Treatment of Child Anxiety in Nonpsychiatric Settings

描述(申请人提供)：青少年焦虑症的发病率很高 普遍存在并与长期负面后果相关联(例如， 抑郁、药物使用)。然而，这些疾病通常是无法识别的， 未经治疗。此应用程序的目的是通过以下方式解决此问题 发展实施和评估早期检测和干预的技能 非精神科环境中儿童焦虑症的方案，包括 学校和儿科医疗机构。为了实现这些目标，一份职业 制定了发展计划，目的是：(1)获得药效培训和 有效性研究方法，(2)采用经验支持的评估和 学校和医疗环境的治疗，(3)了解 在这些环境中对焦虑症进行筛查和干预，以及(4) 接受应用于自然主义评估的统计方法的培训， 纵向数据和临床试验评估。将提供培训 通过正式的课程作业、监督和与专家小组的协商， 以及一项研究计划，以补充概述的职业发展活动 在此应用程序中。建议的研究项目将评估相关的 一种以学校为基础的认知-行为干预措施的有效性 社交焦虑症青少年注意控制状况的研究 (干预情况)×3(干预前、干预后、随访) 随机分配条件和重复的混合模型析因设计 关于第二个因素的措施。预计校本课程将 认知-行为干预将导致更大幅度的减少 社交恐惧症的症状和总体功能的更大改善 非特定干预，这些相对优势将持续 时间到了。这项研究的结果将被用来向候选人提供 申请RO1进行全面研究，并指导 制定儿科诊所的干预计划。

Description (provided by applicant): Anxiety disorders in youth are highly prevalent and associated with long-term negative consequences (e.g., depression, substance use). Yet, these disorders often go unidentified and untreated. The purpose of this application is to address this problem by developing skills to implement and evaluate early detection and intervention programs for child anxiety disorders in nonpsychiatric settings, including schools and pediatric medical settings. To accomplish these goals, a career development plan has been designed to: (1) obtain training in efficacy and effectiveness research methods, (2) adapt empirically-supported assessments and treatments for school and medical settings, (3) learn about the barriers to screening and intervention for anxiety disorders in these environments, and (4) receive training in statistical methods applied to naturalistic assessment, longitudinal data, and evaluation of clinical trials. Training will be provided via formal coursework, supervision and consultation with a panel of experts, and a research plan that complements the career development activities outlined in this application. The proposed research project will evaluate the relative efficacy of a manualized school-based cognitive-behavioral intervention to an attention control condition for adolescents with social anxiety disorder in a 2 (intervention condition) by 3 (pre-intervention, post-intervention, follow-up) mixed model factorial design with random assignment to condition and repeated measures on the second factor. It is expected that school-based cognitive-behavioral intervention will lead to significantly greater reduction of social phobia symptoms and greater improvement in general functioning than a non-specific intervention, and that these relative advantages will persist over time. Findings from this study will be used to inform the Candidate's application for an RO1 to conduct a full-scale study, and to guide the development of intervention programs in pediatric clinics.