[7] The program has been evaluated in several randomized clinical trials with one-year follow-up data conducted both in the United States,[8][9] Norway,[10] and in Australia. The assigned treatment arm was unrelated to outcomes. Limitations include a small sample size and an inability to rule out the children’s relationship with the therapist as a factor, since the waitlist participants received no treatment at the time of the study. coping, de dépression, d’événements négatifs 2- Répartition des individus en fonction du nombre et de la gravité des événements de vie négatifs 3- 4 ans plus tard remplissent les mêmes questionnaires. Participants who had been randomly assigned to receive a group cognitive-behavioral therapy (GCBT), individual cognitive-behavioral therapy (ICBT) [now called Coping Cat], or to a waitlist control group (WL) were re-assessed at one year post-treatment using the Anxiety Disorders Interview Schedule for Children (ADIS-C). home / other. Le terme coping désigne la manière dont un individu réagit au stress. Number of Participants: 1 year (intervention only). Randomized controlled trial Long-term follow-up of a cognitive-behavioral therapy for anxiety-disordered youth. Limitations include CBT was compared to a waitlist and not to treatment as usual (TAU), which may inflate the treatment results, insufficient power to detect small differences between the two active groups, and that it is not know what other services children received during the follow-up period. Summary: Youth are also given homework, referred to as a STIC (Show That I Can) task. The Coping Cat program, in the context of a favorable working relationship, uses relaxation, cognitive restructuring, problem-solving, and exposure tasks to help youth learn to identify and cope with their anxious arousal. Alcohol and drug use was assessed with the appropriate module of the Comprehensive Adolescent Severity Inventory (CASI). Journal of Consulting and Clinical Psychology, 72(2), 276-287. doi:10.1007/s10608-005-3168-z, Type of Study: The 10 articles chosen for Coping Cat are listed below: Kendall, P. C. (1994). Expo- anxieties would be most meaningfully important for him sures require creativity both in and out of session. Number of Participants: Kendall, P. C., & Hedtke, K. (2006). Kendall, P. C., Flannery-Schroeder, E., Panichelli-Mindell, S. M., Southam-Gerow, M., Henin, A., & Warman, M. (1997). 2 years. 288. Youths were randomized to 1 of 4 interventions (Coping CAT, medication, combination, or pill placebo) in the Child/Adolescent Anxiety Multimodal Study. It can be purchased at www.WorkbookPublishing.com. 2012-04-18. other Category. Target Population: al., 2014) Modified Coping Cat v. waitlisted group 22 children age 8-13 with anxiety and ASD 58% of children had within normal levels of anxiety after treatment 36% Research has been conducted on how to implement It is cognitive-behavioral in nature, and provides psychoeducation and requires exposure tasks. For a or her to learn to cope with. Summary: Computer assisted CBT for child anxiety: The Coping Cat CD-ROM. Coping Cat as listed below: Supervisory phone consultation is available. The CEBC is funded by the California Department of Social Services’ (CDSS’) Office of Child Abuse Prevention and is one of their targeted efforts to improve the lives of children and families served within child welfare system. The therapist and youth together create a personalized FEAR plan for the youth to use in anxiety-provoking situations. Schoenwald, S. K., Mehta, T. G., Frazier, S. L., & Shernoff, E. S. (2013). Therapeutic gains were maintained according to measures of anxiety, self-reported anxious self-talk, and self-reported depression. Summary: [6] Based on the numerous rigorous research evaluations, the program has met the criteria for an "empirically supported treatment". (To include comparison groups, outcomes, measures, notable limitations) Treating anxiety disorders in children: Results of a randomized clinical trial. Children whose parents also had an anxiety disorder showed greater improvement in the FESA condition. In 16 individual therapy program is divided into two parts: The first eight sessions are the training segment, and the second eight sessions are the practice (exposure tasks) segment. 7 – 13, For parents/caregivers of children ages: Measures utilized include the Clinical Global Impression–Severity scale, the Children’s Global Assessment Scale, the Brief Family Assessment Measure, the Brief Symptom Inventory, the State-Trait Anxiety Inventory–Trait, the Anxiety Disorders Interview Schedule Supplemental Services Form, and the Life Events Scale. Other languages: The Coping Cat has been translated into Spanish, This page was last edited on 23 December 2020, at 08:03. Gains were maintained at the 1-year follow-up. When checking on fidelity, tapes of sessions are listened to in order to check that the goals/targets for the session were addressed. Flannery-Schroeder, E., Choudhury, M. Y., & Kendall, P. C. (2005). Coping Cat Program 139 parent dropping the child off at a friend's house. L’approche