The aim of the current pilot trial was to evaluate the effects of the group-based FRIENDS for Life (FFL) program on school and social functioning in children with elevated levels of anxiety. Participants were 15 children aged eight to 12 identified by their parents as experiencing elevated levels of anxiety. Children attended six two-hour sessions of the FFL program and completed measures of anxiety, school functioning, and social functioning at pre- and post-treatment. Results indicated nonsignificant reductions from pre- to post-treatment in both child- and parent-report anxiety with large and medium effect sizes, respectively. Working memory scores increased significantly and there was a trend toward a significant increase in academic performance; large within group effects were found for both increases. The increase in academic functioning scores was significant with a moderate effect size only for child-report scores. A significant improvement with a large effect size was found for child-report peer relations scores and significant decreases were found for parent-report asocial behaviour and relational aggression scores, both with moderate effect sizes. Overall, children in this study demonstrated improvements in anxiety, school functioning, and social functioning. While reduction in anxiety is the primary focus of the FFL program additional benefits include improvements in school and social functioning. Though results are encouraging it is important to note that this was an uncontrolled pilot study with a small sample size. Thus results should be interpreted with caution. Nevertheless, the generally positive findings of this trial suggest a larger controlled trial is warranted. If these findings are replicated in a larger trial, the FFL may be a cost-effective, easily implemented, and versatile anxiety prevention program that can help change the trajectory of anxious children’s school and social functioning.

The newly revised 2017-2018 British Columbian high school curriculum, as a prevention education response to a growing concern around children and youths’ mental health, indicates that students will learn the signs and symptoms of stress, anxiety and depression and be able to explain strategies to promote mental well-being (Province of British Columbia, 2016). Youth voices may help in shaping this curriculum objective. This study explores the meaning that five high school students, who were trained to facilitate an anxiety-prevention program, make of the problem of anxiety and prevention through their narratives, applying a narrative methodology and analysis. These youth narratives do not provide a singular explanation, truth or understanding of anxiety; like all narratives, they hold multiple truths. The youth narratives are drawn from the participants’ local experiential knowledge as well as prevailing discourses that shape their understanding. The types of narratives in this inquiry include: i) the quest for problem-free childhoods; ii) the genesis of knowledge; and iii) overcoming giant stigma by connecting. There are implications and considerations pulled from the narratives, including how a prevailing psychologized discourse may obscure contextual factors in making sense of anxiety and prevention. This inquiry may help educators and other professionals to imagine what else could be possible in conceptualizing the problem of anxiety and implementing prevention programs. It is hoped that this study will add to the current dialogue around prevention and support strategies in British Columbian schools and beyond. / Graduate / 0525 / 0680 / 0519 / 0533 / 0347 / arfelix3@gmail.com

Anxiety is a commonly diagnosed disorder in middle childhood that affects many aspects of the child’s life. Effective treatment is needed so that children are able to experience fewer or no symptoms of anxiety and to manage anxiety. Cognitive behavioral treatment (CBT) is widely used as a treatment for children with anxiety. CBT can either be facilitated in an individual or group format but there are inconsistencies in the literature regarding which modality is most effective. A meta-analysis was conducted to compare the effectiveness of individual CBT (ICBT) and group CBT (GCBT) in treating school-aged children with anxiety disorders. Eligible studies focused on the Coping Cat program for ICBT or GCBT programs such as FRIENDS. Participants from the selected studies were between the ages of 5-12 years and were treated by either ICBT or GCBT. Effect sizes were calculated from post-intervention measures and combined to examine group differences. It was found that ICBT was associated with a very large effect size (1.05) and GCBT (0.54) had a large effect size. This suggests that ICBT is the superior treatment modality as children who received individualized treatment reported a greater reduction or elimination of anxiety symptoms. Individual treatment allows opportunity for the therapist to work with the child and their families whereas in GCBT, there is less time to create treatment plans that are uniquely tailored. A proposed ICBT program is outlined that addresses a richer family component and social skills training.