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Foulds K. Co-Viewing Mass Media to Support Children and Parents' Emotional ABCs: An Evaluation of Ahlan Simsim. EARLY CHILDHOOD EDUCATION JOURNAL 2022; 51:1-10. [PMID: 36268053 PMCID: PMC9569174 DOI: 10.1007/s10643-022-01408-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/02/2022] [Indexed: 06/16/2023]
Abstract
That mass media supports children's learning at scale across a variety of educational outcomes is widely acknowledged, effects which are further enhanced when content is co-viewed with a parent or primary caregiver. Ahlan Simsim, a children's educational television show produced in the Middle East, is focused on supporting children's socio-emotional needs. For young children, there is ample evidence in developmental literature that socio-emotional skills are associated with improved school performance, increased pro-social behavior and well-being, and a decline in anxiety and behavioral problems. Using findings from an encouragement design performance evaluation on Season 1 of Ahlan Simsim conducted with families in Egypt, Lebanon, Saudi Arabia, and United Arab Emirates (N = 473), this study provides evidence that families who regularly co-viewed Ahlan Simsim reported improved emotional vocabulary and increased emotion regulation among both children and parents, expanding the understanding of the benefits of co-viewing to also include parents' improved socio-emotional skills. Findings also show that learning extended beyond viewing individual episodes, as parents reported that watching Ahlan Simsim sparked conversations at home about new emotional vocabulary, expressing feelings, and practicing coping techniques.
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Affiliation(s)
- Kim Foulds
- Sesame Workshop, 1900 Broadway, New York, 10030 USA
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Fox JK, Ryan JL, Martin Burch J, Halpern LF. The Role of Parental Overcontrol in the Relationship between Peer Victimization, Social Threat Cognitions, and Social Anxiety in School-Age Children. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09466-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Cognitive Behavioural Therapy for Anxiety Disorders in Young Children: A Dutch Open Trial of the Fun FRIENDS Program. BEHAVIOUR CHANGE 2019. [DOI: 10.1017/bec.2019.16] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractAnxiety disorders in young children are highly prevalent and increase the risk of social, school, and familial problems, and also of psychiatric disorders in adolescence and adulthood. Nevertheless, effective interventions for this age group are lacking. One of the few available interventions is the Fun FRIENDS program. We examined whether young children with anxiety disorders showed less anxiety after participating in Fun FRIENDS. Twenty-eight clinically anxious children (4–8 years old) participated in the cognitive behavioural Fun FRIENDS program. The program consists of 12 weekly 1.5-hour sessions and was provided in groups of 3 to 5 children. At preintervention and direct postintervention, parents completed the Anxiety Disorders Interview Schedule for Children and Child Behavior Checklist. Clinically and statistically significant decreases were found in number of anxiety disorders, symptom interference, emotional and behavioural problems, internalising problems, and anxiety problems. The decrease in anxious/depressed problems and externalising problems was not significant. Furthermore, higher preintervention anxiety levels predicted more treatment progress, whereas sex and age did not. The Dutch version of Fun FRIENDS is promising in treating anxiety disorders in young children. Randomised controlled trials are needed to draw definite conclusions on the effectiveness of Fun FRIENDS in a clinical setting.
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Silva DID, Mello DFD, Mazza VDA, Toriyama ATM, Veríssimo MDLÓR. DYSFUNCTIONS IN THE SOCIO EMOTIONAL DEVELOPMENT OF INFANTS AND ITS RELATED FACTORS: AN INTEGRATIVE REVIEW. TEXTO & CONTEXTO ENFERMAGEM 2019. [DOI: 10.1590/1980-265x-tce-2017-0370] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to synthesize factors related to dysfunctions in the socioemotional development of infants. Method: integrative review carried out between April and August 2016 with defined criteria for inclusion and exclusion of studies, search strategies, extraction and synthesis of data. The exposure factors underwent categorical thematic analysis and systematization according to the levels of the context (Microsystem, Mesosystem, Exosystem and Macrosystem) of the Bioecological Model of Human Development. Results: in the context of the Microsystem and Mesosystem, the factors found were: limitations in care; adversities in family relationships and in the social support and illness situation of the caregivers that influence the proximal processes. In the Exosystem and the Macrosystem, they were: social vulnerabilities of caregivers and fragilities of public policies that determine the material and social conditions of the family. Conclusion: the synthesis of evidence on exposure factors favors the construction of measurement scales of the contextual elements related to the social emotional development of young children. Beyond the milestones, present or not, in the evaluation of a child, these technologies can be predictive, with great potential of anticipation of the factors of exposure and prevention of developmental dysfunctions.