cognitive comportementale en situation naturelle est utilisée dans les programmes In vivo, Funambule et Coping Cat. When more than 10 research articles have been published in peer-reviewed journals, the CEBC selects 10 for inclusion, with a preference for randomized controlled trials (RCTs) and controlled studies. The fidelity form also has places for the supervisor to rate the therapist on several dimensions. Children were randomly assigned to receive a cognitive-behavioral therapy [now called Coping Cat] or to a wait-list control group. Number of Participants: (To include comparison groups, outcomes, measures, notable limitations) Journal of Consulting and Clinical Psychology, 62(1), 100-110. doi:10.1037/0022-006X.62.1.100, Type of Study: Length of postintervention follow-up: None. It was designed by Philip C. Kendall, PhD, ABPP, and colleagues at the Child and Adolescent Anxiety Disorders Clinic at Temple University. Kendall, P. C., Safford, S., Flannery-Schroeder, E., & Webb, A. Journal of the American Medical Association Psychiatry (JAMA Psychiatry), 71, 310-318. doi:10.1001/jamapsychiatry.2013.4186, Type of Study: Please note that therapists will ALSO need to buy the Coping Cat therapist manual, since it does not come with the child workbook. It is similar to the Coping Cat program for children ages 7- to 13-years old, which is rated a "1 - Well-Supported Research Evidence " on the CEBC, but with teen visuals, themes, labels, and other materials. The typical resources for implementing the program are: There is [1] It was designed by Philip C. Kendall, PhD, ABPP, and colleagues at the Child and Adolescent Anxiety Disorders Clinic at Temple University. (1996). or provider readiness for Coping Cat. 1 year. Interviews of children were also conducted using the Anxiety Disorders Interview Schedule for Children (ADIS-C). Naturalistic follow-up of youths treated for pediatric anxiety disorders. (To include comparison groups, outcomes, measures, notable limitations) A specific manualized EST (Coping Cat; Kendall & Hedtke, 2006a) is used to illustrate the concept of "flexibility within fidelity" (Kendall & Beidas, 2007; Kendall, Gosch, Furr, & Sood, 2008). Walkup, J. T., Albano, A. M., Piacentini, J., Birmaher, B., Compton, S. N., Sherrill, J. T., ... & Kendall, P. C. (2008). please check on the program's website or contact the program representative Children were reassessed at posttreatment and at 1-year posttreatment. This study compared individual Coping Cat (CBT) and child-centered therapy (CCT) for child anxiety disorders on rates of treatment response and recovery at post-treatment and one-year follow-up, as well as on real-world measures of emotional functioning. Results showed significant reductions in severity of anxiety at posttreatment, with over 50% of children scoring as free from their primary disorder. Ardmore, PA: Workbook Publishing. Le programme Gestion de l’anxiété chez les jeunes s’inspire des dernières avancées de la recherche dans l’application de cette technique. Note: This study is a long-term follow-up of the sample used in Kendall et al., 1997. A randomized clinical trial comparing individual cognitive behavioral therapy and child-centered therapy for child anxiety disorders. Summary: Cognitive behavioral therapy, sertraline, or a combination in childhood anxiety. Randomized controlled trial An Adaptation Of The Coping Cat Program: The Successful Treatment Of A 6-Year-Old Boy With Generalized Anxiety Disorder PDF (Portable Document Format) 306 KB Created on 12/4/2015 Views: 526. L’accent est mis sur le programme FRIENDS, largement diffusé comme programme de prévention et Overall, the Coping Cat program is a useful therapeutic tool and I recommend it to other mental health professionals. Self-report assessments were mailed to participants and phone interviews were conducted with parents. Coping Cat Program Abstract Anxiety disorders are common psychological disorders experienced by youth (Warren & messer, 1999), with reported rates of 10-20% in the general population and primary care settings (Chavira, Stein, Bailey, & Stein, 2004; Costello, Mustillo, Keeler, & Angold, 2004). ; Actions and attitudes that can help? Additionally, planned pairwise comparisons found no significant differences between ICBT and GCBT. Results indicated both ICBT and GCBT were superior to WL on all outcomes. [5], Coping Cat is a "well supported" intervention for treating separation anxiety disorder, social anxiety disorder, and generalized anxiety disorder. The computer program provides cognitive behavioral therapy techniques (based on the Coping Cat treatment) for 7 to 13 year old children and teens struggling with anxiety and stress. Coping Cat workbook. by: TemplateFans. All therapies were better than the placebo, with the percentages of children rated as very much or much improved 80.7% for the combined therapy, 59.7% for Coping Cat, and 54.9% for Zoloft alone, compared with 23.7% for the placebo group. 