Project Chill: Program Description and Session Feedback Data From a Proof-of-Concept Study of a School-Based Psychoeducational Program Using Creative Media. Issue 2 (May 2022)

• Record Type: Journal Article
• Authors: Friedberg, Robert D.; Rozmid, Erica; Atasuntseva, Anaid; Mosley, Cameron; Wilberding, Nicole; LaPrade, Rebecca; Wister, Andrea; Feezer, Judy
• Is Part Of: Cognitive and behavioral practice. Volume 29:Issue 2(2022)
• Page Start: 400
• Page End: 410
• Publication Date: 2022-05
• Subjects: anxiety -- prevention -- FEAR plan -- schools; Behavior therapy -- Periodicals; Cognitive therapy -- Periodicals; Behavior Therapy -- Periodicals; Cognitive Therapy -- Periodicals; 616.8914205
• DOI: 10.1016/j.cbpra.2020.11.001
• Languages: English
• ISSNs: 1077-7229

Abstract

Highlights: A brief psychoeducational program for preventing anxiety in schools is feasible and acceptable. Exposure and behavioral experiments were the most favored classes. GIFS, videos, music, and karaoke added to the reinforcement value of sessions. Session feedback forms fostered transparent student responses. Abstract: Anxiety disorders in youth are pervasive and impairing. Further, too few young people are identified and treated due to the barriers in accessing mental health treatment (fees, transportation, and time). School-based prevention initiatives may represent viable options for these vulnerable youngsters. Therefore, this proof-of-concept study assessed the feasibility, acceptability, and benefits of a brief prevention program for seventh and eighth grade students. Forty-two seventh and eighth grade students completed a 5-session psychoeducational program using creative media including short video clips, music, and karaoke. Session feedback forms were completed by all students after each class. The results revealed that the program was perceived as moderately helpful yet was quite feasible and acceptable. Further, the majority of students accurately recalled key lessons from every lesson, suggesting high levels of engagement and integrity of session content. The implications of these findings for future program development and evaluation are discussed.