TY - JOUR
T1 - Early intervention for childhood anxiety in a school setting
T2 - Outcomes for an economically disadvantaged population
AU - Mifsud, Cynthia
AU - Rapee, Ronald M.
PY - 2005/10
Y1 - 2005/10
N2 - Objective: To evaluate a school-based early intervention program for the reduction of anxious symptoms in at-risk children from low socioeconomic status neighborhoods. Method: A total of 425 children (8-11 years old) from nine schools in low socioeconomic status areas were screened to identify children with high-level anxious symptoms. Ninety-one children were selected, and schools were assigned to either an eight-session active intervention or a waitlist control. Active intervention was conducted in small groups during school time by both school and health personnel. Parents of children in active intervention were offered two information sessions. Results: Demographic data indicated a low socioeconomic status for the sample. Children assigned to active intervention demonstrated a significant reduction in symptoms of anxiety relative to children assigned to waitlist and differences were maintained 4 months after treatment according to both self-report (F287 = 6.73, p < 0.005, partial η2 = 0.134) and teacher report (F287 = 7.99, p = .001, partial η2 = 0.155). Parents did not return sufficient data for meaningful statistical analysis. Conclusions: School-based early intervention appears to offer an effective means of reducing anxious symptomatology in economically disadvantaged populations. The school environment offers promise as a means of extending the reach of efficacious interventions for mental health to underserviced populations.
AB - Objective: To evaluate a school-based early intervention program for the reduction of anxious symptoms in at-risk children from low socioeconomic status neighborhoods. Method: A total of 425 children (8-11 years old) from nine schools in low socioeconomic status areas were screened to identify children with high-level anxious symptoms. Ninety-one children were selected, and schools were assigned to either an eight-session active intervention or a waitlist control. Active intervention was conducted in small groups during school time by both school and health personnel. Parents of children in active intervention were offered two information sessions. Results: Demographic data indicated a low socioeconomic status for the sample. Children assigned to active intervention demonstrated a significant reduction in symptoms of anxiety relative to children assigned to waitlist and differences were maintained 4 months after treatment according to both self-report (F287 = 6.73, p < 0.005, partial η2 = 0.134) and teacher report (F287 = 7.99, p = .001, partial η2 = 0.155). Parents did not return sufficient data for meaningful statistical analysis. Conclusions: School-based early intervention appears to offer an effective means of reducing anxious symptomatology in economically disadvantaged populations. The school environment offers promise as a means of extending the reach of efficacious interventions for mental health to underserviced populations.
UR - http://www.scopus.com/inward/record.url?scp=25444507732&partnerID=8YFLogxK
U2 - 10.1097/01.chi.0000173294.13441.87
DO - 10.1097/01.chi.0000173294.13441.87
M3 - Article
C2 - 16175104
AN - SCOPUS:25444507732
SN - 0890-8567
VL - 44
SP - 996
EP - 1004
JO - Journal of the American Academy of Child and Adolescent Psychiatry
JF - Journal of the American Academy of Child and Adolescent Psychiatry
IS - 10
ER -