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KAYGILI ÇOCUKLARA YÖNELİK OKUL TEMELLİ BİR BİLİŞSEL DAVRANIŞÇI GRUP TERAPİSİ PROGRAMININ ETKİLİLİĞİ: PİLOT BİR ÇALIŞMA

Yıl 2018, Cilt: 19 Sayı: 34, 91 - 121, 31.01.2018
https://doi.org/10.21550/sosbilder.336670

Öz

Çalışmanın amacı
yüksek kaygı düzeyine sahip çocuklarda okul temelli bir bilişsel davranışçı
grup terapisinin (BDGT) etkililiğini sınamaktır. Bu seçkisiz kontrollü
çalışmada, deney (N = 11) ve kontrol gruplarının  (N = 11) 9 haftalık BDGT öncesi ve sonrası Çocukluk
Çağı Kaygı Bozuklukları Özbildirim Ölçeği (SCARED), Çocuklar İçin Sürekli Kaygı
Envanteri ve Çocuklar İçin Depresyon Ölçeği puanları karşılaştırılmıştır. Mann-Whitney
U testiyle grupların ön test puanları arasındaki farklar incelenmiştir. Deney
ve kontrol gruplarının ön test ve son test puanları ise Wilcoxon İşaretli Diziler
testi ile karşılaştırılmıştır. Kontrol grubunun aksine, deney grubunun sürekli
kaygı, ayrılık kaygısı ve sosyal kaygı puanları müdahale sonrasında anlamlı
farklılık göstermiştir. Bu ölçümlere dair etki büyüklükleri de yüksek
bulunmuştur. Panik bozukluk/anlamlı somatik yakınmalar, yaygın kaygı bozukluğu,
okul korkusu, SCARED toplam puanı ve depresyon açısından iki grupta da ön
test-son test sonuçları arasında anlamlı fark bulunmamıştır. Çalışma, uygulanan
okul temelli BDGT’nin çocuklarda kaygı belirtilerini azaltmada etkili olduğuna
dair birtakım kanıtlar sunmaktadır. 

