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

Essau, CA; Sasagawa, S; Jones, G; Fernandes, B; Ollendick, TH

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

Essau, CA Sasagawa, S Jones, G Fernandes, B Ollendick, TH

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Publication Type:: Journal Article
Citation:: Journal of Affective Disorders, 2019, 253 pp. 357 - 365
Issue Date:: 2019-06-15

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Field	Value	Language
dc.contributor.author	Essau, CA	en_US
dc.contributor.author	Sasagawa, S	en_US
dc.contributor.author	Jones, G	en_US
dc.contributor.author	Fernandes, B	en_US
dc.contributor.author	Ollendick, TH	en_US
dc.date.available	2019-04-07	en_US
dc.date.issued	2019-06-15	en_US
dc.identifier.citation	Journal of Affective Disorders, 2019, 253 pp. 357 - 365	en_US
dc.identifier.issn	0165-0327	en_US
dc.identifier.uri	http://hdl.handle.net/10453/135960
dc.description.abstract	© 2019 Elsevier B.V. Background: The present study examined the real-world effectiveness of a transdiagnostic prevention program, Super Skills for Life (SSL), among children with emotional problems in regular school settings. SSL is based on the principles of Cognitive Behavior Therapy (CBT), behavioral activation, and social skills training. Methods: Participants were 205 children, aged 8–12 years, who were referred by their teachers as having significant emotional problems. All the children completed measures of emotional and behavioral 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 symptoms 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 a 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.	en_US
dc.relation.ispartof	Journal of Affective Disorders	en_US
dc.relation.isbasedon	10.1016/j.jad.2019.04.036	en_US
dc.subject.classification	Psychiatry	en_US
dc.title	Evaluating the real-world effectiveness of a cognitive behavior therapy-based transdiagnostic program for emotional problems in children in a regular school setting	en_US
dc.type	Journal Article
utslib.citation.volume	253	en_US
utslib.for	1701 Psychology	en_US
utslib.for	1117 Public Health and Health Services	en_US
utslib.for	11 Medical and Health Sciences	en_US
utslib.for	17 Psychology and Cognitive Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	253	en_US

Abstract:

© 2019 Elsevier B.V. Background: The present study examined the real-world effectiveness of a transdiagnostic prevention program, Super Skills for Life (SSL), among children with emotional problems in regular school settings. SSL is based on the principles of Cognitive Behavior Therapy (CBT), behavioral activation, and social skills training. Methods: Participants were 205 children, aged 8–12 years, who were referred by their teachers as having significant emotional problems. All the children completed measures of emotional and behavioral 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 symptoms 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 a 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.

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http://hdl.handle.net/10453/135960