i.e., informal caregivers) for needed care and support as we age. Family caregivers typically assume their caregiving role willingly and reap personal fulfilment from helping a family member, developing new skills, and strengthening family relationships. For these benefits, however, caregivers often sacrifice their own health and well-being. Depression, anxiety, poor physical health, and compromised immune function are more common among family caregivers than in adults not providing such care. The REACH OUT (Resources for Enhancing Alzheimer’s Caregiver Health: Offering Useful Treatments) program is a multicomponent, tailored, and flexible intervention for caregivers of people with dementia focused on the evidence-based therapeutic strategy of problem solving. This work is designed to guide clinicians through the process and provide them the necessary tools to share with caregivers with the goal of enhancing caregiver physical and mental health. Five common risk areas (home safety, caregiver health, social support, challenging behaviors, and emotional well-being) are described in the manual; and interventions are described that respect the nuances of each risk area. By beginning with an individualized risk assessment and being flexible to the needs and issues of the caregiver, the REACH OUT intervention helps clinicians identify risk areas and provide caregivers with tailored action plans to reduce risk and promote well-being.
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Social Skills for Teens: An 8-step Program with exercises for young adults to become self-confident, eliminate social anxiety, build self-esteem, have healthy boundaries and make great friends. Star Spark Press LLC, 2022.
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Carmo, Leide Silva do, and Nelson Iguimar Valerio. Psicologia & saúde treino de habilidades de vida e saúde mental em universitários. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-87836-06-5.
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Several factors can cause damage to the mental health of university students, e.g. academic adaptation, housing change, distance from family and friends, and dealing with stressors regarding new requirements, which need some resources to cope with such situations. The content of this book, from the Master's Dissertation developed by the authors at the Stricto-Sensu Psychology and Health Post-Graduation Program at the Medical School of São José do Rio Preto - FAMERP, aims at describing the presence of mental disorders and demonstrating the implementation of a life-skills training in university students (Medicine and Nursing), randomly chosen in a teaching institution in a medium-sized city, interior of São Paulo state. The participants expressed high symptoms of anxiety, depression and stress in the initial evaluation, however, after the training of group life skills, they showed significant improvements with maintenance of these rates during the follow-up. This training can be stood out to improve the mental health and life skills of the students. It is likely that the intervention group may have helped these students to cope with negative pressures, avoiding risky behaviors, communicating effectively; moreover, coping with adaptations and changes in such academic process. It is worthwhile to point out that this study may encourage further research in relation to mental health and life-skills in university students, and that it will encourage the insertion of programs with these skills training, due to their effectiveness, low cost, the participants´ acceptance, improvement in mental health, and provide increasing academic performance.
Book chapters on the topic "FRIENDS anxiety program"
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Iizuka, Cristina Akiko, Paula Barrett, and Kate Morris. "Anxiety Prevention in School Children and Adolescents: The FRIENDS Program." In The Wiley-Blackwell Handbook of The Treatment of Childhood and Adolescent Anxiety, 519–43. Chichester, West Sussex, UK: John Wiley & Sons, Ltd., 2012. http://dx.doi.org/10.1002/9781118315088.ch22.
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Popeliushko, Roman. "ANALYSIS OF THE RESULTS OF THE INITIAL STAGE OF THE PROGRAM OF PSYCHOLOGICAL SUPPORT OF COMBATIANS AND THEIR FAMILIES." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-27.
