Matching Items (16)

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The Influence of Parental Overprotection on the Prevention of Anxiety Symptoms in Caucasian and Hispanic/Latino Children

Description

This study examined whether changes in intervention related gains from the REACH for Personal and Academic Success program, an indicated anxiety prevention school-based protocol, vary as a function of participant

This study examined whether changes in intervention related gains from the REACH for Personal and Academic Success program, an indicated anxiety prevention school-based protocol, vary as a function of participant youth's exposure to overprotective parenting. This study also examined if ethnicity/race (Caucasian vs. Hispanic/Latino) interacts with overprotective parenting to predict program response. A total of 98 children (M age = 9.70, SD = .07; 77.60% girls; 60.20% Hispanic/Latino) received 1 of 2 protocols (REACH or academic support) and responses were measured at post-treatment and 1-year follow-up. Findings showed that child self-regulation skills improved in the school program (REACH) for children of parents with low levels of overprotection, and child self-regulation skills improved in the control program (academic support) for children of parents with high levels of overprotection. These findings were significant in the Hispanic/Latino subsample, but not in Caucasian youth.

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Created

Date Created
  • 2016-05

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Does Non-Response Bias Compromise the External Validity of a Sample of College Students of Divorce?

Description

It is possible that voluntary studies on the effects of divorce fail to capture the perspectives of offspring who may be deterred from volunteering by their negative experiences of the

It is possible that voluntary studies on the effects of divorce fail to capture the perspectives of offspring who may be deterred from volunteering by their negative experiences of the divorce of their parents. This issue of non-response bias would cause researchers to gather unrepresentative samples that ultimately create an unrepresentative picture on the effects of divorce. The problem of non-response bias may also be a possible explanation for why research shows that small differences in psychological problems exist between children of divorce and children from intact families. This study sought to identify if non-response bias compromises the external validity of a sample of college students of divorce. To answer this question we conducted this study through the use of the introductory psychology pre screening study that is administered every semester to introductory psychology students at Arizona State University. We surveyed undergraduate introductory psychology students, all of whom completed a required prescreen survey for research credit. The students who indicated they were from divorced families, or whose parents were “never married and not still together”, were invited to participate in a follow up study to “to understand young adults’ perspectives on their parents’ divorce”. The students who responded to our invitation were compared to the students who did not volunteer in terms of their prescreen data. Volunteers did not differ from non-volunteers on seven out of the ten dependent measures. Volunteers differed from non-volunteers in terms of their closeness to their fathers, in terms of the parents conflict they experienced during the two years before and the two years after their parents permanently separated. Volunteers were more likely to be closer to their fathers and more likely to have experienced more parent conflict than non-volunteers. We are unaware of any studies on the subject of divorce that have had a similar opportunity to address the issue of non-response bias and its effects on the external validity of a college sample of divorce. This study should be replicated to determine the reliability of the results.

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Created

Date Created
  • 2020-05

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Unearth: Fostering Adolescent Immigrants Toward Belonging Through Self-Awareness, Multicultural Identification, and Journaling

Description

The thesis project merges interdisciplinary research to develop a self-directed creative intervention for immigrant youth, allowing them to make sense of their social and cultural identities. It takes research on

The thesis project merges interdisciplinary research to develop a self-directed creative intervention for immigrant youth, allowing them to make sense of their social and cultural identities. It takes research on self-awareness, multicultural identification, perceived belonging, and bibliotherapy to create a guided journal titled "Unearth," filled with art and writing prompts that are age-appropriate for adolescents and that serve as avenues for self-exploration. The project ultimately engages a focus group discussion to understand the usability and accessibility of the intervention.

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Created

Date Created
  • 2021-05

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Unearth: Fostering Adolescent Immigrants Toward Belonging Through Self-Awareness, Multicultural Identification, and Journaling

Description

The thesis project merges interdisciplinary research to develop a self-directed creative intervention for immigrant youth, allowing them to make sense of their social and cultural identities. It takes research on

The thesis project merges interdisciplinary research to develop a self-directed creative intervention for immigrant youth, allowing them to make sense of their social and cultural identities. It takes research on self-awareness, multicultural identification, perceived belonging, and bibliotherapy to create a guided journal titled "Unearth," filled with art and writing prompts that are age-appropriate for adolescents and that serve as avenues for self-exploration. The project ultimately engages a focus group discussion to understand the usability and accessibility of the intervention.

