焦虑青少年父母训练的二级青少年层面变化机制。

IF 1.6 4区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Jacey L Anderberg, Kelly Barry, Blake M Upshaw, Katie H Mangen, Samuel D Spencer, Andrew G Guzick, Daphne M Ayton, Amanda D Palo, Abigail E Candelari, Eric A Storch
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引用次数: 0

摘要

背景:以父母为中心的治疗是解决传统治疗师提供模式之外的青少年焦虑的一种有前途的方法。支持性育儿对儿童焦虑情绪(SPACE)的影响已经初步证明可以减少家庭迁就(FA),这是青少年焦虑的一个关键治疗结果。目的:由于SPACE的机制研究相对较少,我们使用先前进行的一项临床试验的数据,研究了青年报告的痛苦耐受性(DT)、焦虑敏感性(AS)和消极自动思维作为SPACE的候选机制。方法:在N = 68名青年(M年龄= 10.2;52%男性;62%白人)的样本中,我们检查了:(a)基线时候选机制与FA之间的关联,(b)干预前后候选机制的变化,以及(c)干预前后候选机制与FA之间的关联。结果:青少年报告的DT、AS和消极的自动思维彼此相关,但与父母报告的FA基线无关。这些发现与青少年报告的FA不一致,后者在基线时证明了与DT和AS的显著关系。候选机制的分数从干预前到干预后略有改善,AS证明了最显著的减少,尽管效应量很小。最后,只有干预前和干预后DT和基于社会的消极自动思维的有益变化与干预后父母报告的FA相关,这表明这些变量在空间中的相关机制中具有潜在的相关性。结论:虽然我们的研究结果不能确定青少年层面空间的潜在机制,但我们的发现可能会进一步完善父母主导的焦虑青少年干预措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Secondary Youth-Level Mechanisms of Change in Parent Training for Anxious Youth.

Background: Parent-focused treatments are a promising approach for addressing youth anxiety outside of traditional therapist-delivered modalities. Supportive Parenting for Anxious Childhood Emotions (SPACE) has preliminarily demonstrated efficacy for reducing family accommodation (FA), a key treatment outcome for youth anxiety.

Objective: Since the mechanisms of SPACE remain relatively understudied, we examined youth-reported distress tolerance (DT), anxiety sensitivity (AS), and negative automatic thoughts as candidate mechanisms of SPACE using data from a previously conducted clinical trial.

Methods: In a sample of N = 68 youth (M age = 10.2; 52% male; 62% White), we examined: (a) associations among candidate mechanisms and FA at baseline, (b) pre- to post-intervention change in candidate mechanisms, and (c) the association between pre- to post-intervention changes in candidate mechanisms and FA at post-intervention.

Results: Youth-reported DT, AS, and negative automatic thoughts were correlated with one another, but were not associated with parent-reported FA at baseline. These findings were inconsistent with youth-reported FA, which evidenced significant relations with DT and AS at baseline. Scores of candidate mechanisms slightly improved from pre- to post-intervention, with AS evidencing the most prominent reduction, although effect sizes were small. Finally, only salutary pre- to post-intervention changes in DT and social-based negative automatic thoughts were associated with parent-reported FA at post-intervention, suggesting the potential relevance of these variables as relevant mechanisms in SPACE.

Conclusions: While our results do not permit definitive conclusions concerning the underlying youth-level mechanisms of SPACE, our findings may inform further refinement of parent-led interventions for anxious youth.

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来源期刊
Child & Youth Care Forum
Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.60
自引率
5.60%
发文量
54
期刊介绍: Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.
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