Scholarly Works, Psychology

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https://hdl.handle.net/10919/24333
Research articles, presentations, and other scholarship

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Browsing Scholarly Works, Psychology by Author "Ali, Nasriah R."

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    Piloting a one-day parent-only intervention in the treatment of youth with anxiety disorders: child and family-level outcomes
    Cobham, Vanessa E.; Radtke, Sarah R.; Hawkins, Ingrid; Jordan, Michele; Ali, Nasriah R.; Ollendick, Thomas H.; Sanders, Matthew R. (2024-01-13)
    Objective: Parent-only cognitive-behavioural therapy (CBT) interventions have promise for youth with anxiety disorders. Fear-Less Triple P (FLTP) is one such intervention that has been found comparable to child-focused CBT. Although traditionally administered in six sessions, a one-day workshop format of FLTP was developed to improve accessibility. The current study compared the effectiveness of the six-session and one-day workshop formats. Method: Seventy-three youth (mean age, 8.4 years; 74% male) were randomized to traditional FLTP (6-week group) or the one-day workshop format. Anxiety diagnostic status, self- and parent-reported anxiety symptoms scores, independent evaluator-rated improvement, treatment satisfaction, and measures of family functioning were included to assess treatment outcome. Data were collected prior to treatment, and 1-week, 6-months, and 12-months following treatment. Results: Both conditions resulted in significant improvement in child anxiety symptom scores per parent report (on both questionnaire and diagnostic interview measures). Furthermore, significant decreases in sibling anxiety were observed in both treatment conditions. There were no statistically significant differences between conditions on any outcome measure. Conclusions: Results of this study add to the growing evidence that brief, low-intensity, parent-only interventions can effectively target child psychopathology. These brief interventions are ideal for families for whom the resources and time required to commit to a standard multi-week intervention are prohibitive.