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Created

Date Created
  • 2021-05

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Adverse Side Effects of Pharmacological Agents for Pediatric Anxiety Disorders: A Critical Review

Description

Pediatric anxiety disorders are highly prevalent and while pharmacological intervention seems to be an effective treatment, the validity of reported adverse side effects remains unclear. <br/><br/>Objective: To analyze the nature

Pediatric anxiety disorders are highly prevalent and while pharmacological intervention seems to be an effective treatment, the validity of reported adverse side effects remains unclear. <br/><br/>Objective: To analyze the nature of evidence regarding adverse side effects in the pharmacological treatment of pediatric anxiety disorders. <br/><br/>Approach: A search using Google Scholar, PubMed, and PsychInfo was conducted for meta-analyses of pharmacological treatment of pediatric anxiety disorders as well as randomized controlled trials. The focus was on adverse events.<br/><br/>Results and Conclusion: Reportings of a limited number of adverse events were found among resources available to clinician and patient informed sources to inform pharmacological treatment of pediatric anxiety disorders. Only a small fraction of adverse side effects were found in the research literature. This finding raises concerns about making informed decisions to treat pediatric anxiety disorders with pharmacotherapy.

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Created

Date Created
  • 2021-05

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Assessment of Anxiety Symptoms in School Children: A Cross-Sex and Ethnic Examination

Description

We evaluated the cross-sex and -ethnic (Hispanic/Latino, non-Hispanic White) measurement invariance of anxiety symptoms based on the Spence Children’s Anxiety Scale (SCAS) as well as SCAS anxiety symptoms’ correspondence with

We evaluated the cross-sex and -ethnic (Hispanic/Latino, non-Hispanic White) measurement invariance of anxiety symptoms based on the Spence Children’s Anxiety Scale (SCAS) as well as SCAS anxiety symptoms’ correspondence with scores on the 5-item Screen for Child Anxiety Related Emotional Disorders (SCARED) and teacher ratings of child anxiety. Based on data corresponding to 702 children (M age = 9.65, SD = 0.70; 51.9 % girls; 55 % Hispanic/Latino), findings showed some sex and ethnic variations in SCAS measured anxiety at the item and scale levels. Moreover, SCAS correspondence to the 5-item SCARED was found across ethnicity and sex. SCAS correspondence to teacher ratings was found for non-Hispanic White boys and non-Hispanic White girls, marginally in Hispanic/Latino boys, and poorly in Hispanic/Latino girls.

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Created

Date Created
  • 2015-02-01

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Variations in the Influence of Parental Socialization of Anxiety among Clinic Referred Children

Description

This study examined the relations between parental socialization of child anxious behaviors (i.e., reinforcement, punishment, modeling, transmission of information) and child anxiety and related problems at varying child sensitivity levels.

This study examined the relations between parental socialization of child anxious behaviors (i.e., reinforcement, punishment, modeling, transmission of information) and child anxiety and related problems at varying child sensitivity levels. Data corresponding to 70 clinic-referred children (M age = 9.86 years; 50 % girls; 49 % Hispanic/Latino, 51 % Caucasian) showed that for children with low (but not high) anxiety sensitivity, anxiety-related parental socialization behaviors were associated with more child anxiety and depression symptoms. Findings also indicated that parental socialization of anxious behaviors and anxiety sensitivity functioned similarly in the prediction of anxiety and depression across Caucasian and Hispanic/Latino children. There were no significant mean level variations across child sociodemographic characteristics in general, but anxiety-promoting parenting behaviors were twice as high in Hispanic/Latino compared to Caucasian families.

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Created

Date Created
  • 2015-06-01

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Who's a Frequent Flyer? The Relation Between Student Anxiety and Missing Instruction in the Elementary School Years

Description

Frequent flyers are students who make repeated, unplanned visits to the school nurse, mostly presenting with somatic symptoms like headaches, stomachaches, and musculoskeletal pain. Somatic symptoms are characteristic of pediatric

Frequent flyers are students who make repeated, unplanned visits to the school nurse, mostly presenting with somatic symptoms like headaches, stomachaches, and musculoskeletal pain. Somatic symptoms are characteristic of pediatric anxiety symptoms and disorders, but the relation between anxiety symptoms and frequent flyer status never has been systematically examined. This study employs data corresponding to 209 students in the 4th and 5th grade (Mage = 9.51, 43.5% girls, 50.9% 51.2% Caucasian, 23.9% Hispanic/Latino) to examine the relation between students' visits to the school nurse (frequent flyer status) and anxiety, including possible variations by children's socio-demographic characteristics, including sex and race/ethnicity. Findings showed statistically significant relations between anxiety and an increased number of nurse visits. A relation between anxiety and sex leading to increased nurse visits was not statistically significant. The statistical model testing race/ethnicity and anxiety in relation to increased nurse visits was found to be significant but driven solely by anxiety. Implications for this study include reframing how frequent flyers are viewed by teachers and addressing possible anxiety in these students.