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Faria SMM, Esgalhado G, Pereira CMG. Efficacy of a socioemotional learning programme in a sample of children with intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2018; 32:457-470. [PMID: 30453393 DOI: 10.1111/jar.12547] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2018] [Revised: 09/07/2018] [Accepted: 10/28/2018] [Indexed: 11/27/2022]
Abstract
Socioemotional learning (SEL) is the process of developing social and emotional competences through which the child learns to recognize and manage emotions, care for others, make good decisions, behave responsibly and ethically, develop positive relationships and avoid negative behaviours (Promoting social and emotional learning: Guidelines for educators, 1997). To promote the development of these competences, specific programmes are developed. This study aims to analyse the impact of a SEL programme among children with intellectual disability. Two groups were established, control and experimental, and the Test of Emotion Comprehension (TEC) (Test of emotion comprehension - TEC, 2000; Les émotions à l'école, émotions et apprentissage, 2004) was applied to both as pre- and post-test. The programme was implemented in the experimental group, based on simply illustrated stories alluding the basic emotions. The findings suggest that the programme is effective in the development of socioemotional competences (SEC) in subjects with intellectual disabilities, evidencing the positive effects that the intervention programme had with the experimental group.
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Affiliation(s)
- Sónia M M Faria
- Faculty of Social and Human Sciences, University of Beira Interior, Covilhã, Portugal
| | - Graça Esgalhado
- Faculty of Social and Human Sciences, University of Beira Interior, Covilhã, Portugal
| | - Cristina M G Pereira
- Polytechnic Institute of Castelo Branco- Superior School of Education, Castelo Branco, Portugal
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Lau EX, Rapee RM, Coplan RJ. Combining child social skills training with a parent early intervention program for inhibited preschool children. J Anxiety Disord 2017; 51:32-38. [PMID: 28910693 DOI: 10.1016/j.janxdis.2017.08.007] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/13/2017] [Revised: 07/28/2017] [Accepted: 08/27/2017] [Indexed: 01/14/2023]
Abstract
BACKGROUND Previous studies have demonstrated the efficacy of early intervention for anxiety in preschoolers through parent-education. The current study evaluated a six-session early intervention program for preschoolers at high risk of anxiety disorders in which a standard educational program for parents was supplemented by direct training of social skills to the children. METHODS Seventy-two children aged 3-5 years were selected based on high behavioural inhibition levels and concurrently having a parent with high emotional distress. Families were randomly assigned to either the intervention group, which consisted of six parent-education group sessions and six child social skills training sessions, or waitlist. After six months, families on waitlist were offered treatment consisting of parent-education only. RESULTS Relative to waitlist, children in the combined condition showed significantly fewer clinician-rated anxiety disorders and diagnostic severity and maternal (but not paternal) reported anxiety symptoms and life interference at six months. Mothers also reported less overprotection. These gains were maintained at 12-month follow-up. Parent only education following waitlist produced similar improvements among children. Quasi-experimental comparison between combined and parent-only interventions indicated greater reductions from combined intervention according to clinician reports, but no significant differences on maternal reports. CONCLUSIONS Results suggest that this brief early intervention program for preschoolers with both parent and child components significantly reduces risk and disorder in vulnerable children. The inclusion of a child component might have the potential to increase effects over parent-only intervention. However, future support for this conclusion through long-term, randomised controlled trials is needed.
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Affiliation(s)
- Elizabeth X Lau
- Centre for Emotional Health, Macquarie University, Sydney, Australia
| | - Ronald M Rapee
- Centre for Emotional Health, Macquarie University, Sydney, Australia.