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The article emphasizes that Ukrainian society is suffering from the effects of the war in the east of the country. These consequences are manifested both in the direct participants in the hostilities and in their family members, who have been in a state of stress for a long time, waiting for the disappointing news from the east about their relatives and friends. It is noted that while participating in hostilities, many combatants receive combat mental injuries. These injuries further lead to post-traumatic stress disorder and other psychosomatic disorders that cause his psychoso-cial self-isolation, disruption of relationships with family and self-destructive behav-ior that leads to premature death. An urgent and urgent problem of today's Ukrainian state is the organization of effective social and psychological rehabilitation of combatants and their families. But at the moment, Ukraine has not created a single comprehensive program of social and psychological rehabilitation of combatants and their families. Therefore, the aim of the article is to analyze the initial diagnostic indicators of psychological trauma of combatants who took part in our proposed program of psy-chological support of combatants and their families, at the initial, first stage of this program. The methodological bases of the work were such general scientific and special methods as: method of analysis and generalization of psychodiagnostic indicators, formal-logical method, psychological and clinical methods and tests. This paper briefly considers the purpose, main tasks and structural components of the proposed program of psychological support of combatants and their families. The main focus of the work is focused on the first (diagnostic) phase of the program. The purpose of this stage was to carry out a psychological diagnosis of the long-term effects of stressors in combatants. The implementation of the diagnostic stage was carried out during 2018, on the basis of military units, recreational facilities, social, volunteer and rehabilitation centers, etc. The total number of combatants covered by the study was 356 people. It is emphasized that for the experimental study of long-term effects of stress-ors in combatants, a proven set of clinical-psychopathological and psychodiagnostic techniques was proposed to study 5 factors that have become key in building a sys-tem of psychological rehabilitation of combatants. These factors included: the pres-ence of signs of post-traumatic stress disorder; the presence of signs of stress; the presence of signs of anxiety; the presence of signs of depression; and combat experi-ence of the combatant. Analysis of the results of the first stage of the program of psychological sup-port combatants noted the presence of a large number of subjects, such phenomena as post-traumatic stress disorder (more than 60% of combatants), stress (more than 45% of combatants), anxiety (more than 35% of combatants), depression (more than 30% of combatants). Also drawn attention to the fact that the findings confirm the results of previ-ous studies of domestic and foreign researchers and practitioners that some of the combatants who participated in the fighting eventually begin to suffer from long-term effects of stress effects. Therefore, further implementation of the program of psychological support of combatants, with long-term effects of stress, and their families, on the basis of genetic-psychological-axiological approach, namely the second stage, which provides psychological and social assistance or support to combatants and their families, is a promising and effective means of their psychological rehabilitation.
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Mosolova, Ekaterina, Dmitry Sosin, and Sergey Mosolov. "Stress, Anxiety, Depression and Burnout in Frontline Healthcare Workers during COVID-19 Pandemic in Russia." In Origin and Impact of COVID-19 Pandemic Originating From SARS-CoV-2 Infection Across the Globe [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98292.
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During the COVID-19 pandemic, healthcare workers (HCWs) have been subject to increased workload while also exposed to many psychosocial stressors. Most studies reported high levels of depression and anxiety among HCWs worldwide. Our study is based on two online surveys of 2195 HCWs from different regions of Russia during spring and autumn epidemic outbreaks revealed the rates of anxiety, stress, depression, emotional exhaustion and depersonalization and perceived stress as 32.3%, 31.1%, 45.5%, 74.2%, 37.7%,67.8%, respectively. Moreover, 2.4% of HCWs reported suicidal thoughts. Revealed risk factors included: female gender, younger age, working for over 6 months, living outside of Moscow or Saint Petersburg, the fear of getting infected or infecting family and friends. These results demonstrate the need for urgent supportive programs for HCWs fighting COVID-19 that fall into higher risk factors groups.
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Williams, Glyn, and Richard F. Howard. "Postoperative pain management." In Oxford Textbook of Pediatric Pain, edited by Bonnie J. Stevens, Gareth Hathway, and William T. Zempsky, 282–91. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198818762.003.0028.
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Admission to hospital for surgery is a significant and potentially traumatic event. Fear of separation, an unknown environment, anticipation of pain, painful procedures, or adverse effects are all prominent causes of anxiety and stress that can increase the perception of pain and impact on the quality of perioperative care. Postoperative pain management begins prior to surgery using a biopsychosocial approach that includes the prevention and pharmacological treatment of pain alongside a holistic and well-coordinated strategy that allays fears and anxieties, and allows children and their carers to participate in the selection and implementation of safe and suitable analgesia. A successful postoperative pain management program will include ongoing training of hospital staff, adequate preparation of children and families that provides timely verbal and written information, and the development and implementation of audited institutional analgesic protocols that ensure the safety and efficacy of pain-management strategies in a child-friendly and secure environment.
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Howard, Richard F. "Postoperative pain management." In Oxford Textbook of Paediatric Pain, 269–79. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642656.003.0027.
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Postoperative pain management begins prior to surgery and includes not only the prevention and pharmacological treatment of pain, but also a holistic and well-coordinated strategy that allays fears and anxieties, and allows children and their carers to participate in the selection and implementation of safe and suitable analgesia. Admission to hospital for surgery is a significant and potentially traumatic event. Coping with a strange and unknown environment, fear of separation, anticipation of painful procedures, and postoperative pain or adverse effects such as nausea are all prominent causes of anxiety and stress that can increase the perception of pain and impact on the quality of perioperative care. Therefore, a successful postoperative pain management programme will include: ongoing training of hospital staff, adequate preparation of children and families that provides timely verbal and written information, and the development and implementation of audited institutional analgesic protocols that ensure the safety and efficacy of pain management strategies in a child-friendly and secure environment.
