Participant experiences of Fearless Me! ©: Cognitive behaviour therapy for anxiety in children with intellectual disabilities

Panditaratne, S; Hronis, A; Roberts, R; Kneebone, I

Participant experiences of Fearless Me! ©: Cognitive behaviour therapy for anxiety in children with intellectual disabilities

Panditaratne, S Hronis, A

Roberts, R Kneebone, I

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Publisher:: Springer Science and Business Media LLC
Publication Type:: Journal Article
Citation:: Current Psychology, 2022, pp. 1-9
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	Panditaratne, S
dc.contributor.author	Hronis, A https://orcid.org/0000-0001-6489-0231
dc.contributor.author	Roberts, R
dc.contributor.author	Kneebone, I https://orcid.org/0000-0003-3324-7264
dc.date.accessioned	2022-11-30T01:09:49Z
dc.date.available	2022-11-30T01:09:49Z
dc.date.issued	2022-01-01
dc.identifier.citation	Current Psychology, 2022, pp. 1-9
dc.identifier.issn	1046-1310
dc.identifier.issn	1936-4733
dc.identifier.uri	http://hdl.handle.net/10453/163862
dc.description.abstract	Research shows that almost half of children with intellectual disabilities (ID) experience mental ill-health at any given time point. However, traditional cognitive behaviour therapy (CBT) may not be appropriate for children with ID due to the cognitive deficits associated with their diagnosis. The Fearless Me! © CBT program for anxiety is adapted to accommodate the cognitive abilities of children with ID. The aim of the current study was to provide the first qualitative evaluation of the Fearless Me! © program by exploring participant experiences. Eight mother–child dyads were interviewed using a semi-structured protocol. The responses were transcribed and analysed using thematic analysis. Identified codes and themes were cross-checked with an independent researcher and discrepancies were resolved. Parents found the program to be positive and useful for acquiring knowledge. They commented on features of the program, significance of inter- and intra-personal factors and whether the program suited the capability of their child. They also discussed features of treatment outcomes. The qualitative results highlighted that experiences of the program varied. Themes identified included those relating to barriers and facilitators to participation and treatment-related change. The themes provide guidance for program revisions and can inform future delivery of the Fearless Me! © program.
dc.language	en
dc.publisher	Springer Science and Business Media LLC
dc.relation.ispartof	Current Psychology
dc.relation.isbasedon	10.1007/s12144-022-03215-7
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1701 Psychology, 1702 Cognitive Sciences
dc.subject.classification	Social Psychology
dc.title	Participant experiences of Fearless Me! ©: Cognitive behaviour therapy for anxiety in children with intellectual disabilities
dc.type	Journal Article
utslib.for	1701 Psychology
utslib.for	1702 Cognitive Sciences
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Graduate School of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Graduate School of Health/GSH.Clinical Psychology
utslib.copyright.status	open_access	*
dc.date.updated	2022-11-30T01:09:48Z
pubs.publication-status	Published

Abstract:

Research shows that almost half of children with intellectual disabilities (ID) experience mental ill-health at any given time point. However, traditional cognitive behaviour therapy (CBT) may not be appropriate for children with ID due to the cognitive deficits associated with their diagnosis. The Fearless Me! © CBT program for anxiety is adapted to accommodate the cognitive abilities of children with ID. The aim of the current study was to provide the first qualitative evaluation of the Fearless Me! © program by exploring participant experiences. Eight mother–child dyads were interviewed using a semi-structured protocol. The responses were transcribed and analysed using thematic analysis. Identified codes and themes were cross-checked with an independent researcher and discrepancies were resolved. Parents found the program to be positive and useful for acquiring knowledge. They commented on features of the program, significance of inter- and intra-personal factors and whether the program suited the capability of their child. They also discussed features of treatment outcomes. The qualitative results highlighted that experiences of the program varied. Themes identified included those relating to barriers and facilitators to participation and treatment-related change. The themes provide guidance for program revisions and can inform future delivery of the Fearless Me! © program.

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http://hdl.handle.net/10453/163862