Preview of Programming Prevalence of anxiety in pediatric population Risks of unmitigated anxiety among CATAY Quick review of the CBT Model of pathology versus adaptive functioning FEAR model and Coping Cat ID: 586931
Download Presentation The PPT/PDF document "Treating Childhood Anxiety" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Treating Childhood AnxietySlide2
Preview of Programming
Prevalence of anxiety in pediatric population
Risks of unmitigated anxiety among CATAY
Quick review of the CBT Model of pathology versus adaptive functioning
FEAR model and Coping Cat
manual
Integrated treatment planning Slide3
Nature & Prevalence
of Anxiety Disorders among CATAY
Difference between stress and anxiety?
Syndrome Characteristics:
disproportionate fear
anticipation of
future
threat
related
behavioral disturbances that affect the developmental
course
approximately
25% of
children and adolescents experience clinically relevant symptoms of an anxiety disorder
within a
12-month
period (Kessler et al., 2012)Slide4
Risks
of Unmitigated Anxiety among
CATAY
psychiatric
comorbidity
academic
underperformance
social skills deficitsVictimization and bullyinglow self-esteemSlide5
Cognitive Model of Well-Being
Physiology, Social Environment, Personal History, and risk/mitigating factors interact in a meaningful way to influence beliefs about:
Self
Others
The World
The products of these interactions over time inform ideas about some important core beliefs suggesting degrees that we are:
Lovable
Capable/Competent WorthinessWhen factors come together in a supportive way, we develop emotionally and physically
functional and adaptive
rules/attitudes/schemas to inform day to day functioning.
When not, we develop attitudes and actions to approach the complexities of life that may be functional coping mechanisms, but are not adaptive. Slide6
Time to change thinking and attitudes
Thoughts do not cause anxiety as a root source, but they are the treatable symptom
Feelings
Actions
Thoughts
Thoughts
Actions
FeelingsSlide7
Behavioral Conceptualizations
Feelings
Actions
Thoughts
Actions
Thoughts
FeelingsSlide8
Integrated Treatment PlanningSlide9
Treatment Planning for Anxiety
Presenting Problem
Goals
Objectives
Interventions
Strengths
Personal resources
Family resources Community resources Physical Health
Substance use
Medications
Medical issues
Referrals
Discharge Plan Slide10
Coping Cat ProgramSlide11
Program Overview
Coping Cat
is a cognitive-behavioral treatment for children with anxiety. The program incorporates 4 components
:
Recognizing
and understanding emotional and physical reactions to anxiety
Clarifying
thoughts and feelings in anxious situations Developing plans for effective
coping
Evaluating
performance and giving self-reinforcementSlide12
Program Processes
Educate, model, practice, and make meaning of anxiety coping skills using F.E.A.R. plans
F
eeling anxious?
E
xpecting bad things to happen?
A
ttitudes and actions that can help? Rewards that make sense? Slide13
Essential Components
Psychoeducation
, involving information for children and families about how anxiety can develop and be maintained, and how it can be treated
Exposure tasks
, which give the child the chance to be in the feared situation and have a mastery experience
Somatic management
, which teaches relaxation techniques
Cognitive restructuring which addresses FEAR: Feeling frightened, expecting bad things, attitudes and actions that will help, and results and rewards
Problem solving
to generate and evaluate specific actions for dealing with problems
For group sessions, 4-5 participants per group is recommendedSlide14
Evidence for Coping Cat
Strong evidence from primary studies
Tends to be more efficacious than:
Relying on exiting coping resources (g = -.67, k = 13)
Other viable treatments (g = -.15, k = 12)
Other considerations:
Most efficacious in university and community settings
Boys and girls respond similarly
Age groups respond similarly Slide15
Activity One
Explaining the Cognitive
ModelSlide16
The Cognitive ModelSlide17
Cognitive Model: ExampleSlide18
Activity Two
Developing your Thinking Trap LingoSlide19
Thinking Traps
All or Nothing Thinking
: thinking in terms of false dichotomies; absolute, black/white categorization.
Overgeneralization
: viewing a negative event as a never-ending pattern of defeat.
Filtering
: dwelling on the negatives and ignoring the positives.
Jumping to Conclusions
: assuming negative reactions from others or engaging in fortune-telling.
Magnification
or
Minimization
: blowing things way out of proportion or shrinking their importance inappropriately.
Emotional reasoning
: making decisions based exclusively on one’s emotional state.
“Should” statements
: criticizing oneself or others with “
shoulds/shouldn’ts
” or “musts/oughts” Labeling: identifying oneself as one’s shortcomings.
Personalization or Blame: taking sole responsibility for a negative outcome or blaming others and overlooking one’s role in contributing to problems. Slide20
Thinking Traps: Make them your own!
Come
up with your own names
and definitions for
these traps! It is super important for you to be able to explain these concepts in developmentally appropriate ways.
All or Nothing
Thinking
_____________________________
Overgeneralization
_____________________________
Filtering
_____________________________
Jumping
to
Conclusions
_____________________________
Magnification
_____________________________
Minimization _____________________________
Emotional Reasoning _____________________________“Should”
Statements _____________________________Labeling
_____________________________
Personalization
_____________________________
Blame
_____________________________Slide21
Activity Three
Working through a FEAR planSlide22
Case Studies
Please review the two case studies provided in your handout packet. There is one for younger children and one for adolescents.
Please choose one of these case studies and create a FEAR Plan using the case study. Slide23
Case Study Options
The Case of Eleanor
8
-year-old Caucasian girl
Living in a single-parent, multigenerational household with father and paternal grandparents
Experiencing anxiety about her grandparents’ health after learning a classmate’s grandmother passed away
Often worries about her grandparents falling, injuring themselves, or contracting an incurable disease
Engages in checking behaviors and experiences heightened emotionality when away from grandparents, has difficulty leaving them to go to school in the morning
The Case of Darius
16-year-old African American boy
Living in a middle-class, nuclear family with two younger siblings
Experiencing anxiety related to his future in regards to college choice, performance on examinations, etc.
Ruminates about school assignments, constantly believes he is failing, and experiences significant test anxiety
Struggling with insomnia, has an elevated heart rate when thinking about or attending school, sometimes vomits before major assignmentsSlide24
FEAR Not! It’s Plan Time!
F
eeling
anxious?
E
xpecting bad things to happen?
A
ttitudes and actions that can help? Rewards that make sense?