Conference papers on the topic "FRIENDS anxiety program"
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June He, Juanjuan. "Design Thinking in Interdisciplinary Collaboration: Creating Innovative Solutions for Students' Community." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001967.
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Design thinking is a mindset and toolkit to effectively support the process of problem-solving and product development. Expanding knowledge of design thinking to non-design major students helps introduce the methodology and enhance creativity to a broader audience. In the fall semester of 2021, many college students came back to campus after more than one and a half years of remote learning due to Covid-19. They were eager to participate in in-person activities and communities. However, they faced anxiety and uncertainty in the post-pandemic environment. This paper introduces the theory and methods using design thinking and collaboration to help interdisciplinary students tackle problems in their community. Some group projects from the Product Design program at Drexel University are used here as examples, including topics on female students’ safety on campus, bike storage issues, and making friends in the university. Within this course, students from diverse disciplines collaborated to generate innovative solutions. Students’ presentations and feedbacks show improved confidence in creativity and a great passion to pursue further study in the design-related curriculum.
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Buta, Monica, Lavinia Cheie, and Laura Visu-Petra. "A computer mediated training program to reduce children’s math anxiety." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.805.
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Mathematics anxiety is widespread among children, interfering with their ability to solve math problems in academic and every-day situations. This has detrimental, long term effects on academic achievement, engagement in STEM-related careers and employability. While a number of apps and programs have been created to improve children’s mathematical competence, they were mostly created for commercial purposes, lacking scientific validity and being prone to inaccuracies. Therefore, we designed an evidence-based, adaptive training program (Math-trolls) in order to investigate how computer mediated tutoring might reduce math anxiety. Math-trolls is an interactive online computer game designed so that children successively discover 7 planets following an intense cognitive tutoring program. With the help of a tutor, the game helps children make meaning in math, improving number sense. The space exploration theme is engaging and child-friendly, employed to reduce children’s anxiety. We conducted a pilot study on 60 primary-school children, who completed the Math-trolls game in 8 sessions. We also measured children’s math anxiety and math performance pre- and post- computerized tutoring. Preliminary results of this pilot study suggest that Math-trolls, a computer mediated training program, is efficient in decreasing young children’s math anxiety, also improving number sense and math performance. This offers valuable insights regarding the natural progression of the interrelationships between math anxiety and math performance. The program has the potential to become a valuable tool to be used within the classroom by educators, within the family by parents or by children themselves.
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Kachlík, Petr. "Risk of Mobile Phone Addiction in Secondary School Pupils." In Život ve zdraví 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-2.
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Background: the urge to use mobile devices constantly and anxiety that might come in case of impossibility to use them, represent one of the forms of behavioral addictions, the so-called nomophobia. Nomophobia negatively affects all attributes of human health, seriously affects its mental, physical and social components. Objectives: the main objective of the research was to determine the degree of nomophobia in a sample of secondary school students, the partial objective was to map potentially risky areas with the use of modern information and communication technologies. Methods: a quantitative method was chosen to carry out the survey, and an anonymous questionnaire containing a standardized core was used as a research tool. It consisted of 20 items focused on respondents' reactions in situations where communication links are not available or cannot be used. The survey was conducted in the eighth and ninth grades of 11 randomly selected primary schools in the Hradec Králové region. Data were obtained from 373 respondents with a balanced representation of boys and girls. 3 working hypotheses were established to compare the opinions, behavior and degree of nomophobia between boys and girls. The answers were evaluated by methods of descriptive statistics, Student's t-test was used to analyze the hypotheses. Results: 0.5% of respondents did not show symptoms of nomophobia, a very mild and moderate form was recorded in 70% of respondents, mild form in 18% of the group, moderate in 8% and severe in 2% of respondents. Almost three-fourths of the students were not directly at risk of dependence on a mobile, but a tenth of the sample showed serious problems of a behavioral addiction nature. Respondents used an average of 4 applications, mainly communication programs, social networks and music players. Conclusions: girls in the sample showed a higher rate of nomophobia than boys. The biggest differences in responses were mainly for fears of not being able to communicate immediately with family or friends.
Reports on the topic "FRIENDS anxiety program"
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Can ‘FRIENDS’ in school help prevent anxiety? ACAMH, February 2020. http://dx.doi.org/10.13056/acamh.11262.
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