| | - Robert J Coplan
- Department of Psychology, Carleton University, Ottawa, Canada
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Pophillat E, Rooney RM, Nesa M, Davis MC, Baughman N, Hassan S, Kane RT. Preventing Internalizing Problems in 6-8 Year Old Children: A Universal School-Based Program. Front Psychol 2016; 7:1928. [PMID: 28018267 PMCID: PMC5156718 DOI: 10.3389/fpsyg.2016.01928] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2016] [Accepted: 11/24/2016] [Indexed: 11/13/2022] Open
Abstract
The Aussie Optimism Program: Feelings and Friends (AOP-FF) is a 10 week, universal mental health promotion program based on social/emotional and cognitive and behavioral strategies. The aim of the current study was to evaluate the efficacy of a universal Cognitive Behavioral Therapy based program in preventing and reducing internalizing problems in 6-8 year olds (Years 1-3 in Australia). Year 1-3 students from a low SES primary school (N = 206) were randomly assigned in classes to either an intervention or a control group and assessed at baseline and post-test. Results showed a significant (p = 0.009) and small to moderate (partial eta-squared = 0.034) pre-post decrease in parent-reported anxiety symptoms for the intervention group, in conjunction with a non-significant (p = 0.708) and negligible (partial eta-squared = 0.001) pre-post increase for the control group. A larger randomized controlled trial assessing longer term effects is needed. In addition the program needs to be simplified for year 1-2 students with a separate more developmentally appropriate program for year 3 students.
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Affiliation(s)
| | - Rosanna M. Rooney
- School of Psychology and Speech Pathology, Curtin UniversityPerth, WA, Australia
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Sprung M, Münch HM, Harris PL, Ebesutani C, Hofmann SG. Children's emotion understanding: A meta-analysis of training studies. DEVELOPMENTAL REVIEW 2015; 37:41-65. [PMID: 26405369 PMCID: PMC4576850 DOI: 10.1016/j.dr.2015.05.001] [Citation(s) in RCA: 53] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
BACKGROUND In the course of development, children show increased insight and understanding of emotions-both of their own emotions and those of others. However, little is known about the efficacy of training programs aimed at improving children's understanding of emotion. OBJECTIVES To conduct an effect size analysis of trainings aimed at three aspects of emotion understanding: external aspects (i.e., the recognition of emotional expressions, understanding external causes of emotion, understanding the influence of reminders on present emotions); mental aspects (i.e., understanding desire-based emotions, understanding belief-based emotions, understanding hidden emotions); and reflective aspects (i.e., understanding the regulation of an emotion, understanding mixed emotions, understanding moral emotions). DATA SOURCES A literature search was conducted using PubMed, PsycInfo, the Cochrane Library, and manual searches. REVIEW METHODS The search identified 19 studies or experiments including a total of 749 children with an average age of 86 months (S.D.=30.71) from seven different countries. RESULTS Emotion understanding training procedures are effective for improving external (Hedge's g = 0.62), mental (Hedge's g = 0.31), and reflective (Hedge's g = 0.64) aspects of emotion understanding. These effect sizes were robust and generally unrelated to the number and lengths of training sessions, length of the training period, year of publication, and sample type. However, training setting and social setting moderated the effect of emotion understanding training on the understanding of external aspects of emotion. For the length of training session and social setting, we observed significant moderator effects of training on reflective aspects of emotion. CONCLUSION Emotion understanding training may be a promising tool for both preventive intervention and the psychotherapeutic process. However, more well-controlled studies are needed.
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Affiliation(s)
- Manuel Sprung
- International Psychology & Psychotherapy Center, Vienna (Austria)
| | - Hannah M Münch
- Department of General Internal Medicine and Psychosomatics, University Hospital Heidelberg (Germany)
| | - Paul L Harris
- Graduate School of Education, Harvard University (USA)
| | - Chad Ebesutani
- Department of Psychology, Duksung Women's University (South Korea)
| | - Stefan G Hofmann
- Department of Psychological and Brain Sciences, Boston University (USA)
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Bullock LM, Zolkoski SM, Estes MB. Meeting the mental health needs of children and youth: using evidence-based education worldwide. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2015. [DOI: 10.1080/13632752.2015.1027631] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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10
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Donovan CL, March S. Online CBT for preschool anxiety disorders: A randomised control trial. Behav Res Ther 2014; 58:24-35. [DOI: 10.1016/j.brat.2014.05.001] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2014] [Revised: 05/07/2014] [Accepted: 05/14/2014] [Indexed: 11/28/2022]
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Johnstone J, Rooney RM, Hassan S, Kane RT. Prevention of depression and anxiety symptoms in adolescents: 42 and 54 months follow-up of the Aussie Optimism Program-Positive Thinking Skills. Front Psychol 2014; 5:364. [PMID: 24904446 PMCID: PMC4036073 DOI: 10.3389/fpsyg.2014.00364] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2014] [Accepted: 04/07/2014] [Indexed: 11/13/2022] Open
Abstract
Anxiety and depression are the most commonly reported mental health problems amongst Australian children and adolescents. The Aussie Optimism: Program-Positive Thinking Skills (AOP-PTS) is a universal intervention program based on cognitive and behavioral strategies and aimed to prevent anxiety and depression in the middle primary school children aged 9–10 years old. 370 students randomly assigned to the intervention and control condition participated in the 42 and 54 months follow-up study. The intervention group received the AOP-PTS 10-week program and the control group received the regular health education curriculum. Students were assessed on anxiety, depression and attribution style at school whilst parents reported on their child’s externalizing and internalizing problems at home. Results showed there were no significant reductions across groups in the depressive and anxiety symptoms, and attribution style at either 42 or 54 months follow-up. These findings suggest that AOP-PTS has short and medium term effects but were not sustained in longer term period. Future strategies to achieve the desirable outcomes in a longitudinal study are discussed.