Kaynakça

  • Albano, A. M., Marten, P. A., Holt, C. S., Heimberg, R. G. ve Barlow, D. H. (1995). Cognitive–behavioural group treatment for social phobia in adolescents: A preliminary study. Journal of Nervous & Mental Disease, 183, 685–692.
  • Angold, A,, Costello, J. ve Erkanlı, A. (1999). Comorbidity. Journal of Child Psychology & Psychiatry, 40, 57-87.
  • Aslan, H. ve Alparslan, N. (1999). Çocuk ve ergenlerdeki korkularla, kaygı ile depresyon düzeyleri ve fiziksel kötüye kullanım arasındaki ilişki. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 6, 75-82.
  • Barrett, P. M. (1998). Evaluation of cognitive–behavioural group treatments for childhood anxiety disorders. Journal of Clinical Child Psychology, 27, 459–468.
  • Barrett, P. M., Sonderegger, R. ve Sonderegger, N. L. (2001). Evaluation of an anxiety-prevention and positive-coping program (FRIENDS) for children and adolescents of non-English-speaking background. Behaviour Change, 18, 78-91.
  • Barrett, P., Healy-Farrell, L. ve March, J. S. (2004). Cognitive–behavioral family treatment of childhood obsessive–compulsive disorder: A controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 43, 46–62.
  • Barrington, J., Prior, M., Richardson, M. ve Allen, K. (2005). Effectiveness of CBT versus standard treatment for childhood anxiety disorders in a community clinic setting. Behaviour Change, 22, 29-43.
  • Beesdo, K., Knappe, S. ve Pine, D. S. (2009). Anxiety and anxiety disorders in children and adolescents: Developmental issues and implications for DSM-V. Psychiatric Clinics of North America, 32, 483-524.
  • Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., Kaufman, J. ve Neer, S. M. (1997). The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child & Adolescent Psychiatry, 36, 545-553.
  • Breinholst, S., Esbjørn, B. H., Reinholdt-Dunne, M. L. ve Stallard, P. (2012). CBT for the treatment of child anxiety disorders: A review of why parental involvement has not enhanced outcomes. Journal of Anxiety Disorders, 26, 416-424.
  • Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A. ve McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268-274.
  • Chiu, A. W., Langer, D. A., McLeod, B. D., Har, K., Drahota, A., Galla, B. M., Jacobs, J., Ifekwunigwe, M. ve Wood, J. J. (2013). Effectiveness of modular CBT for child anxiety in elementary schools. School Psychology Quarterly, 28, 141-153.
  • Chorpita, B. F., Yim, L. M., Donkervoet, J. C., Arensdorf, A., Amundsen, M. J., McGee, C., Serrano, A., Yates, A., Burns, J. A. ve Morelli, P. (2002). Toward Large‐Scale Implementation of Empirically Supported Treatments for Children: A Review and Observations by the Hawaii Empirical Basis to Services Task Force. Clinical Psychology: Science and Practice, 9, 165-190.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillside, NJ: Earlbaum Associates.
  • Costello, E. J., Egger, H. ve Angold, A. (2005). 10-year research update review: The epidemiology of child and adolescent psychiatric disorders: I. Methods and public health burden. Journal of the American Academy of Child & Adolescent Psychiatry, 44, 972-986.
  • Çakmakçı, F. (2004). Çocuklarda Anksiyete Bozukluklarını Tarama Ölçeği geçerlik ve güvenirlik çalışması. Yayınlanmamış uzmanlık tezi, Kocaeli Üniversitesi, Kocaeli.
  • Davis, T. E., May, A. ve Whiting, S. E. (2011). Evidence-based treatment of anxiety and phobia in children and adolescents: Current status and effects on the emotional response. Clinical Psychology Review, 31, 592-602.
  • Dirik, G. ve Şahin, G. (2008). Kişilik özellikleri, hostilite (düşmanlık, öfke) ve sosyal desteğin miyokard infarktüsü (kalp krizi) geçiren hastaların kaygı ve depresyon düzeyleri ile ilişkisi. Uludağ Üniversitesi Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 9(15), 249-266.
  • Ehrenreich-May, J. ve Bilek, E. L. (2012). The development of a transdiagnostic, cognitive behavioral group intervention for childhood anxiety disorders and co-occurring depression symptoms. Cognitive and Behavioral Practice, 19, 41-55.
  • Eisen, A. R. ve Silverman, W. K. (1993). Should I relax or change my thoughts? A preliminary examination of cognitive therapy, relaxation training, and their combination with overanxious children. Journal of Cognitive Psychotherapy, 7, 265-279.
  • Fisak, B. J., Richard, D. ve Mann, A. (2011). The prevention of child and adolescent anxiety: A meta-analytic review. Prevention Science, 12, 255-268.
  • Flannery-Schroeder, E.C. ve Kendall, P. C. (2000). Group and individual cognitive-behavioral treatments for youth with anxiety disorders: A randomized clinical trial. Cognitive Therapy and Research, 24, 251-278.
  • Flannery-Schroeder, Sieberg, C. B. ve Gosch, E. A. (2007). Cognitive-behavior group treatment for anxiety disorders. R. W, Christner, J. L. Stewart ve A. Freeman, (Ed.), Handbook of cognitive-behavior group therapy with children and adolescents: Specific settings and presenting problems içinde (199-222). New York, NY: Routledge.
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Efficacy of a School Based Cognitive Behavioral Group Psychotherapy for Anxious Children: A Pilot Study

Yıl 2018, Cilt: 19 Sayı: 34, 91 - 121, 31.01.2018
https://doi.org/10.21550/sosbilder.336670

Öz

This study aimed to test the efficacy of a school based cognitive
behavioral group psychotherapy (CBGP) in children with elevated anxiety. This
randomized controlled study compared pre-test and post-test Screen for Child
Anxiety Related Emotional Disorders (SCARED), State-Trait Anxiety Inventory for
Children and Depression Scale for Children scores of the experiment (
N = 11) and control groups (N
= 11)
following
a 9-session CBGP. Pre-test scores were compared using Mann-Whitney U test. Differences
between pre-test and post-test scores were examined using Wilcoxon Signed Rank
Test. There were significant differences in trait, separation, and social
anxiety post-test scores in the experiment but not in the control group. Effect
sizes of these measures were also high. In both groups, there were no
significant differences between panic disorder, generalized anxiety disorder,
school phobia, SCARED total, and depression pre-test and post-test scores. This
study provided some evidence on the efficacy of the school-based CBGP. 

