Intervention for School Anxiety and Absenteeism in Children (ISAAC): Mixed-Method Feasibility Study of a Coach-Assisted, Parent-Focused Online Program.

IF 2.3 3区 医学 Q2 PSYCHIATRY
Kathryn J Lester, Brontë McDonald, Alice Tunks, Daniel Michelson
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Abstract

The aftermath of the Covid-19 pandemic has seen an increase in persistent school absenteeism and Emotionally-Based School Avoidance (EBSA). However, suitable evidence-based psychological interventions are often unavailable. We aimed to assess the feasibility and acceptability of a new parent-focused online program, Intervention for School Anxiety and Absenteeism in Children (ISAAC), which has been co-designed with parents and practitioners. This exploratory mixed-method study recruited participants from three schools in southern England, enrolling N = 9 parents for whom a child, aged 5-11 years, was experiencing signs of EBSA. The intervention consisted of three web-based psychoeducational modules respectively addressing parental stress, accommodating parenting behaviors, and communication with school staff. Module completion was assisted by weekly calls with a non-specialist "coach." Feasibility was measured using indicators of retention, module participation, overall program completion and coaching fidelity. Acceptability was assessed using semi-structured interviews, module ratings and written qualitative feedback. We also explored baseline-post change in parent-reported measures of children's school avoidance, absences, anxiety, parental stress, accommodating parenting behaviors, and quality of parent-school communication. Overall, the intervention was feasible to deliver to parents with six (67%) participants completing the full intervention. Participants found the intervention acceptable across thematic domains of affective attitude, burden, coherence, self-efficacy and perceived effectiveness. Participants particularly appreciated the coach's support. We observed small to moderate reductions in school avoidance behaviours (d with Hedges correction = 0.36), child anxiety (d with Hedges correction = 0.33) and accommodating behaviours (d with Hedges correction = 0.44) at the post timepoint compared to baseline. In conclusion, ISAAC shows early promise with the potential to deliver scalable online support for families affected by emerging EBSA. Future research should move toward establishing effectiveness in a randomized controlled trial.

儿童学校焦虑和旷课干预(ISAAC):教练辅助、以家长为中心的在线项目的混合方法可行性研究》(Mixed-Method Feasibility Study of a Coach-Assisted, Parent-Focused Online Program)。
Covid-19 大流行之后,持续旷课和情绪性逃学(EBSA)现象有所增加。然而,以证据为基础的合适的心理干预措施往往缺乏。我们旨在评估一项新的以家长为中心的在线计划 "儿童学校焦虑和旷课干预计划(ISAAC)"的可行性和可接受性,该计划是由家长和从业人员共同设计的。这项探索性混合方法研究从英格兰南部的三所学校招募参与者,共招募了 9 位家长,他们的孩子(5-11 岁)都有 EBSA 征兆。干预措施包括三个基于网络的心理教育模块,分别针对父母的压力、包容父母的行为以及与学校教职员工的沟通。每周与非专家 "教练 "通话,协助完成模块。可行性采用保留率、模块参与率、整体计划完成率和教练忠诚度等指标进行衡量。通过半结构化访谈、模块评分和书面定性反馈来评估可接受性。我们还探究了家长报告的子女逃避学校、缺勤、焦虑、家长压力、父母包容行为以及家长与学校沟通质量等指标的基线-后期变化。总体而言,向家长提供干预是可行的,有六名参与者(67%)完成了全部干预。在情感态度、负担、连贯性、自我效能感和效果感等主题领域,参与者都认为干预是可以接受的。参与者尤其赞赏教练的支持。我们观察到,与基线相比,干预后时间点的回避学校行为(经赫德斯校正后的d=0.36)、儿童焦虑(经赫德斯校正后的d=0.33)和适应行为(经赫德斯校正后的d=0.44)均有小幅至中幅减少。总之,ISAAC 显示出了为受新出现的 EBSA 影响的家庭提供可扩展的在线支持的早期前景。未来的研究应转向在随机对照试验中确定其有效性。
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来源期刊
CiteScore
0.50
自引率
3.40%
发文量
174
期刊介绍: Child Psychiatry & Human Development is an interdisciplinary international journal serving the groups represented by child and adolescent psychiatry, clinical child/pediatric/family psychology, pediatrics, social science, and human development. The journal publishes research on diagnosis, assessment, treatment, epidemiology, development, advocacy, training, cultural factors, ethics, policy, and professional issues as related to clinical disorders in children, adolescents, and families. The journal publishes peer-reviewed original empirical research in addition to substantive and theoretical reviews.
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