Telman et al. (2020). Modular CBT for youth social anxiety disorder: A case series examining initial effectiveness.” – Article summary

Social anxiety disorder (SAD) refers to a persistent, intense fear of social situations in which the individual may be negatively evaluated by others. This fear must occur in peer settings and not just in adult settings for children. The prevalence rate is 10% in adolescence and first incidence after the age of 21 is very low.

Not treating SAD is associated with impairments in interpersonal functioning (1), loneliness (2), school refusal (3), drop-out (4), lower educational level (5), subsequent anxiety (6), subsequent depressive disorders (7) and subsequent substance use disorders (8). It typically persists into adulthood when it is left untreated.

Cognitive behavioural therapy (CBT) is the most efficacious treatment for anxiety disorders in children and adolescents. About 50-70% of the children with an anxiety disorder are free of it after treatment. CBT for childhood anxiety disorders typically consists of skill-building (1), psychoeducation (2), cognitive restructuring (3), coping (4) and exposure (5). However, general CBT is less effective for SAD than for other anxiety disorders.

Modular treatment may allow for the therapist to spend more time on more problematic areas in the child with SAD. This may lead to better outcomes. Including mindfulness in CBT treatment for SAD may also be useful as there are six change mechanisms of attentional processes training in SAD:

  • Reducing hypervigilance by focusing on broader aspects of self and environment.
  • Increasing mindfulness to counter mindless ruminating.
  • Increasing attention control.
  • Increasing self-esteem through enhanced concentration.
  • Reducing self-focused attention.
  • Reducing attentional avoidance.

A relatively short modular CBT is effective for 50% of the youth with SAD (i.e. they were free of diagnosis) and for 80% at a 10-week follow-up. Children receiving modular treatment showed faster improvements than youth in usual care. It is not clear whether the personalization by the therapists to the individual client or the inclusion of mindfulness led to the results.

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Youth Interventions: Theory, Research, and Practice – Article overview (UNIVERSITY OF AMSTERDAM)

This bundle contains all the articles that have been discussed and were part of the mandatory literature for the course: "Youth Interventions: Theory, Research, and Practice" given at the University of Amsterdam. It contains the following articles:

...
Prins, Ollendick, Maric, & MacKinnon (2015). Moderators and mediators of youth treatment outcomes.” – Article summary
Weersing, Schwartz, & Bolano (2015). Moderators and mediators of youth treatment outcomes.” – Article summary
Hudson et al. (2015). Comparing outcomes for children with different anxiety disorders following cognitive behavioural therapy.” – Article summary
Telman et al. (2020). Modular CBT for youth social anxiety disorder: A case series examining initial effectiveness.” – Article summary
Koegel, Koegel, Ashbaugh, & Bradshaw (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders” – Article summary
Schreibman et al. (2015). Naturalistic developmental behavioural interventions: Validated treatments for autism spectrum disorder”. – Article summary
Daley et al. (2014). Practitioner review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with ADHD” – Article summary
Evans et al. (2021). The efficacy of cognitive video game training for ADHD and what FDA clearance means for clinicians.” – Article summary
Staff et al. (2021). Effectiveness of specific techniques in behavioral teacher training for childhood ADHD: A randomized controlled microtrial.” – Article summary
Van der Pol et al. (2019). Common elements of evidence-based systemic treatments for adolescents with disruptive behaviour problems.” – Article summary
Price & Ansari (2013). Dyscalculia: Characteristics, causes and treatments.” – Article summary
Vellutino, Scanlon, Zhang, & Schatschneider (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties.” – Article summary
Dunning et al. (2019). Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – A meta-analysis of randomized controlled trials.” – Article summary
Lynch et al. (2006). Mechanisms of change in dialectical behavior therapy: Theoretical and empirical observations.” – Article summary
De Roos et al. (2017). Comparison of eye movement desensitization and reprocessing theory, cognitive behavioural writing therapy, and wait-list in pediatric posttraumtic stress disorder.” – Article summary
Maric, Willard, Wrzesien, & Bögels (2019). Innovations in the treatment of childhood anxiety disorders: Mindfulness and self-compassion approaches." - Article summary
Van der Oord, Lucassen, van Emmerik, & Emmelkamp (2010). Treatment of post-traumatic stress disorder in children using cognitive behavioural writing therapy
McCauley et al. (2018). Efficacy of dialectical behavior therapy for adolescents at high risk for suicide: A randomized clinical trial.” – Article summary

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