Increasing access to evidence‐based treatment for child anxiety problems: online parent‐led CBT for children identified via schools. Issue 1 (13th December 2022)

• Record Type: Journal Article
• Authors: Green, Iheoma; Reardon, Tessa; Button, Roberta; Williamson, Victoria; Halliday, Gemma; Hill, Claire; Larkin, Michael; Sniehotta, Falko F.; Ukoumunne, Obioha C.; Ford, Tamsin; Spence, Susan H.; Stallard, Paul; Creswell, Cathy
• Other Names: Gega Lina guestEditor.; Martin Jennifer guestEditor.; Sayal Kapil guestEditor.; Thabrew Hiran guestEditor.
• Is Part Of: Child and adolescent mental health. Volume 28:Issue 1(2023)
• Page Start: 42
• Page End: 51
• Publication Date: 2022-12-13
• Subjects: Child -- anxiety -- digital -- parents -- intervention -- CBT; Adolescent psychology -- Periodicals; Child mental health -- Periodicals; Child psychiatry -- Periodicals; Child psychology -- Periodicals; Teenagers -- Mental health -- Periodicals; 155.405
• DOI: 10.1111/camh.12612
• Languages: English
• ISSNs: 1475-357X

Abstract

Abstract : Background: Anxiety problems are extremely common and have an early age of onset. We previously found, in a study in England, that fewer than 3% of children with an anxiety disorder identified in the community had accessed an evidence‐based treatment (Cognitive Behavioural Therapy; CBT). Key ways to increase access to CBT for primary school‐aged children with anxiety problems include (a) proactive identification through screening in schools, (b) supporting parents and (c) the provision of brief, accessible interventions (and capitalising on technology to do this). Method: We provided a brief, therapist guided treatment called Online Support and Intervention (OSI) to parents/carers of children identified, through school‐based screening, as likely to have anxiety problems. Fifty out of 131 children from 17 Year 4 classes in schools in England screened positive for 'possible anxiety problems' and 42 (84%) of these (and 7 who did not) took up the offer of OSI. We applied quantitative and qualitative approaches to assess children's outcomes and families' experiences of this approach. Results: Inbuilt outcome monitoring indicated session on session improvements throughout the course of treatment, with substantial changes across measures by the final module (e.g. Child Outcome Rating Scale d = 0.84; Goal Based Outcomes d = 1.52). Parent engagement and satisfaction was high as indicated by quantitative and qualitative assessments, and intervention usage. Conclusions: We provide promising preliminary evidence for the use of OSI as an early intervention for children identified as having anxiety problems through school‐based screening.