The Effect of Coping Cat Program on Decreasing Severity of Anxiety Symptoms among Youth Introduction and Background This study will design to examine the effectiveness of implementation of an anxiety reduction program on children and adolescence with anxiety disorders. It was hoped that a reduction in anxiety will be seen after the participants completed the coping cat program as a group. A reduction in anxiety would indicate a change in the child’s individualistic behavior, change in a child’s social behavior and improve of academic achievement. Data from this study were designed to evaluate the potential effectiveness of this type of evidence-based program as an intervention within a school system. It’s normal for children …show more content…
• Decrease of severity of anxiety symptoms will be maintained overtime (one year follow up period). • People who had not improved over the one year following the intervention when compared to those who had improved will have less improvement in seventy of anxiety symptoms from coping cat program. • An evaluation of efficacy of coping cat program on improvement of anxiety symptoms and other outcomes will identify factors and characteristics that relate to desired treatment outcomes. Significant of the Study This study is important because it is the first study that focuses on anxiety disorder with children and adolescence in Jordan. The findings may be used to explain the effect of coping cat program on children and adolescence with anxiety disorders. The study also highlight on the level of anxiety symptoms before and after applying coping cat program. Lastly, it's significant may be seen from the results of this paper may support further studies and researches, help design effective coping cat programs, possible improvements in treatment and provide elements to decrease anxiety level with children and adolescence had anxiety …show more content…
There is now strong evidence to support the use of cognitive-behavioral therapy, coping cat, as a first – line treatment for children and adolescence with anxiety. Articles and researches showed that anxiety disorders are one of the most common mental illness disorders in children and adolescents, but they often go untreated and undetected. Identification and effective intervention of childhood anxiety disorders can decrease the negative effect of these disorders on academic achievements and social relation and functioning in youth and their persistence into adulthood (Connolly & Nanayakkara, 2009). Multi studies focused on evidence-based treatment interventions for childhood anxiety disorders, and on the effect of applied intervention like coping cat program on anxiety level in childhood anxiety disorders (Lenz, 2016; Podell et al., 2010). Although the literature covered a wide variety of such issues, this review will focus on major issue which showed in different themes throughout the literature reviewed. Although the literature presents these themes in a variety of contexts, this paper will primarily focus on review the results of trials that had tested coping cat programs in samples of children and adolescents with anxiety disorders. The review will focus on studies that target the more common childhood anxiety disorders including Generalized Anxiety Disorder
The Feelings and Friends program is a 10-week program outlined in the article; it incorporated social-emotional, cognitive, and behavioral strategies. For Jane, a shorter face-to-face treatment therapy plan is ideal seeing that her anxiety symptoms are moderate and not as serve, probably lasting between 10-15 sessions, it really just depends on the course and progression of the treatment in relation to her disorder. Commonly, cognitive behavioral therapy usually last 15 or less and the effectiveness of the sessions are the main component of the treatment plan. Since her anxiety is somewhat related to the course of her schooling, the dynamic of intervention therapy, can be less of the typical cognitive behavioral therapy approach. Typically
Specifically, youths produced significant changes on subscales measuring conduct problems, inattention/hyperactivity, somatic complaints, high-risk behaviors, and interpersonal relationships (Weiner, Schneider, & Lyons, 2009). Encouraging results were also found in an EBP Pilot Program conducted by the Illinois Department of Children and Family Services in conjunction with The Mental Health Services and Policy Program at Northwestern University. The study found that adolescents in foster care receiving SPARCS were half as likely to run away, and one-fourth less likely to experience placement interruptions compared to a standard of care group. Youths displayed significant improvements in intrapersonal distress, somatic symptoms, interpersonal relations, social problems, and behavioral dysfunction in Youth Outcome Questionnaire (YOQ) scores. In the UCLA PTSD Reaction Index score, adolescents showed a significant reduction in PTSD symptoms such as re-experiencing, avoidance, and hyper-arousal post intervention (Northwestern University,
Findings by Hranov (2007) have shown the existence of an anxiety disorder being the strongest risk factor for the progression of depression. Therefore, this diagnosis is logical and commonplace. NICE guidance states that the frontline treatment for anxiety, in this case panic disorder, and depression is cognitive behavioural therapy (National Institute for Health & Care Excellence, 2011). Additionally, findings have shown that CBT can produce enduring treatment effects even with comorbid diagnosis, for instance depression and anxiety (Craske et al., 2007; Tsao, Mystkowski, Zucker, & Craske,
Individuals can only overcome trauma through the existential framework by therapists providing support to individuals as whole beings whilst offering a safe channel in which they can explore their world and reconnect with themselves (Corbett & Milton, 2011). Variations of Cognitive behavioral therapies are the most effective and commonly used treatment for Post traumatic stress disorder among adolescents (Black, Woodworth, Tremblay & Carpenter, 2012). Individual and group cognitive behavioral therapy can decrease psychological harm among symptomatic children and adolescents who have been exposed to trauma. Likewise, cognitive behavioral therapy is considered a logical therapeutic technique for adolescents developing anxiety symptoms after experiencing recent waves of terrorism (Pine & Cohenb, 2002).
