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The effectiveness and generalizability of community-based CBT for childhood anxiety /Summers, Jennifer. January 2007 (has links)
Thesis (M.A.)--York University, 2007. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 66-72). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR32027
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Cognitive behavioural modification of impulsivity in hyperactive childrenLee Chan, Kwan-yee. January 1981 (has links)
published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences
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Preventing childhood anxiety and depression testing the effectiveness of a school-based program in México /Gallegos Guajardo, Julia, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.
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An internet cognitive-behavioral skills-based program for child anxietyKeller, Melody Lee, January 1900 (has links)
Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 128-142).
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Intervening with independent daily living skills for high-functioning children with autism and concurrent anxiety disordersDrahota, Amy Marie, January 1900 (has links)
Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 76-88).
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CBT in anxiety : examining different modes of delivery /Leong, Joyce. January 1900 (has links) (PDF)
Thesis (M.Psych.Clin.) - University of Queensland, 2005. / Includes bibliography.
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Error-related brain activity in pediatric obsessive-compulsive disorder and trichotillomania before and after cognitive-behavioral therapyHajcak, Greg. January 2006 (has links)
Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: Robert F. Simons, Dept. of Psychology. Includes bibliographical references.
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A comparison of individual versus group administered family-focused CBT for childhood anxiety /deGroot, Jules. January 2005 (has links) (PDF)
Thesis (D.Psych.) - University of Queensland, 2006. / Includes bibliography.
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The impact of a board game as parent guidance strategy to reinforce Cognitive Control Therapy in the home environmentByles, Hestie Sophia. January 2007 (has links)
Thesis (M. Ed.(Educational psychology))-University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.
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Preventing childhood anxiety and depression : testing the effectiveness of a school-based program in MéxicoGallegos Guajardo, Julia, 1979- 25 September 2012 (has links)
A growing number of school-aged children experience or are at risk for myriad psychological and behavioral problems such as anxiety and depression that interfere with their interpersonal relationships, school performance, and potential to become productive citizens--hence, the critical nature of early prevention and intervention in schools. The purpose of this study was to assess the effectiveness of AMISTAD, a social and emotional program focusing on the prevention of anxiety and depression of four groups of students. Eight schools from a northern city in México were randomly selected and assigned to either an intervention or monitoring condition. Sixteen teachers implemented the intervention, and 16 served as control. Participants were 1,030 fourth- and fifth-grade students (ages 9-11), including 131 children with learning disabilities (LD). Children in the intervention group received the program and learned about relaxation techniques, coping with difficulties, positive thinking, and interpersonal skills, among others. For analysis, the sample was divided into four nonoverlapping groups: children diagnosis-free for anxiety and non-LD, children at risk for anxiety and non-LD, children at risk for anxiety with LD, and children diagnosis-free for anxiety with LD. The impact of the program was evaluated immediately after the intervention and after 6 months. Results showed statistically significant improvements of small impact for the overall sample and for children diagnosis-free for anxiety and non-LD, in that those receiving the program decreased the severity of their depressive symptoms, the number of children at risk for depression decreased, and these children increased their proactive coping skills. For children already showing risk for anxiety and/or LD, the program in the current format did not produce meaningful changes. Therefore, adaptations regarding culture, mode of delivery, and content should be incorporated in order to better meet these children’s needs. Finally, this study confirms the importance of prevention, as in the current study, almost 1 out of 5 children reported clinical depression, and it appears that without intervention, these symptoms will escalate over time. / text
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