13 Images of Coping Cat Worksheets. Measures utilized include the Anxiety Disorders Interview Schedule for DSM-IV-TR (ADIS), the Questionnaire for Evaluation of Treatment, the Multidimensional Anxiety Scale for Children, child and parent versions (MASC), the Child Behavior Checklist (CBCL) and the Child Global Assessment of Severity (CGAS). Parent and teacher reports of child functioning were also collected using the Child Behavior Checklist (CBCL), the Teacher Report Form (TRF), and the Coping Questionnaire-Parent (CQ-P). Results indicate that the majority of youth in both Coping CAT (CBT) and CCT were classified as treatment responders, but youth treated with Coping Cat were significantly more likely to fully recover, no longer meeting diagnostic criteria for any of the targeted anxiety disorders, and no longer show residual symptoms. GCBT was superior to ICBT for children diagnosed with SOC. Limitations include small sample size, the waiting-list duration was not identical to the duration of treatment, and reliance on self-reported measures. 17 people found this helpful. The Coping Cat program is a CBT manual-based and comprehensive treatment program for children from 7 to 13 years old with separation anxiety disorder, social anxiety disorder, generalized anxiety disorder, and/or related anxiety disorders. Youths were randomized to Coping Cat or CCT. Philadelphia, PA. Summary: À une époque où le stress, l’anxiété et la dépression affectent de plus en plus de jeunes, plusieurs professionnels sont en quête d’outils pour les aider, particulièrement ceux qui sont en difficulté, à développer leurs capacités d’adaptation. Helpful . Journal of Consulting and Clinical Psychology, 76(2), 282-297. doi:10.1037/0022-006X.76.2.282, Type of Study: Length of postintervention follow-up: Cat Preposition Worksheet Coping Skill Bingo Card Printable Cat Worksheets Coping with Anxiety Worksheets Coping with Anxiety Worksheets . Randomized controlled trial Journal of Consulting and Clinical Psychology, 86(9), 751-764. doi:10.1037/ccp0000326, Type of Study: This program is typically conducted in a(n): Coping Cat includes a homework component: One STIC task (where STIC stands for "Show That I Can") is assigned per week. www.cebc4cw.org, Implementation-Specific Tools & Resources, Recognizing and understanding emotional and physical reactions to anxiety, Clarifying thoughts and feelings in anxious situations, Evaluating performance and giving self-reinforcement, Psychoeducation, involving information for children and families about how anxiety can develop and be maintained, and how it can be treated, Exposure tasks, which give the child the chance to be in the feared situation and have a mastery experience, Somatic management, which teaches relaxation techniques, Cognitive restructuring which addresses FEAR: Feeling frightened, expecting bad things, attitudes and actions that will help, and results and rewards, Problem solving to generate and evaluate specific actions for dealing with problems, For group sessions, 4-5 participants per group is recommended. 86. Twenty-two children (ages 8-14; IQ ≥ 70) with ASD and clinically significant anxiety were randomly assigned to … Number of Participants: Annulation des programmes et services; Les PLANS de sports et loisiers des PSP; PSP Online; Aptitude Sport et Loisir. Children’s anxiety was measured using a semi-structured interview (the Anxiety Disorders Interview Schedule for Children (ADIS-C/P)) and two self-report measures, the Multidimensional Anxiety Scale for Children (MASC) and the Coping Questionnaire-Child (CQ-C). Randomized controlled trial Charlie coping cat logo workbook publishing identifying physiological symptoms of anxiety practice using coping skills in real situations the coping cat pa companion coping cat workbook second edition child therapy workbooks series 2nd. Participants were randomly assigned to individual cognitive-behavioral therapy (ICBT) for anxious children [now called Coping Cat], Family Cognitive Behavioral Therapy (FCBT) with some Coping Cat components, or to a family-based education, support, and attention (FESA) comparison group. Furthermore, a significantly higher percentage of youth treated with Coping Cat compared to CCT were in recovery at one-year follow-up. There are no pre-implementation materials to measure organizational Summary: Youths’ self-report measures also included the Revised Children’s Manifest Anxiety Scale (RCMAS), the Children’s Depression Inventory (CDI), the Coping Questionnaire, and the Adolescent Perceived Events Scale, which assesses stressful events. Self-report measures included the Revised Children’s Manifest Anxiety Scale (RCMAS), the Coping Questionnaire, the Children’s Negative Affectivity Self-Statement Questionnaire, and the Children’s Depression Inventory (CDI). The program incorporates 4 components: The program incorporates 4 components: Recognizing and understanding emotional and physical reactions to anxiety Report abuse. Most programmes subsequently developed are heavily influenced by ‘Coping Cat’. Parents completed the Child Behavior Checklist (CBCL), the parent version of the Coping Questionnaire, and the State-Train Anxiety Inventory for Children (STAIC). Treatment