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Bilişsel Davranışçı Psikoterapi ve Araştırmalar
Journal of Cognitive-Behavioral Psychotherapy and Research
Periodical of Association for Cognitive and Behavioral Psychotherapies/Bilişsel Davranışçı Psikoterapiler Derneği
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ISSN: 2146-9490 (Print)
Language: [ Turkish ]   [ English ]  
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Open Access

Original Research

JCBPR. 2012; 1(2): 121-126


Cognitive-Behavioral Therapy for Anxiety in Elementary School Students

Emine Gül Kapçı, Runa İdil Uslu, Denis Sukhodolsky, Derya Atalan-Ergin, Gökçe Çokamay.

A B S T R A C T 

Abstract
Objective: The study examined the effectiveness of a school-based cognitive-behavioral therapy (CBT) program for school aged children with high levels of anxiety symptoms.
Method: The study design was a randomized controlled trial (RCT) comparing CBT to a waitlist-control condition. A total of 61 children (37 girls and 24 boys; age range 8-13) with high scores on either self-report or parental reports of anxiety participated in the study. The treatment group received 10 weekly sessions over three months that was administered using the Cool Kids treatment manual (Lyneham 2003). Outcome measures included parent-rated scales of anxiety and anxiety interference, and child self-report scales of anxiety, anxiety interference, depression and self-esteem. Both study groups were comparable at baseline for clinical and demographic variables. A mixed design ANOVA with pre-post treatment as within and CBT vs waitlist groups as between group variable was used for statistical analysis.
Results: At post-test, CBT group had lower scores on anxiety, interference of anxiety and depression scales and higher scores on self-esteem scales of scholastic competence, social acceptance and behavioral conduct, but not physical appearance and athletic ability compared to the waitlist control group.
Conclusions: The study presents empirical evidence for the effectiveness of a school based CBT Cool Kids program for reducing anxiety symptoms and increasing self-esteem in elementary school children. Future studies may examine the durability of treatment gains.

Key words: Cognitive Behavior Therapy, Children, Anxiety, Randomized-Controlled Trial, Elementary Schools, Students



Bilişsel-Davranışçı Terapi Kaygı Programının İlköğretim Okulu Öğrencilerinde Sınanması

Özet
Amaç: Bu araştırmanın amacı okul temelli bir bilişsel-davranışçı terapi (BDT) kaygı programının kaygı belirtileri yüksek ilköğretim öğrencilerinde etkililiğini sınamaktır.
Yöntem: BDT-çalışma grubu ile bekleme listesi-kontrol grubu olmak üzere iki gruplu randomize-kontrollü bir araştırma deseni hazırlanmıştır. Çocuk ya da ana-baba bildirimlerine dayalı kaygı ölçeklerinden yüksek puan alan toplam 61 çocuk araştırmaya katılmıştır (37 kız, 24 erkek; yaş ranjı 8-13). BDT-çalışma grubu yaklaşık 10 oturumda ve üç ayda tamamlanan Serinkanlı Çocuklar kaygı terapi programına katılmıştır (Lyneham 2003). Analizler, çalışma öncesinde klinik ve demografik değişkenler açısından iki grup arasında anlamlı farklılıklar olmadığını göstermiştir. Split-plot olarak bilinen karma model ANOVA istatistiklerinden yararlanılmıştır.
Bulgular: BDT grubuna katılan çocukların bekleme-listesi kontrol grubu çocuklara göre ve son-test değerlendirmelerine göre, kaygı, kaygı engelleri ve depresyon ölçeklerinden daha düşük puan, benlik-saygısı ölçeğinden ise daha yüksek puan aldıkları görülmüştür.
Sonuç: Bu çalışma okul temelli bir BDT kaygı programının çocukların kaygı ve depresyon belirtilerinde azalma ve benlik saygılarında artma yönünde etkisi olduğuna ilişkin görgül kanıtlar sunmaktadır. İzleyen çalışmalar terapi programından elde edilen kazanımların kararlılığını değerlendirebilir.

Anahtar Kelimeler: Bilişsel-Davranışçı Terapi, Çocuk, Kaygı, Randomize-Kontrollü Araştırma, İlköğretim Okulu, Öğrenci


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How to Cite this Article
Pubmed Style

Kapçı EG, Uslu Rİ, Sukhodolsky D, Atalan-Ergin D, Çokamay G. [Cognitive-Behavioral Therapy for Anxiety in Elementary School Students]. JCBPR. 2012; 1(2): 121-126. Turkish.



Web Style

Kapçı EG, Uslu Rİ, Sukhodolsky D, Atalan-Ergin D, Çokamay G. [Cognitive-Behavioral Therapy for Anxiety in Elementary School Students]. www.scopemed.org/?mno=23364 [Access: April 23, 2014]. Turkish.



AMA (American Medical Association) Style

Kapçı EG, Uslu Rİ, Sukhodolsky D, Atalan-Ergin D, Çokamay G. [Cognitive-Behavioral Therapy for Anxiety in Elementary School Students]. JCBPR. 2012; 1(2): 121-126. Turkish.



Vancouver/ICMJE Style

Kapçı EG, Uslu Rİ, Sukhodolsky D, Atalan-Ergin D, Çokamay G. [Cognitive-Behavioral Therapy for Anxiety in Elementary School Students]. JCBPR. (2012), [cited April 23, 2014]; 1(2): 121-126. Turkish.



Harvard Style

Kapçı, E. G., Uslu, R. İ., Sukhodolsky, D., Atalan-Ergin, D. & Çokamay, G. (2012) [Cognitive-Behavioral Therapy for Anxiety in Elementary School Students]. JCBPR, 1 (2), 121-126. Turkish.



Turabian Style

Kapçı, Emine Gül, Runa İdil Uslu, Denis Sukhodolsky, Derya Atalan-Ergin, and Gökçe Çokamay. 2012. [Cognitive-Behavioral Therapy for Anxiety in Elementary School Students]. Journal of Cognitive-Behavioral Psychotherapy and Research, 1 (2), 121-126. Turkish.



Chicago Style

Kapçı, Emine Gül, Runa İdil Uslu, Denis Sukhodolsky, Derya Atalan-Ergin, and Gökçe Çokamay. "[Cognitive-Behavioral Therapy for Anxiety in Elementary School Students]." Journal of Cognitive-Behavioral Psychotherapy and Research 1 (2012), 121-126. Turkish.



MLA (The Modern Language Association) Style

Kapçı, Emine Gül, Runa İdil Uslu, Denis Sukhodolsky, Derya Atalan-Ergin, and Gökçe Çokamay. "[Cognitive-Behavioral Therapy for Anxiety in Elementary School Students]." Journal of Cognitive-Behavioral Psychotherapy and Research 1.2 (2012), 121-126. Print.Turkish.



APA (American Psychological Association) Style

Kapçı, E. G., Uslu, R. İ., Sukhodolsky, D., Atalan-Ergin, D. & Çokamay, G. (2012) [Cognitive-Behavioral Therapy for Anxiety in Elementary School Students]. Journal of Cognitive-Behavioral Psychotherapy and Research, 1 (2), 121-126. Turkish.







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