Questionnaires are completed to assess for baseline symptoms, thoughts, and behaviors at the beginning, mid-point, and end of group. Anecdotal information and surveys play a large role in understanding what is and is not working with SPARCS. This information is gathered from students, parents/guardians, and school staff throughout SPARCS groups. Following up with caregivers and youths to see how they are functioning after the treatment intervention is also important. This can give providers a sense of how well youths retain the concepts of SPARCS.
After completing the first part, all participants had to complete two different tests that measure anxiety and one that measures depression. The first test they had to complete was Generalized Anxiety Disorder Assessment (GAD-7) (Spitzer, Kroenke, Williams, & Löwe, 2006), which is a self-administered patient questionnaire and is used as a screening tool and severity measure for generalized anxiety disorder and measures any potential disturbances during the last two weeks. It consists of seven questions like “Feeling nervous, anxious or on the edge?”, “Having trouble relaxing?” and so on. The test score for these questions is calculated by assessing scores 0, 1 ,2, and 3, to the response categories of “not at all”, “several days”, “more than
Through this therapy, people can be guided to utilize their characteristics and potential in more constructive ways in daily life. b) The reason people become anxious is they have the desire to perform well and feel afraid of failure and mistakes. In Morita Therapy, anxiety and people’s desire to have a better life are both natural feelings of human beings just like the coins which have two sides. Patients can get out of the vicious cycle between attention and feelings of intensify by understanding the mechanism of anxious.
Psychotherapeutic Treatment: It is understandable that some children and teenagers will do everything they possibly can to avoid the feelings they are having. Yet, attempts to avoid or escape their emotions and feelings can make them worse, which is why I chose to implement trauma-focused cognitive-behavioral therapy (TF-CBT). This has been adaptive for many sexually abused victims and others, is actually developed for kids and is seen to be highly effective. It incorporates both behavioral and cognitive components as well implementing family and supportive elements. Some of the major components of the treatment are psychoeducation and parenting strategies, relaxation, affective expression and regulation, cognitive coping, trauma narrative and processing, in vivo exposure, conjoint parent child sessions and enhancing personal safety.
In deed to encourage a continuing family participation in the intervention and as to strengthen its dynamics, family functional therapies would be recommended. Moreover, because the intervention requires the accomplishment of a variety of tasks, it is recommended to use a task-centered model. This model emphasizes on tasks and on the collaborative responsibilities between the client and the social worker. Because cognitive behavior therapy has been extensively tested and found effective in treating depression, it is often a cornerstone in evidence based treatments for depression (Painter, 2015). Subsequently, considering that the child presents symptoms and behaviors of depression and anxiety; the use of CBT would be one of the best intervention options.
This version is modeled on the full form of the TEIQue and is intended to yield scores on the same fifteen facets, four factors (Well-being, Self-control, Emotionality, and Sociability) and global trait EI. The TEIQue comprises 153 items (e.g. ‘I often find it hard to understand other people’), responded to on a 7-point scale from 1 (completely disagree) to 7 (completely agree). The Georgian version of Coping Inventory for Stressful Situations (CISS) - Adolescent Form (Endler, N. S., & Parker, J. D. A. 1990). The CISS is a self-report measure of Emotion-, Task-, and Avoidance-oriented coping. The CISS comprises 20 items arranged on a 4-point scale from 1 (strongly disagree) to 4 (strongly agree).
I should make some research about it. And finally, -what a coincidence - we will do a mock group consisting of people with social anxiety, which make me extremely anxious. Back in time, one of my professors in Turkey said that therapists work on their
The therapist has a variety of techniques to reduce anxiety, but the best way to deal with a conditioned social anxiety disorder is to use a process called systematic desensitization. Systematic desensitization is when a therapist gradually exposes a client to fearful stimuli that work their way up a hierarchy of fear (Priyamvada, R., Kumari, S., Prakash, J., & Chaudhury, S. 2009). There is not one hierarchy of fear that works for all individuals suffering from social anxiety, so the hierarchy is defined by the client, because a certain individual may experience more anxiety is one social related situation than another individual would . Most systematic desensitization therapies start with a relaxation therapy to reduce the existing anxiety, then the climbing of the hierarchy begins. The hierarchy exposures are focused on the conditioned stimulus and not the unconditioned stimulus.
In R. M. Rapee & D. H. Barlow (Eds.), Chronic anxiety: Generalized anxiety disorder and mixed anxiety-depression(pp.95–118). NewYork: Guilford Press Borkovec, T. D., & Ruscio, A. (2000). Psychotherapy for generalized anxiety disorder. Journal of Clinical Psychiatry, 62, 37–45.
As someone that has struggled with anxiety and depression for years, I feel cognitive therapy could be very beneficial to me. With cognitive therapy I believe being able to realize why I think and behave the way I do would help me become a happier person. Being able to change my behaviors, thoughts, and emotions long term would be a goal if I was a client. I often become anxious in large crowds or even while out shopping because I think everyone is looking at me and forming a bad opinion of myself. In my head I worry what these people may be thinking about me as I am shopping.
The textbook discusses Anxiety Disorders in Chapter 14 (Psychological Disorders) and there Effective Treatments are discussed in Chapter 15 (Therapy). Just like in the book, the website states the following about