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WEEK 5

WEEK 4

RECOGNIZE ANXIOUS SELF -TALK/PRACTICE COPING SELF-TALK

RELAXATION TRAINING (VISUALIZATION AND PROGRESSIVE MUSCLE RELAXATION)

LIMITATIONS

WEEK 3

41% DROP OUT LEAVING N=13 AT POST-TEST

NO CONROL GROUP

TYPES NOT CATEGORIZED

NO MEASURE OF SCHOOL REFUSAL ANTECEDANTS

WEEK 8

HIERARCHY OF ANXIETY-PRODUCING SITUATIONS, TO DISTINGUISH ANXIETY FROM OTHER SYMPTOMS/ RECOGNITION OF SOMATIC SYMPTOMS

WEEKS 9-15

REVIEW OF ALL OF THE CONCEPTS

Beidas, S.B., Crawley, S.A, & Mychailyszyn, M.P. (2010). Cognitive-behavioral treatment of anxious youth with comorbi school refusal: Clinical presentation and treatment response. Psychological Topics, 2, 255-277.

EXPOSURE! AND PRACTIVE OF NEWLY LEARNED SKILLS

WEEK 7

WEEK 16

SELF-EVALUATION/SELF-REWARD

MAKE A TESTIMONIAL OR COMMERCIAL IN WHICH THE GOAL IS TO TEACH OTHER CHILDREN HOW TO COPE WITH ANXIETY

WEEK 2

AFFECTIVE EDUCATION/DISCUSSION OF FEELINGS

GROUP DISCUSSION

DO YOU THINK THE HYPOTHESIS WAS SUPPORTED?

WHAT TYPES OF CHILDREN DO YOU THINK WILL HAVE SCHOOL REFUSAL?

DO YOU THINK ANYONE IN THIS CLASS HAS EVER HAD SCHOOL REFUSAL?

HOW DO YOU FEEL ABOUT COPING CAT INTERVENTION?

WEEK 6

COPING STRATEGIES/VERBAL SELF-DIRECTION/DEVELOP APPROPRIATE ACTIONS TO COPE WITH ANXIETY

WEEK BY WEEK

WEEK 1:

BUILD RAPPORT AND DISCUSS SPECIFIC ANXIETY SITUATIONS AND REACTIONS

16 WEEKS IN SEVEN MINUTES

RESEARCH DESIGN

PICK A NUMBER BETWEEN 2 AND 8

YOUR ROLE IN OUR EBI DEMONSTRATION

* N=27 YOUTH (7-16 YEARS OLD) RATED 4 OR ABOVE IN SCHOOL REFUSAL BEHAVIOR COMORBID WITH GAD, SA, OR SP

PRE-TEST/POST-TEST DESIGN

  • ANXIETY DISORDER INTERVIEW SCALE CHILD/PARENT
  • CHILDREN'S GLOBAL ASSESSMENT SCALE
  • MULTIDIMENSIONAL ANXIETY SCALE FOR CHILDREN
  • CHILD DEPRESSIVE INVENTORY
  • CHILD BEHAVIOR CHECKLIST

POST-TEST

WHOLE CLASS-WEEK 1

2-WEEK 2

3-WEEK 3

4-WEEK 4

5-WEEK 5

6-WEEK 6

7-WEEK 7

8-WEEKS 9-15

EFFECT SIZES ARE MODERATE TO LARGE

HYPOTHESIS: BOTH ANXIOUS AND DEPRESSIVE SYMPTOMS WILL SIGNIFICANTLY DECREASE OVER THE PROVISION OF TREATMENT AND YOUTH WILL RESPOND TO COGNITIVE BEHAVIORAL THERAPY (COPING CAT)

75% OF PARTICIPANTS DID NOT MEET CRITERIA FOR SCHOOL REFUSAL

COPING CAT TO THE RESCUE!

A COGNITIVE BEHAVIORAL THERAPY INTERVENTION PROGRAM FOR ANXIETY- RELATED SCHOOL REFUSAL IN CHILDREN AND ADOLESCENTS

DIAGNOSIS:

1. GENERALIZED ANXIETY DISORDER

2. GENERALIZED AND SOCIAL ANXIETY

DISORDER

3. SEPARATION ANXIETY DISORDER AND

OPPOSITIONAL DEFIANT DISORDER

4. OPPOSITIONAL DEFIANT DISORDER

AND CONDUCT DISORDER

THE COPING CAT: AN EVIDENCE-BASED INTERVENTION FOR TREATING SCHOOL REFUSAL

FUNCTION OF THE BEHAVIOR:

OBJECTIVES

  • ESCAPE OF SITUATIONS IN A SCHOOL SETTING THAT PROVOKE ANXIETY
  • AVOIDANCE OF EVALUATION OR SOCIAL SITUATIONS THAT ARISE IN SCHOOL SETTINGS
  • ATTENTION SEEKING BEHAVIORS
  • TANGIBLE REINFORCEMENT
  • DEFINE THE PROBLEM OF SCHOOL REFUSAL
  • PERFORM THE COPING CAT INTERVENTION
  • GROUP DISCUSSION
  • RESULTS AND CONCLUSION

SCHOOL REFUSAL

TYPES:

  • TRUE SCHOOL REFUSAL
  • TRUANCY
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