Kaynakça

  • Albano, A. M., Marten, P. A., Holt, C. S., Heimberg, R. G. ve Barlow, D. H. (1995). Cognitive–behavioural group treatment for social phobia in adolescents: A preliminary study. Journal of Nervous & Mental Disease, 183, 685–692.
  • Angold, A,, Costello, J. ve Erkanlı, A. (1999). Comorbidity. Journal of Child Psychology & Psychiatry, 40, 57-87.
  • Aslan, H. ve Alparslan, N. (1999). Çocuk ve ergenlerdeki korkularla, kaygı ile depresyon düzeyleri ve fiziksel kötüye kullanım arasındaki ilişki. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 6, 75-82.
  • Barrett, P. M. (1998). Evaluation of cognitive–behavioural group treatments for childhood anxiety disorders. Journal of Clinical Child Psychology, 27, 459–468.
  • Barrett, P. M., Sonderegger, R. ve Sonderegger, N. L. (2001). Evaluation of an anxiety-prevention and positive-coping program (FRIENDS) for children and adolescents of non-English-speaking background. Behaviour Change, 18, 78-91.
  • Barrett, P., Healy-Farrell, L. ve March, J. S. (2004). Cognitive–behavioral family treatment of childhood obsessive–compulsive disorder: A controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 43, 46–62.
  • Barrington, J., Prior, M., Richardson, M. ve Allen, K. (2005). Effectiveness of CBT versus standard treatment for childhood anxiety disorders in a community clinic setting. Behaviour Change, 22, 29-43.
  • Beesdo, K., Knappe, S. ve Pine, D. S. (2009). Anxiety and anxiety disorders in children and adolescents: Developmental issues and implications for DSM-V. Psychiatric Clinics of North America, 32, 483-524.
  • Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., Kaufman, J. ve Neer, S. M. (1997). The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child & Adolescent Psychiatry, 36, 545-553.
  • Breinholst, S., Esbjørn, B. H., Reinholdt-Dunne, M. L. ve Stallard, P. (2012). CBT for the treatment of child anxiety disorders: A review of why parental involvement has not enhanced outcomes. Journal of Anxiety Disorders, 26, 416-424.
  • Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A. ve McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268-274.
  • Chiu, A. W., Langer, D. A., McLeod, B. D., Har, K., Drahota, A., Galla, B. M., Jacobs, J., Ifekwunigwe, M. ve Wood, J. J. (2013). Effectiveness of modular CBT for child anxiety in elementary schools. School Psychology Quarterly, 28, 141-153.
  • Chorpita, B. F., Yim, L. M., Donkervoet, J. C., Arensdorf, A., Amundsen, M. J., McGee, C., Serrano, A., Yates, A., Burns, J. A. ve Morelli, P. (2002). Toward Large‐Scale Implementation of Empirically Supported Treatments for Children: A Review and Observations by the Hawaii Empirical Basis to Services Task Force. Clinical Psychology: Science and Practice, 9, 165-190.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillside, NJ: Earlbaum Associates.
  • Costello, E. J., Egger, H. ve Angold, A. (2005). 10-year research update review: The epidemiology of child and adolescent psychiatric disorders: I. Methods and public health burden. Journal of the American Academy of Child & Adolescent Psychiatry, 44, 972-986.
  • Çakmakçı, F. (2004). Çocuklarda Anksiyete Bozukluklarını Tarama Ölçeği geçerlik ve güvenirlik çalışması. Yayınlanmamış uzmanlık tezi, Kocaeli Üniversitesi, Kocaeli.
  • Davis, T. E., May, A. ve Whiting, S. E. (2011). Evidence-based treatment of anxiety and phobia in children and adolescents: Current status and effects on the emotional response. Clinical Psychology Review, 31, 592-602.