gains were maintained at one year. The goal of this study was to compare the effectiveness of individual CBT (ICBT) and group CBT (GCBT) for referred children with anxiety disorders within community mental health clinics. Journal of Consulting and Clinical Psychology, 64(4), 724-730. doi:10.1037/0022-006X.64.4.724, Type of Study: The Coping Cat program has demonstrated efficacy in several randomized controlled trials across cultures (Barrett, Dadds, & Rapee, 1996; Treadwell, Flannery-Schroeder, & Kendall, 1995) and has been shown to be effective in the maintenance of treatment gains over time (Kendall, 1994; Kendall et al., 1997; Kendall, Safford, Flannery-Schroeder, & Webb, 2004; Kendall & Southam-Gerow, 1996). (To include comparison groups, outcomes, measures, notable limitations) Le contenu de l'intervention est basé sur le programme d'intervention Coping Cat, qui a démontré son efficacité à plusieurs reprises auprès de … (2008) to determine whether acute clinical improvement and treatment type (e.g., Coping Cat, medication, or their combination) predicted remission of anxiety and improvement in global functioning at a mean of 6 years after randomization and to examine predictors of outcomes at follow-up. Group and individual cognitive-behavioral treatments for youth with anxiety disorders: 1-year follow-up. 488 children, Location/Institution: United States. Le déni: s’opéraonnalise comme le refus de croire que le stresseur existe ou comme la tentave d'agir en pensant que le stresseur n'est pas réel. 161, Location/Institution: Children experiencing problematic levels of anxiety, For children/adolescents ages: Anxiety was assessed with the Anxiety Disorders Interview Schedule for Children (ADIS-C). Coping Cat as listed below: The therapist manual describes session-by-session content. Children were randomly assigned to receive Coping Cat, sertraline (Zoloft) alone, a combination of Coping Cat plus Zoloft, or a placebo. The parent interviews included the Child Behavior Checklist (CBCL), the State-Trait Anxiety Inventory (STAI) and parent versions of the Coping Questionnaire and the Anxiety Disorders Interview Schedule for Children (ADIS-C). All treatment provided in ICBT and GCBT followed a Norwegian translation of the Coping Cat manual. Results showed that 81% of ICBT and 77% of GCBT children had maintained treatment gains. The purpose of this pilot study was to evaluate whether a modified version of the Coping Cat program could be effective in reducing anxiety in children with autism spectrum disorder (ASD). Limitations include the attrition rate of the original study sample at the follow-up time point, the naturalistic nature of the follow-up study (as other treatments may have occurred), and the generalizability of the findings (particularly to male youths and youths from nonwhite and lower-socioeconomic status backgrounds). a manual that describes how to deliver this program, and there is Each session’s description begins with the goals/targets for that session. Flexibility within fidelity stresses the importance of using ESTs while considering and taking into account individual client presentations. What is the Coping Cat Program? The form is not publicly available. There are several training DVDs, including a computer-based training program (CBT4CBT) available at www.WorkbookPublishing.com. In the last half of sessions, children and teens practice the new skills in both imaginary and real life situations varying from low stress/low anxiety to high stress/high anxiety. Ardmore, PA: Workbook Publishing. Length of postintervention follow-up: Additional Information Publication Michael, K. D., Payne, Lucinda O., Albright, Abby E., (2012) An Adaptation of the Coping Cat Program: The Successful Treatment of a 6-Year-Old Boy With … Villabø, M., Narayanan, M., Compton, S., Kendall, P. C., & Neumer, S. (2018). Summary: Limitations include relatively small sample size and reliance on self-reported measures. Randomized controlled trial La section suivante présente le programme Coping Cat, qui a servi d’inspiration aux programmes de prévention. [15], CS1 maint: multiple names: authors list (, "Cognitive behavioral therapy, sertraline, or a combination in childhood anxiety", "The Coping Cat program for children with anxiety and autism spectrum disorder: a pilot randomized controlled trial", https://www.workbookpublishing.com/el-gato-valiente-cuaderno-de-actividades-segunda-edici-oacute-n.html, https://en.wikipedia.org/w/index.php?title=Coping_Cat&oldid=995863956, Creative Commons Attribution-ShareAlike License, the child learns to recognize, experience, and cope with anxiety, the child learns to manage their level of anxiety, the child learns to master developmentally appropriate, challenging, and difficult tasks, Cognitive-Behavioral Family Therapy for Anxious Children, Prevention: The prevention program based on. | 5.5-9.3 years (intervention only). Length of postintervention follow-up: encore s'évader en s'absorbant dans des programmes de télévision sont quelques-unes de ces tac
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