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Kuusikko-Gauffin S, Pollock-Wurman R, Mattila ML, Jussila K, Ebeling H, Pauls D, Moilanen I. Social anxiety in parents of high-functioning children with autism and Asperger syndrome. J Autism Dev Disord 2013; 43:521-9. [PMID: 22733299 DOI: 10.1007/s10803-012-1581-1] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
We evaluated social anxiety (SA) symptoms in parents of children with autism spectrum disorders (ASDs; N = 131) and community parents (N = 597) using the Social Phobia and Anxiety Inventory (SPAI). SA was significantly more common in ASD than control mothers (15.6 vs. 6.7 %) and more equal between the ASD and control fathers (3.3 vs. 4.8 %). The ASD mothers scored significantly higher than control mothers on all SPAI scales. ASD fathers scored significantly higher than control fathers on the somatic, cognitive, avoidance and agoraphobic symptoms of SA. It is of clinical import to support ASD parents' well-being as their psychiatric features may contribute greatly to their children's emotional development and the well-being of the whole family.
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Affiliation(s)
- Sanna Kuusikko-Gauffin
- Department of Child Psychiatry, Faculty of Medicine, Institute of Clinical Medicine, University and University Hospital of Oulu, P.O.B. 26, 90029, Oulu, Finland.
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Anticich SA, Barrett PM, Silverman W, Lacherez P, Gillies R. The prevention of childhood anxiety and promotion of resilience among preschool-aged children: a universal school based trial. ACTA ACUST UNITED AC 2013. [DOI: 10.1080/1754730x.2013.784616] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
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Abstract
Anxiety disorders in older children and adolescents have long been acknowledged as impairing, persistent and predictive of future anxiety and mood-related disorders. Until recently, however, anxiety in preschoolers and younger children has been regarded as relatively uncommon and within normal developmental parameters. Increasing evidence is suggestive that symptoms of anxiety in preschoolers parallel those in older children (Hirshfeld-Becker, Micco, Mazirsky, Bruett, & Henin, 2011) with this under-investigated area attracting increasing interest from researchers and clinicians alike. The present review summarises the empirical literature on early intervention and prevention programs for anxiety in young children (aged 3–7 years) with a specific focus on the application of such programs in the school context and implications for guidance counsellors, an improved understanding of which is critical for informing effective intervention. The studies reviewed demonstrate promising outcomes for anxiety; however, there is still a significant amount of work to be done in terms of our understanding of developmentally appropriate, family-focused and child-led models of anxiety and early intervention and prevention protocols.
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Huang KY, Cheng S, Calzada E, Brotman LM. Symptoms of anxiety and associated risk and protective factors in young Asian American children. Child Psychiatry Hum Dev 2012; 43:761-74. [PMID: 22410755 PMCID: PMC4009686 DOI: 10.1007/s10578-012-0295-0] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Anxiety is one of the most prevalent mental health problems in young children but there has been a dearth of studies focusing on Asian American children. This study examines the patterns and the predictors of childhood anxiety and related symptoms in young children in a diverse Asian American (ASA) sample (n = 101). Findings indicate that ASA children are at higher risk for anxiety, somatization, and depressive problems than their peers. Parents' level of acculturation (i.e., American identity, English competence), parental negative emotion socialization, conflicted parent-child relationship, child emotional knowledge and adaptive skills, as well as teachers' ethnic background and school class types were all associated with ASA children's anxiety. A combination of cultural, family, and school factors explained from 17 to 39 % of the variance in anxiety symptoms. Findings inform prevention services for young ASA children.
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Affiliation(s)
- Keng-Yen Huang
- NYU Child Study Center, 1 Park Ave, 7th floor, New York, NY 10016, USA.
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