  • Dirik, G. ve Şahin, G. (2008). Kişilik özellikleri, hostilite (düşmanlık, öfke) ve sosyal desteğin miyokard infarktüsü (kalp krizi) geçiren hastaların kaygı ve depresyon düzeyleri ile ilişkisi. Uludağ Üniversitesi Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 9(15), 249-266.
  • Ehrenreich-May, J. ve Bilek, E. L. (2012). The development of a transdiagnostic, cognitive behavioral group intervention for childhood anxiety disorders and co-occurring depression symptoms. Cognitive and Behavioral Practice, 19, 41-55.
  • Eisen, A. R. ve Silverman, W. K. (1993). Should I relax or change my thoughts? A preliminary examination of cognitive therapy, relaxation training, and their combination with overanxious children. Journal of Cognitive Psychotherapy, 7, 265-279.
  • Fisak, B. J., Richard, D. ve Mann, A. (2011). The prevention of child and adolescent anxiety: A meta-analytic review. Prevention Science, 12, 255-268.
  • Flannery-Schroeder, E.C. ve Kendall, P. C. (2000). Group and individual cognitive-behavioral treatments for youth with anxiety disorders: A randomized clinical trial. Cognitive Therapy and Research, 24, 251-278.
  • Flannery-Schroeder, Sieberg, C. B. ve Gosch, E. A. (2007). Cognitive-behavior group treatment for anxiety disorders. R. W, Christner, J. L. Stewart ve A. Freeman, (Ed.), Handbook of cognitive-behavior group therapy with children and adolescents: Specific settings and presenting problems içinde (199-222). New York, NY: Routledge.
  • Gallagher, H., Rabian, B. ve McCloskey,M. (2004). A brief cognitive-behavioral intervention for social phobia in childhood. Journal of Anxiety Disorders, 18, 459−479.
  • Ginsburg, G. S., Silverman, W. K. ve Kurtines, W. K. (1995). Family involvement in treating children with phobic and anxiety disorders: A look ahead. Clinical Psychology Review, 15, 457-473.
  • Heimberg, R. G., Dodge, C. S., Hope, D. A., Kennedy, C. R., Zollo, L. J. ve Becker, R. E. (1990). Cognitive behavioral group treatment for social phobia: Comparison with a credible placebo control. Cognitive Therapy and Research, 14, 1–23.
  • Heimberg, R. G., Salzman, D. G., Holt, C. S. ve Blendell, K. A. (1993). Cognitive–behavioural group treatment for social phobia: Effectiveness at five year follow up. Cognitive Therapy and Research, 17, 325–339.
  • Hudson, J. L. (2005). Efficacy of Cognitive—Behavioural Therapy for Children and Adolescents With Anxiety Disorders. Behaviour Change, 22, 55-70.
  • Hudson, J. L. (2005). Mechanisms of change in cognitive behavioral therapy for anxious youth. Clinical Psychology: Science and Practice, 12, 161-165.
  • Hudson, J. L., Rapee, R. M., Deveney, C., Schniering, C. A., Lyneham, H. J. ve Bovopoulos, N. (2009). Cognitive-behavioral treatment versus an active control for children and adolescents with anxiety disorders: a randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 48, 533-544.
  • Hunsley, J. ve Lee, C. M. (2014). Introduction to clinical psychology: An evidence-based approach. Hoboken, NJ: John Wiley & Sons.
  • Kapçı, E. G., Uslu, R. İ., Sukhodolsky, D., Atalan-Ergin, D. ve Çokamay, G. (2012). Bilişsel-davranışçı terapi kaygı programının ilköğretim okulu öğrencilerinde sınanması. Bilişsel Davranışçı Psikoterapi ve Araştırmalar, 1, 121-126.
  • Kase, L. ve Ledley, D. (2007). Treating children and adolescents with anxiety disorders. L. Kase ve D. R. Ledley, (Ed.), Wiley concise guide to mental health: Anxiety disorders içinde (173-190). Tampa, FL: John Wiley & Sons.
