Treatment of Child Anxiety in Nonpsychiatric Settings

描述（由申请人提供）：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（例如， 抑郁症，物质使用）。然而，这些疾病往往无法识别， 未经治疗。本申请的目的是通过以下方式解决该问题： 发展实施和评估早期发现和干预的技能 在非精神病环境中的儿童焦虑症项目，包括 学校和儿科医疗机构。为了实现这些目标，职业生涯 发展计划的目的是：（1）获得有效性培训， 有效性研究方法，（2）调整辅助评估， 治疗学校和医疗机构，（3）了解的障碍， 在这些环境中筛查和干预焦虑症，以及（4） 接受应用于自然评估的统计方法的培训， 纵向数据和临床试验评价。提供培训 通过正式的课程，监督和咨询专家小组， 以及一个补充职业发展活动的研究计划 在这个应用中。拟议的研究项目将评估相对 以学校为基础的认知行为干预对儿童的有效性 青少年社交焦虑障碍的注意控制状况 （干预条件）乘以3（干预前、干预后、随访） 条件随机重复混合模型析因设计 第二个因素的措施。预计，学校 认知行为干预将导致显著更大的减少 社交恐惧症的症状和更大的改善一般功能比一个 非特异性干预，这些相对优势将持续存在， 时间这项研究的结果将用于通知候选人的 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.