Indicated Prevention and Early Intervention for Childhood Anxiety: A Randomized Trial with Caucasian and Hispanic/Latino Youth

Autor/inn/en	Pina, Armando A.; Zerr, Argero A.; Villalta, Ian K.; Gonzales, Nancy A.
Titel	Indicated Prevention and Early Intervention for Childhood Anxiety: A Randomized Trial with Caucasian and Hispanic/Latino Youth
Quelle	In: Journal of Consulting and Clinical Psychology, 80 (2012) 5, S.940-946 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-006X
DOI	10.1037/a0029460
Schlagwörter	Prevention; Ethnicity; Whites; Anxiety; Early Intervention; Hispanic Americans; Parent Participation; Parent School Relationship; Spanish; Adolescents; Symptoms (Individual Disorders); Cognitive Restructuring; Behavior Modification; Language Usage; Cultural Awareness; Outcomes of Treatment; Children; Therapy + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Ethnizität; White; Weißer; Angst; Hispanic; Hispanoamerikaner; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Spanisch; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychiatrische Symptomatik; Behaviour modification; Verhaltensänderung; Sprachgebrauch; Cultural identity; Kulturelle Identität; Child; Kind; Kinder; Therapie
Abstract	Objective: This trial of a randomized indicated anxiety prevention and early intervention explored initial program effects as well as the role of ethnicity and language on measured outcomes. Method: A total of 88 youth (M = 10.36 years; 45 girls, 52 Latino) received 1 of 2 protocols with varying degrees of parent involvement, and response was measured at posttest and 6-month follow-up. Results: Findings showed that child anxiety symptoms improved significantly across protocols, although additional gains were found for children in the child plus parent condition. Program effects did not vary by Latino ethnicity or Spanish language use in the intervention. Conclusions: The cognitive and behavioral strategies established for Caucasian children may be promising for Hispanic/Latino children when applied in a culturally responsive manner. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10