  • Kendall, P. C., Kane, M., Howard, B. ve Siqueland, L. (1990). Cognitive-behavioral therapy for anxious children: Treatment manual. Philadelphia: Department of Psychology, Temple University.
  • Kendall, P. C. (1994). Treating anxiety disorders in children: Results of a randomized clinical trial. Journal of Consulting and Clinical Psychology, 62, 100-110.
  • Kendall, P. C., Hudson, J., Gosch, E., Flannery-Schroeder, E. ve Suveq, C. (2008). Cognitive-behavioral therapy for anxiety disordered youth: A randomized clinical trial evaluating child and family modalities. Journal of Consulting and Clinical Psychology, 76, 282-297.
  • Koçkar, A. İ., Kılıç, B. G. ve Şener, Ş. (2002). İlköğretim öğrencilerinde sınav kaygısı ve akademik başarı. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 9, 100-105.
  • Kovacs, M. (1981). Rating scale to assess depression in school aged children. Acta Paedopsychiatrica, 46, 305-315.
  • Kösters, M. P., Chinapaw, M. J., Zwaanswijk, M., van der Wal, M. F. ve Koot, H. M. (2015). Indicated prevention of childhood anxiety and depression: Results from a practice-based study up to 12 months after inervention. American Journal of Public Health, 105, 2005-2013.
  • Langley, A. K., Bergman, R. L., McCracken, J. ve Piacentini, J. C. (2004). Impairment in childhood anxiety disorders: Preliminary examination of the child anxiety impact scale-parent version. Journal of Child and Adolescent Psychopharmacology, 14, 105–114.
  • Liber, J. M., Van Widenfelt, B. M., Utens, E. M., Ferdinand, R. F., Van der Leeden, A. J., Gastel, W. V. ve Treffers, P. D. (2008). No differences between group versus individual treatment of childhood anxiety disorders in a randomised clinical trial. Journal of Child Psychology & Psychiatry, 49, 886-893.
  • Manassis, K., Mendlowitz, S. L., Scapillato, D., Avery, D., Fiksenbaum, L., Freire, M., Monga, S. ve Owens, M. (2002). Group and individual cognitive-behavioral therapy for childhood anxiety disorders: A randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 41, 1423−1430.
  • Manassis, K., Lee, T. C., Bennett, K., Zhao, X. Y., Mendlowitz, S., Duda, S., Saini, M., Wilansky, P., Baer, S., Barrett, P., Bodden, D., Cobham, V. E., Dadda, M. R., Flannery-Schroeder, E., Ginsburg, G., Heyne, D., Hudson, J. L., Kendall, P. C., Liber, J., Masia-Werner, C., Nauta, M. H., Rapee, R. M., Silverman, W., Siqueland, L., Spence, S. H., Utens, E. ve Wood, J. J. (2014). Types of parental involvement in CBT with anxious youth: A preliminary meta-analysis. Journal of Consulting & Clinical Psychology, 82, 1163-1172.
  • Mendlowitz, S. L., Manassis, K., Bradley, S., Scapillato, D., Miezitis, S. ve Shaw, B. F. (1999). Cognitive–behavioral group treatments in childhood anxiety disorders: The role of parental involvement. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 1233–1239.
  • Mifsud, C. ve Rapee, R. M. (2005). Early intervention for childhood anxiety in a school setting: Outcomes for an economically disadvantaged population. Journal of the American Academy of Child & Adolescent Psychiatry, 44, 996–1004.
  • Muris, P., Meesters, C. ve van Melick, M. (2002). Treatment of childhood anxiety disorders: A preliminary comparison between cognitive–behavioral group therapy and a psychological placebo intervention. Journal of Behavior Therapy and Experimental Psychiatry, 33, 143–158.