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Created

Date Created
  • 2018-12

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Predictors of program response to a child anxiety indicated prevention and early intervention protocol

Description

The purpose of this study was to examine if certain child demographics and risk modifiers of the child (i.e., anxiety sensitivity, depressive symptoms, anxiety control, and social competence) predict program

The purpose of this study was to examine if certain child demographics and risk modifiers of the child (i.e., anxiety sensitivity, depressive symptoms, anxiety control, and social competence) predict program response to a Child Anxiety Indicated Prevention and Early Intervention protocol (Pina, Zerr, Villalta, & Gonzales, 2012). This anxiety protocol focused on cognitive behavioral techniques (e.g., systematic and gradual exposure) that used culturally responsive implementation strategies (Pina, Villalta, & Zerr, 2009). The current study aims to investigate specific predictors of program response to this anxiety protocol. First, it was of interest to determine if child demographics and risk modifiers of the child at baseline would predict program response to the early anxiety intervention protocol. Second, it was of interest to see if an interaction with one of the four risk modifiers at baseline and sex or protocol condition would predict program response to the early anxiety intervention protocol. This study included 88 youth (59.14% Hispanic/Latino and 40.9% Caucasian) who were recruited through referrals from public schools and randomized to one of two protocol conditions (i.e., child-only or the child-plus-parent protocol), which had varying levels of mothers’ participation within the Child Anxiety Indicated Prevention and Early Intervention protocol (Pina et al., 2012). Participants ranged from 6 to 17 years of age (M = 10.36, SD = 2.73), and 48.9% were boys. The four risk modifiers were assessed using the Childhood Anxiety Sensitivity Index (CASI; Silverman, Fleisig, Rabian, & Peterson, 1991), Children's Depression Inventory (CDI; Kovacs, 1981), Anxiety Control Questionnaire for Children-Short Form (ACQ-C-S; Weems, 2005), and Social Competence scale from the Child Behavior Checklist (CBCL; Achenbach & Resorla, 2001). Program response was measured by pre-to-posttest changes in anxiety outcomes. Regarding the first aim, each of the four risk modifiers was related to pre-to-posttest changes in program response outcomes. Regarding the second aim for interactions between each of the four focal predictors, sex and protocol condition emerged as moderators. These results have potential implications for clinicians and researchers interested in understanding why some children might experience more or less change when participating in an early intervention protocol for anxiety.

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Created

Date Created
  • 2017

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Reach for success: an initial evaluation of implementation quality in school settings

Description

Anxiety is one of the most common psychiatric disorders among children yet characterized by lower use of mental health services. Preventive efforts have demonstrated promise in the ability to reduce

Anxiety is one of the most common psychiatric disorders among children yet characterized by lower use of mental health services. Preventive efforts have demonstrated promise in the ability to reduce anxiety symptoms. However, as evidence-based interventions move into real-world settings, there is a need to systematically examine potential implementation factors that may affect program outcomes. The current study investigates the relations between different aspects of implementation and their effect on outcomes of a school-based preventive intervention targeting anxiety symptoms. Specifically, the study examines: (1) the measurement of quality of delivery, (2) specific relations among implementation components, (3) relations between these facets and anxiety program outcomes. Implementation data were collected from nine school-based mental health staff and observer ratings. Program outcomes (pretest and immediate posttest) were measured from 59 participants and their parents (mostly mothers) in the intervention condition. Implementation components included adherence, quality of delivery, time spent, participant responsiveness, and perceived usefulness of program materials. Program outcomes included child-reported emotional expressivity, physiological hyperarousal, negative cognitions, social skills, self-efficacy, and child and parent reported levels of child anxiety. Study findings indicated that quality of delivery was best captured as two facets: skillful presentation and positive engagement. Adherence and quality of delivery were associated with greater participant responsiveness, although time spent was not. Significant relations were found between some implementation components and some program outcomes. Further efforts can be used to optimize the translation of evidence-based programs into real-world settings.

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Created

Date Created
  • 2017