Copping program

Treating anxiety disorders in children: Results of a randomized clinical trial. Journal of Consulting and Clinical Psychology, 62 1 , Type of Study: Randomized controlled trial Number of Participants: Summary: To include basic study design, measures, results, and notable limitations Children were randomly assigned to receive a cognitive-behavioral therapy [now called Coping Cat ] or to a wait-list control group.

Treatment gains were maintained at one year. Long-term follow-up of a cognitive-behavioral therapy for anxiety-disordered youth. Journal of Consulting and Clinical Psychology, 64 4 , Summary: To include basic study design, measures, results, and notable limitations Note: This study uses the same sample as Kendall Participants were clients who had completed cognitive-behavioral therapy for an anxiety disorder [now called Coping Cat ] at least 2 years prior to this follow-up.

Self-report assessment s were mailed to participants and phone interviews were conducted with parents. Therapeutic gains were maintained according to measures of anxiety, self-reported anxious self-talk, and self-reported depression. The authors note that there was no control group for this analysis because the entire original wait-list group had received treatment.

Length of postintervention follow-up: years intervention only. Therapy for youths with anxiety disorders: A second randomized clinical trial. Journal of Consulting and Clinical Psychology, 65 3 , Type of Study: Randomized controlled trial Number of Participants: 94 children. Summary: To include basic study design, measures, results, and notable limitations Children were randomly assigned to receive cognitive-behavioral therapy [now called Coping Cat ] or to an 8-week wait-list group.

Children were reassessed at posttreatment and at 1-year posttreatment. Gains were maintained at the 1-year follow-up. Limitations include small sample size, the waiting-list duration was not identical to the duration of treatment, and reliance on self-reported measures.

Child anxiety treatment: Outcomes in adolescence and impact on substance abuse and depression at 7. Journal of Consulting and Clinical Psychology, 72 2 , Summary: To include basic study design, measures, results, and notable limitations Note: This study is a long-term follow-up of the sample used in Kendall et al.

This report includes those participants originally randomly assigned to the Cognitive-Behavioral Therapy CBT condition Coping Cat and also wait-listed children who received Coping Cat after the conclusion of the initial study period.

Results showed that the majority of participants maintained treatment gains with regard to anxiety. Those who had been successfully treated in the initial study also reported fewer problems with substance abuse in the long-term follow-up. Limitations include the lack of a comparison group and small sample size. Length of postintervention follow-up: 5. Flannery-Schroeder, E.

By incorporating adaptive skills to prevent or reduce feelings of anxiety, the Coping Cat therapist helps to guide the child through consideration of previous behavior in situations in which the child felt anxious, as well as the development of expectations for future behavior in anxious situations.

The Coping Cat program utilizes the first 8 sessions to focus on psychoeducation and skill building. The remaining sessions are exposure-based, focusing on applying the skills in session and in vivo. The Coping Cat program also calls for parent training sessions and parental involvement in the exposures, when appropriate. Efficacy and costs of two forms of stress management training for cancer patients undergoing chemotherapy. Journal of Clinical Oncology, 20 12 , Skip to main content.

Home Coping with Chemotherapy. Program Synopsis. Purpose: Designed to enhance the quality of life of individuals prior to undergoing chemotherapy. Sex: Female, Male. Program Focus: Psychosocial - Coping.

Population Focus: Cancer Survivors. Delivery Location: Clinical. Community Type: This information has not been reported.

Program Materials Preview, download, or order free materials on a CD. Program Scores. Details about Intervention Impact Intervention Impact. Details about Dissemination Capability Dissemination Capability. Coping Power Program. Intervention ID. Factors - Placeholder. Factors - Protective. Good relationship with peers. Student bonding attachment to teachers, belief, commitment. Rewards for prosocial school involvement. High expectations of students.

Presence and involvement of caring, supportive adults. High expectations. Social competencies and problem-solving skills. Effective parenting.