  • Mychailyszyn, M. P., Méndez, J. L. ve Kendall, P. C. (2010). School functioning in youth with and without anxiety disorders: Comparisons by diagnosis and comorbidity. School Psychology Review, 39, 106-121.
  • Nakamura, B. J., Pestle, S. L. ve Chorpita, B. F. (2009). Differential sequencing of cognitive-behavioral techniques for reducing child and adolescent anxiety. Journal of Cognitive Psychotherapy, 23, 114-135.
  • Nauta, M., Scholing, A., Emmelkamp, P. ve Minderaa, R. (2003). Cognitive-behavioral therapy for children with anxiety disorders in a clinical setting: No additional effect of a cognitive parent training. Journal of the American Academy of Child & Adolescent Psychiatry, 42, 1270−1278.
  • Neil, A. L. ve Christensen, H. (2007). Australian school-based prevention and early intervention programs for anxiety and depression: A systematic review. Medical Journal of Australia, 186, 305-8.
  • Neil, A.L. ve Christensen, H. (2009). Efficacy and effectiveness of school-based prevention and early intervention programs for anxiety. Clinical Psychology Review, 29, 208-215.
  • Newman, D. L., Moffitt, T. E., Caspi, A., Maqdol, L., Silva, P. A. ve Stanton, W. R. (1996). Psychiatric disorder in a birth cohort of young adults: Prevalence, comorbidity, clinical significance, and new case incidence from ages 11–21. Journal of Consulting & Clinical Psychology, 64, 552–562.
  • Orbay, Ö ve Ayvaşık, H. B. (2006). Spence Çocuklar İçin Kaygı Ölçeği-Ebeveyn Formu: Ön çalışma. Türk Psikoloji Yazıları, 9 (18), 33-48.
  • Öy, B. (1991). Çocuklar için depresyon ölçeği: Geçerlik ve güvenirlik çalışması. Türk Psikiyatri Dergisi, 2, 132-136.
  • Öy, B., Başoğlu, N., Türkmen, M., Yılmaz, N. ve Ekmekçi, A. (1994). Sağlıklı ve çocuk ruh sağlığı kliniğine başvuran çocuklarda depresyon ve kaygı ilişkisi. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 1, 13-17.
  • Özusta, H. Ş. (1995). Çocuklar için durumluk-sürekli kaygı envanteri uyarlama, geçerlik ve güvenirlik çalışması. Türk Psikoloji Dergisi, 10, 32-44.
  • Rapee, R. M., Schniering, C. A. ve Hudson, J. L. (2009). Anxiety disorders during childhood and adolescence: Origins and treatment. Annual Review of Clinical Psychology, 5, 311-341.
  • Reynolds, S., Wilson, C., Austin, J. ve Hooper, L. (2012). Effects of psychotherapy for anxiety in children and adolescents: A meta-analytic review. Clinical Psychology Review, 32, 251-62.
  • Shortt, A. L., Barrett, P. M. ve Fox, T. L. (2001). Evaluating the FRIENDS program: A cognitive-behavioral group treatment for anxious children and their parents. Journal of Clinical Child Psychology, 30, 525-535.
  • Silverman, W. K., Kurtines, W. M., Ginsburg, G. S., Weems, C. F., Lumpkin, P. W. ve Carmichael, D. H. (1999). Treating anxiety disorders in children with group cognitive behavioural therapy: A randomised clinical trial. Journal of Consulting & Clinical Psychology, 67, 995–1003.
  • Silverman, W. K., Kurtines, W. M., Ginsburg, G. S., Weems, C. F., Rabian, B. ve Serafini, L. T. (1999). Contingency management, self-control, and education support in the treatment of childhood phobic disorders: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 67, 675-687.
  • Silverman, W. K., Pina, A. A. ve Viswesvaran, C. (2008). Evidence-based psychosocial treatments for phobic and anxiety disorders in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 37, 105-130.
  • Smallwood, D. L., Christner, R. W. ve Brill, L. (2007). Applying cognitive-behavior therapy groups in school settings. R. W, Christner, J. L. Stewart ve A. Freeman, (Ed.), Handbook of cognitive-behavior group therapy with children and adolescents: Specific settings and presenting problems içinde (89-106). New York, NY: Routledge.
