A cognitive‐behavioural psychoeducation intervention on childhood anxiety for school staff: A quantitative feasibility study

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-09-07 DOI:10.1002/pits.23287

Elene Nicola, Kiki Mastroyannopoulou, Laura Pass

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引用次数: 0

Abstract

The aim of this study is to evaluate the feasibility and acceptability of a newly developed online psychoeducation intervention on childhood anxiety for school staff using a within groups pre‐post design. The intervention is informed by cognitive behavioural therapy principles. Seventy six participants volunteered to attend a brief online training, and complete two brief questionnaires pre and post the training. Following the intervention, school staff reported that they were significantly less likely to respond to children's anxious behaviours with anxiety‐promoting responses (i.e., sanctions, avoidance reinforcement and overprotection), and were more likely to respond with autonomy‐promoting responses in line with cognitive behavioural theory (i.e., problem‐solving, reward and encouragement). On average, participants found the intervention engaging, useful, suitable, appropriate and easy‐to‐access. Participants also reported that they felt more confident in understanding childhood anxiety and implementing anxiety strategies in their work following the intervention. Areas of development were noted regarding the drop‐out rates of the online intervention. Overall, the novel, online intervention appears to be a feasible and acceptable method for those who participated. In addition, the preliminary outcomes show promise and warrant further investigation. Limitations of the study are discussed with suggestions for future research and areas for improvement.

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针对学校教职员工的儿童焦虑认知行为心理教育干预：定量可行性研究

本研究旨在采用组内前置-后置设计，评估新开发的针对学校教职员工的儿童焦虑症在线心理教育干预的可行性和可接受性。该干预措施遵循认知行为疗法原则。76 名参与者自愿参加了简短的在线培训，并在培训前后填写了两份简短的问卷。干预结束后，学校教职员工表示，对于儿童的焦虑行为，他们采用焦虑促进对策（即制裁、回避强化和过度保护）的可能性明显降低，而更倾向于采用符合认知行为理论的自主促进对策（即解决问题、奖励和鼓励）。平均而言，参与者认为干预措施吸引人、有用、合适、恰当且易于获得。参与者还表示，干预后，他们对了解儿童焦虑症和在工作中实施焦虑症策略更有信心了。在线干预的辍学率方面还有待改进。总的来说，新颖的在线干预似乎是一种可行的、可被参与者接受的方法。此外，初步结果显示了前景，值得进一步研究。本文还讨论了研究的局限性，并对未来研究和有待改进的领域提出了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.