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A workbook aimed at reducing anxiety in children
Kendall and Hedtke (2006) emphasize the importance of inviting group members to make personal connections with the group facilitator in the first session in order to establish an effective partnership
According to Corey and Corey (2013), it is important for the group facilitator to establish a trusting relationship by showing respect and an understanding of the group’s culture
The first step of the FEAR plan prompts clients to recognize symptoms of anxiety through analyzing facial expressions, gestures, body posture, and the body’s physical cues to alert themselves to their feelings of anxiety (Kendall et al., 2005).
The second step of the FEAR plan prompts clients to analyze any thoughts and beliefs that contribute to their symptoms of anxiety (Kendall et al., 2005).
The third step of the FEAR plan calls on the client to begin replacing maladaptive thoughts, beliefs, and reactions with more positive ones (Kendall et al., 2005).
The final step of the FEAR plan emphasizes the role of both the facilitator and the client in recognizing the benefits of appropriately managing symptoms of anxiety by celebrating achievements and identifying outcomes (Kendall et al., 2005).
Beidas, R. S., Benjamin, C. L., Puleo, C. M., Edmunds, J. M., & Kendall, P. C. (2010). Flexible Applications of the Coping Cat Program for
Anxious Youth. Cognitive and Behavioral Practice, 17(2), 142–153. doi:10.1016/j.cbpra.2009.11.002
Collins, S., Woolfson, L. M., & Durkin, K. (2014). Effects on coping skills and anxiety of a universal school-based mental health
intervention delivered in Scottish primary schools. School Psychology International, 35(1), 85-100. doi:10.1177/0143034312469157
Corey, M., & Corey, G. (2013). Groups: Process and practice (9th ed.). Pacific Grove, Calif.: Brooks/Cole Pub.
Faust, C. (2014). STAP curriculum plans. Unpublished manuscript.
Kendall, P., & Hedtke, K. (2006). The coping cat workbook (2nd ed.). Ardmore, Pa.: Workbook Pub.
Kendall, P. C., Robin, J. A., Hedtke, K. A., & Suveg, C. (2005). Considering CBT with anxious youth? Think exposures. Cognitive and
Behavioral Practice, 12, 136-148. The National Registry of Evidence-based
Moonshine, C. (2008). Acquiring competency and achieving proficiency with dialectical behavior therapy, the clinician's guidebook. Eau
Claire, Wis.: PESI.
National Alliance of Mental Illness (NAMI). (2012). Cognitive behavioral therapy (CBT). Retrieved May 3, 2015, from http://
www2.nami.org/Content/NavigationMenu/Inform_Yourself/About_Mental_Illness/About_Treatments_and_Supports/Cognitive_Behavioral_Therapy1.htm
Programs and Practices (NREPP). (2014). Intervention Summary - Coping Cat. Retrieved May 3, 2015, from http://
www.nrepp.samhsa.gov/ViewIntervention.aspx?id=91
Signs And Symptoms Of Anxiety In Children. (2015). Retrieved May 4, 2015, from
Stallard, P. (2002). Think good- Feel good: A cognitive behavioral therapy workbook for children and young people. Hoboken, NJ: John
Wiley & Sons.
Summer Therapeutic Activities Program (STAP) For Children & Adolescents Programs and Services
Philhaven. (n.d.). Retrieved May 7, 2015, fromhttp://www.philhaven.org/ProgramsandServices/ForChildrenAdolescents/SummerTherapeuticActivitiesProgram(STAP).aspx
Coping Cat is based on the principles of
cognitive behavioral therapy
(CBT) encourages the client to explore the
connections between their thoughts, beliefs,
emotions, and behavior. The goal is to
recognize and modify beliefs and thoughts
that lead to destructive behaviors.
(NAMI, 2012).
Identify triggers for anxiety
Recognize somatic symptoms and behavioral reactions of anxiety
Identify thoughts and beliefs that arise in fearful situations
Identify actions that can be taken to
manage anxiety
(Kendall & Hedtke, 2006)
Since the curriculum is intended to be used in hour long sessions, it can be used with groups in the school
setting with students struggling
with anxiety.
Coping Cat is designed to be used
in a group setting in 16
weekly sessions
(Kendall et al., 2005).
Kendall et al. (2005) emphasizes the importance of reinforcing each component of the FEAR Plan as a cohesive plan to manage symptoms of anxiety
I supplemented the curriculum with various games, crafts, and activities to apply Coping Cat to STAP's programming schedule
The FEAR Plan is introduced over several
sessions and focuses on 4 components
of managing anxiety
Have group members make a
FEAR Plan Brochure
(Faust, 2014)
The children begin applying the learned concepts in vivo
Group sessions are focused on learning skills by building on CBT principles
I used the Coping Cat curriculum as a thematic and theoretical foundation in STAP for children with an anxiety diagnoses
The program typically runs for 6 hours a day,
5 days a week, for 5 weeks
Funding requires that 5 hours of therapeutic programming occurs each day.
(Kendall & Hedtke, 2006)
“The Summer Therapeutic Activities
Program offers structured and therapeutic programming that targets skill development and emotional support for children and adolescents
with social, emotional and behavioral issues” (Philhaven, 2015)
3 separate experimental studies measured the effects of the curriculum using the Anxiety Disorder Interview Schedule (ADIS)
no longer met criteria for an anxiety diagnosis
(NREPP, 2014)
The workbook includes worksheets that the facilitator can use to facilitate the client’s development of these skills
It is also helpful to prompt clients to recognize how negative thinking can multiply and cloud your judgement (Stallard, 2002)
The workbook opens with sample questions for clients to ask their group facilitator (e.g. what is your favorite T.V. show?), as well as a space for children to write their own questions (Kendall & Hedtke, 2006).
The process of cognitive restructuring activities include reducing negative self-talk by replacing it with:
(Beidas et al., 2010; Stallard, 2002).
Beidas et al. (2010) suggests that the group facilitator allows the child to name these cognitions as they see fit (e.g., “my scared voice”) in order to increase self-awareness and ownership of feelings and thoughts.
It is important that the child is guided to identify both intrinsic and extrinsic rewards for managing their anxiety (Kendall & Hedtke, 2006).
(Stallard, 2002)
(Kendall & Hedtke, 2006)
The workbook includes worksheets that the facilitator can use to facilitate the client’s focus on what they are thinking about when they encounter an anxiety provoking situation (Kendall & Hedtke, 2006).
"Coping skills are viewed as likely protective factors in reducing the risk of excessive
anxiety by facilitating management of stressful situations" (Collins, Woolfson, & Durkin, 2013, pg. 86)
In order to cultivate an understanding of possible somatic reactions to anxiety and
normalize the experience, clients can survey each other, the group facilitator, or parents to gain additional insight (Beidas et al., 2010; Kendall & Hedtke, 2006).
(Kendall & Hedtke, 2006)
(Moonshine, 2008)
(Kendall & Hedtke, 2006)