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Klein Anke M. Liber Juliette M. van Lang Natasja D. J. Reichart Catrien Nauta Maaike van Widenfelt Brigit M. Utens Elisabeth M. W. J. 《Journal of abnormal child psychology》2021,49(11):1461-1472
Research on Child and Adolescent Psychopathology - The current study investigated the role of social skills and its interaction with social anxiety as predictors of treatment outcome in children... 相似文献
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David Heyne Floor M. Sauter Thomas H. Ollendick Brigit M. Van Widenfelt P. Michiel Westenberg 《Clinical child and family psychology review》2014,17(2):191-215
School refusal can be difficult to treat and the poorest treatment response is observed among older school refusers. This poor response may be explained, in part, by the impact of developmental transitions and tasks upon the young person, their family, and the treatment process. This paper describes and illustrates the @school program, a cognitive behavioral therapy (CBT) designed to promote developmental sensitivity when planning and delivering treatment for adolescent school refusal. Treatment is modularized and it incorporates progress reviews, fostering a planned yet flexible approach to CBT. The treatment is illustrated in the case of Allison, a 16-year-old female presenting with major depressive disorder and generalized anxiety disorder. A case formulation guided the selection, sequencing, and pacing of modules targeting predisposing, precipitating, perpetuating, and protective factors. Treatment comprised 16 sessions with Allison (interventions addressing depression, anxiety, and school attendance) and 15 concurrent sessions with her mother (strategies to facilitate an adolescent’s school attendance), including two sessions with Allison and mother together (family communication and problem solving to reduce parent–adolescent conflict). Two treatment-related consultations were also conducted with Allison’s homeroom teacher. Allison’s school attendance improved during the course of treatment. By post-treatment, there was a decrease in internalizing behavior, an increase in self-efficacy, and remission of depressive disorder and anxiety disorder. Clinically significant treatment gains were maintained at 2-month follow-up. Factors influencing outcome may include those inherent to the @school program together with less specific factors. Special consideration is given to parents’ use of both authoritative and autonomy-granting approaches when helping an adolescent to attend school. 相似文献
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Juliette Margo Liber Brigit M. van Widenfelt Adelinde J. M. van der Leeden Arnold W. Goedhart Elisabeth M. W. J. Utens Philip D. A. Treffers 《Journal of abnormal child psychology》2010,38(5):683-694
The present study investigated the impact of comorbidity over and above the impact of symptom severity on treatment outcome
of Cognitive Behavioral Therapy for children with anxiety disorders. Children (aged 8–12, n = 124) diagnosed with an anxiety disorder were treated with a short-term CBT protocol. Severity was assessed with a composite
measure of parent-reported behavior problems. Two approaches to comorbidity were examined; “total comorbidity” which differentiated
anxiety disordered children with (n = 69) or without (n = 55) a co-occurring disorder and “non-anxiety comorbidity’ which differentiated anxious children with (n = 22) or without a non-anxiety comorbid disorder (n = 102). Treatment outcome was assessed in terms of Recovery, represented by post-treatment diagnostic status, and Reliable
Change, a score reflecting changes in pre- to post-treatment symptom levels. Severity contributed to the prediction of (no)
Recovery and (more) Reliable Change in parent-reported internalizing and externalizing symptoms and self-reported depressive
symptoms. Total and non-anxiety comorbidity added to the prediction of diagnostic recovery. Non-anxiety comorbidity added
to the prediction of Reliable Change in parent reported measures by acting as a suppressor variable. Non-anxiety comorbidity
operated as a strong predictor that explained all of the variance associated with severity for self-reported depressive symptoms.
The results support the need for further research on mechanisms by which treatment gains in children with higher symptom severity
and non-anxiety comorbidity can be achieved. 相似文献
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van Widenfelt BM Treffers PD de Beurs E Siebelink BM Koudijs E 《Clinical child and family psychology review》2005,8(2):135-147
With the increased globalization of psychology and related fields, having reliable and valid measures that can be used in a number of languages and cultures is critical. Few guidelines or standards have been established in psychology for the translation and cultural adaptation of instruments. Usually little is reported in research publications about the translation and adaptation process thus making it difficult for journal readers and reviewers to adequately evaluate the equivalency and quality of an instrument. In this study, issues related to the translation and adaptation of assessment instruments for use in other cultures and/or languages are addressed. Existing literature on translation is reviewed and examples from the clinical child and family psychology field are given to illustrate relevant issues. Suggestions are made for avoiding common translation errors. 相似文献
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