Prevention of Anxiety Disorders: Results of a Universal Trial with Young Children

Autor/inn/en	Dadds, Mark R.; Roth, Janet H.
Titel	Prevention of Anxiety Disorders: Results of a Universal Trial with Young Children
Quelle	In: Journal of Child and Family Studies, 17 (2008) 3, S.320-335 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-007-9144-3
Schlagwörter	Social Behavior; Prevention; Young Children; Parents; Effect Size; Foreign Countries; Anxiety Disorders; Preschool Children; Personality Traits; Inhibition; Individual Characteristics; Parent Child Relationship; Interaction; Parent Education; Expectation; Social Development; Interpersonal Competence; Parent Attitudes; Program Effectiveness; Behavior Problems; Student Behavior; Australia + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Prävention; Vorbeugung; Frühe Kindheit; Eltern; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Hemmung; Personality traits; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Parents education; Elternbildung; Elternschule; Expectancy; Erwartung; Soziale Entwicklung; Interpersonale Kompetenz; Elternverhalten; Student behaviour; Schülerverhalten; Australien
Abstract	We examined a brief program aimed at preventing anxiety and other problems in early childhood. Participants (N = 734, age 3-6 years) were drawn from 25 preschools across Brisbane, Australia. Assessments occurred four times over 14 months, with a diagnostic interview at follow-up. Parent and teacher reports included information on child temperament, social behavior, inhibition, parent characteristics, and parent-child interactions. REACH for RESILIENCE, a universal prevention program developed for this study, consisted of a six-session training program for parents focusing on building positive expectations and social competency in children. Parents rated the program positively and attended well, especially highly stressed parents who thus became over-represented in the treatment group as time progressed. Despite this difficulty with interpreting results, the intervention resulted in decreases in child problems via teacher report for both internalizing and externalizing problems. However, the effect sizes were not impressive and no changes were noted in parent's diagnostic ratings. Results, directions for further research, and refinement of methods are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10