Prevention of Anxiety in High-Risk Pre-School Children

预防高危学龄前儿童的焦虑

• 批准号: 7632299
• 负责人: CARRIE L MASIA
• 金额: $ 25.43万
• 依托单位: NEW YORK UNIVERSITY SCHOOL OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-08-01 至 2011-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7632299
• 关键词: 4 year old; Accounting; Age; Anxiety; Anxiety Disorders; Blinded; Caregivers; Child; Child Behavior Checklist; Childhood; Chronic; Clinical; Country; DSM-IV; Data; Diagnostic; Early identification; Elderly; Emotional; Etiology; Family; Goals; High Prevalence; Intervention; Intervention Trial; Link; Literature; Maintenance; Mediating; Mediation; Mental disorders; Modeling; Mood Disorders; Outcome; Parenting behavior; Parents; Patient Self-Report; Pattern; Phase; Phase I Clinical Trials; Prevention; Procedures; Psychotherapy; Public Health; Randomized; Randomized Controlled Trials; Recruitment Activity; Reporting; Risk Factors; Sampling; Schools; Social Functioning; Training; Treatment Efficacy; Waiting Lists; burden of illness; depression; design; disability; early onset; follow-up; functional outcomes; high risk; impression; improved; indicated prevention; information processing; intervention effect; meetings; pilot trial; post intervention; primary outcome; programs; social skills; teacher

DESCRIPTION (provided by applicant): Anxiety disorders are one of the more prevalent psychiatric conditions. They typically have an onset in childhood and then follow a chronic and fluctuating course into adulthood. Despite an established literature on psychotherapy with anxious adults and older children, there is little data on the efficacy of any treatments for anxiety in children prior to age 7. There are no controlled anxiety prevention trials in US samples of any age. Given the high prevalence, early onset, and impairing consequences of untreated anxiety, public health strategies that would allow early identification and intervention are clearly warranted. This R34 proposal will develop an indicated prevention for pre-school children with significant subthreshold anxiety and then obtain data on its feasibility, acceptability and potential efficacy. In Phase 1 of the study, we will create a manualized intervention for anxious preschoolers and their parents, establish recruitment procedures, conduct training of therapists and evaluators, and carry out an initial open pilot trial of the intervention with 10 children and their families. In Phase 2, we will screen 4-year-old children attending public school Pre-K programs in NYC. We will recruit 64 subjects with persistently elevated levels of anxiety, who do not currently meet diagnostic criteria for a DSM-IV anxiety or mood disorder, and randomize them to a 12-week intervention or a wait-list control condition. All subjects will be assessed at baseline, immediately pre- and post-intervention and at 3-month follow-up. The goal of this study is to inform the design of a full-scale intervention trial (R01) through evaluating recruitment, program feasibility and acceptability, attrition rates, missing data patterns and estimating intervention effect sizes on primary outcomes (child anxiety and social functioning) and targeted proximal risk factors (parenting and child socio-emotional functioning).

描述（由申请人提供）：焦虑症是最普遍的精神疾病之一。他们通常在儿童时期发病，然后遵循慢性和波动的过程进入成年期。尽管有关于焦虑的成人和年龄较大的儿童的心理治疗的文献，但关于7岁之前儿童焦虑的任何治疗的有效性的数据很少。在任何年龄段的美国样本中，都没有对照焦虑预防试验。鉴于高患病率，早期发病，未经治疗的焦虑和损害后果，公共卫生战略，将允许早期识别和干预显然是必要的。这项R34建议将为有严重阈下焦虑的学龄前儿童制定一项有针对性的预防措施，然后获得有关其可行性、可接受性和潜在功效的数据。在研究的第一阶段，我们将为焦虑的学龄前儿童及其父母创建一个手动干预，建立招募程序，对治疗师和评估人员进行培训，并对10名儿童及其家庭进行初步的开放式干预试点试验。在第二阶段，我们将筛选在纽约市参加公立学校学前班课程的4岁儿童。我们将招募64名焦虑水平持续升高的受试者，他们目前不符合DSM-IV焦虑或情绪障碍的诊断标准，并将他们随机分配到12周的干预或等待列表控制条件。所有受试者将在基线、干预前后即刻以及3个月随访时接受评估。本研究的目的是通过评估招募、项目可行性和可接受性、流失率、缺失数据模式和估计主要结局（儿童焦虑和社会功能）和目标近端风险因素（养育和儿童社会情感功能）的干预效应大小，为全面干预试验（R 01）的设计提供信息。

项目成果

Preventive intervention for anxious preschoolers and their parents: strengthening early emotional development.

• DOI: 10.1007/s10578-012-0283-4
• 发表时间: 2012-08
• 期刊: CHILD PSYCHIATRY & HUMAN DEVELOPMENT
• 影响因子: 2.9
• 作者: Fox, Jeremy K.;Warner, Carrie Masia;Lerner, Amy B.;Ludwig, Kristy;Ryan, Julie L.;Colognori, Daniela;Lucas, Christopher P.;Brotman, Laurie Miller
• 通讯作者: Brotman, Laurie Miller