  • Sorias, O., Bildik, T., Tekinsav-Sütcü, S. ve Aydın, A. (2009). Korku Avcısı: Anksiyete bozukluğu olan çocuklar için bilişsel davranışçı terapi rehberi. İzmir: Ege Üniversitesi Edebiyat Fakültesi Yayınları.
  • Spielberger, C. (1973). STAIC preliminary manual. Palo Alto, CA: Consulting Psychologists Press.
  • Sullivan, G. M. ve Feinn, R. (2012). Using effect size—or why the p value is not enough. Journal of Graduate Medical Education, 4, 279–282.
  • Tekinsav-Sütcü, S., Aydın, A. ve Sorias, O. (2010). Ergenlerde öfke ve saldırganlığı azaltmak için bilişsel davranışçı bir grup terapisi programının etkililiği. Türk Psikoloji Dergisi, 25, 57-67.
  • Tekinsav-Sütcü, S., Aydın, A., Sorias, O. ve Bildik, T. (2010, Eylül). Evaluating the fear hunter program: an individual cognitive behavioral therapy program for children with anxiety. XL Congress of European Association for Behavioral and Cognitive Therapies, Milan, İtalya.
  • Tok, E. S., Arkar, H. ve Bildik, T. (2016). Çocukluk çağı kaygı bozukluklarında bilişsel davranışçı terapi, ilaç tedavisi ve kombine tedavinin etkililiğinin karşılaştırılması. Türk Psikiyatri Dergisi, 27, 110-118.
  • Toren, P., Volmer, L., Rosental, B., Eldar, S., Koren, S., Lask, M., Weizman, R. ve Laor, N. (2000). Case series: brief parent-child group therapy for childhood anxiety disorders using a manual-based cognitive-behavioral technique. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 1309-1312.
  • Tuebert, D. ve Pinquart, M. (2011.) A meta-analytic review on the prevention of symptoms of anxiety in children and adolescents. Journal of Anxiety Disorders, 25, 1046-1059.
  • van Starrenburg, M. L., Kuijpers. R. C., Hutschemaekers, G. J. ve Engels, R. C. (2013). Effectiveness and underlying mechanisms of a group-based cognitive behavioural therapy-based indicative prevention program for children with elevated anxiety levels. BMC Psychiatry, 13, 1.
  • Walkup, J. T., Albano, A. M., Piacentini, J., Birmaher, B., Compton, S. N., Sherrill, J. T., Ginsburg, G. S., Rynn, M. A., Mc Cracken, J., Waslick, B., Iyengar, S., March, J. S. ve Kendall, P. C. (2008). Cognitive behavioral therapy, sertraline, or a combination in childhood anxiety. The New England Journal of Medicine, 359, 2753−2766.
  • Weisz, J. R., Kuppens, S., Ng, M. Y., Eckshtain, D., Ugueto, A. M., Vaughn-Coaxum, R., Jensen-Doss, A., Hawley, K. M., Krumholz Marchette, L. S., Chu, B. C., Weersing, V. R. ve Fordwood, S. R. (2017). What five decades of research tells us about the effects of youth psychological therapy: A multilevel meta-analysis and implications for science and practice. American Psychologist, 72, 79-117.
  • Wood, J. J. (2006). Effect of anxiety reduction on children's school performance and social adjustment. Developmental Psychology, 42, 345-349.
Toplam 75 adet kaynakça vardır.

Ayrıntılar

Konular Psikoloji
Bölüm Makaleler
Yazarlar

Zümrüt Gedik

Füsun Gökkaya

Serap Tekinsav Sütcü Bu kişi benim

Yayımlanma Tarihi 31 Ocak 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 19 Sayı: 34

Kaynak Göster

APA Gedik, Z., Gökkaya, F., & Tekinsav Sütcü, S. (2018). KAYGILI ÇOCUKLARA YÖNELİK OKUL TEMELLİ BİR BİLİŞSEL DAVRANIŞÇI GRUP TERAPİSİ PROGRAMININ ETKİLİLİĞİ: PİLOT BİR ÇALIŞMA. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 19(34), 91-121. https://doi.org/10.21550/sosbilder.336670