Universal Prevention of Anxiety in Children and Adolescents: A Systematic Review
Main Article Content
Abstract
Anxiety disorders are the most prevalent among children and adolescents of school age, affecting 4-25% of this population. Universal prevention programs can strengthen protective factors and minimize risk factors, decreasing the demand for treatment for this disorder in the future. The purpose of this article was to systematically review studies based on evidence of universal prevention programs for anxiety in childhood and adolescence produced between 1985 and 2012. The search was performed by two independent researchers, at Bireme and PsycINFO, with the following keywords in combination “prevention”, “anxiety”, “universal”, “childhood” and “adolescence”, and its english equivalents. We found 197 studies and 12 met the inclusion criteria.The review shows, on the one hand, considerable progress in the international production of scientific knowledge about these interventions, but on the other, shows an important gap in national polls, as evidenced the lack of Brazilian studies on the theme.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright to articles published in The Journal Of Psychology: Theory and Practice belongs to the authors, who grant Mackenzie Presbyterian University the not exclusive rights to publish the content.
References
American Psychiatric Association (2002). DSM-IV-TR: Manual diagnóstico e estatístico de transtornos mentais (4a ed. rev.). Porto Alegre: Artmed.
Aune, T., & Stiles, T. C. (2009). Universal-based prevention of syndromal and sub-syndromal social anxiety: a randomized controlled study. Journal of Consulting and Clinical Psychology,77(5), 867-879.
Barrett, P., Lock, S., & Farrell, L. J. (2005). Developmental differences in universal preventive intervention for child anxiety. Clinical Child Psychology and Psychiatry, 10(4), 539-555.
Barrett, P., & Turner, C. (2001). Prevention of anxiety symptoms in primary school children: preliminary results from a universal school-based trial. British Journal of Clinical Psychology, 40(4), 399-40.
Bayer, J. K., Rapee, R. M., Hiscock, H., Ukoumunne, O. C., Mihalopoulos, C., & Wake, M. (2011). Translational research to prevent internalizing problems early in childhood. Depression and Anxiety,28, 50-57.
Boyd, C. P., Kostanski, M., Gullone, E., Ollendick, T. H., & Schek, D. T. L. (2000). Prevalence of anxiety and depression in Australian adolescents: comparison with worldwide data. The Journal of Genetic Psychology, 161(4), 479-492.
Calear, A. L., Christensen, H., Mackinnon, A., Griffiths, K. M., & O’Kearney, R. (2009). The YouthMood Project: a cluster randomized controlled trial of an online cognitive behavioral program with adolescents. Journal of Consulting and Clinical Psychology, 77(6), 1021-1032.
Cammack, N. L., Brandt, N. E., Slade, E., Lever, N. A., & Stephan, S. (2014). Funding expanded school mental health programs. In M. D. Weist, N. A. Lever, C. P. Bradshaw & J. S. Owens (Eds.). Handbook of School Mental Health (pp. 17-30). New York: Springer.
Cavaleri, M. A., Olin, S. S., Kim, A., Hoagwood, K. E., & Burns, B. J. (2011). Family support in prevention programs for children at risk for emotional/behavioral problems. Clinical Child and Family Psychology Review, 14(4), 399-412.
Compton, S. N., March, J. S., Brent, D., Albano, A., Weersing, V. R., & Curry, J. (2004). Cognitive-behavioral psychotherapy for anxiety and depressive disorders in children and adolescents: an evidence-based medicine review. Journal of the American Academy of Child & Adolescent Psychiatry, 43(8), 930-959.
Costa, A. S., & Guzzo, R. S. L. (2006). Psicólogo escolar e educação infantil: um estudo de caso. Escritos sobre Educação, 5, 5-12.
Costello, E. J., Egger, H. L., Copeland, W., Erkanli, A., & Angold, A. (2011). The developmental epidemiology of anxiety disorders: phenomenology, prevalence, and comorbidity. In W. K. Silverman & A. Field (Eds). Anxiety disorders in children and adolescents: research, assessment and intervention (pp. 56-75). Cambridge: Cambridge University Press.
Dahlberg, L. L., & Krug, E. G. (2006). Violência: um problema global de saúde pública. Ciência & Saúde Coletiva, 11, 1163-1178.
Egger, H. L., & Angold, A. (2006). Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology. Journal of Child Psychology and Psychiatry, 47(3-4), 313-337.
Ehrenreich-May, J., & Bilek, E. L. (2011). Universal prevention of anxiety and de-pression in a recreational camp setting: an initial open trial. Child Youth Care Forum, 40, 435-455.
Essau, C. A., Conradt, J., Sasagawa, S., & Ollendick, T. H. (2012). Prevention of anxiety symptoms in children: results from a universal school-based trial. Behavior Therapy, 43(2), 450-464.
Evans, S. W. (1999). Mental health services in schools: utilization, effectiveness, and consent. Clinical Psychology Review, 19(2), 165-178.
Flay, B. R., Biglan, A., Boruch, R., Castro, F. G., Gottfredson, D., Kellam, S., Moscicki, E. K., Schinke, S., Valentine, J. C., & Ji, P. (2005). Standars of evidence: criteria for efficacy, effectiveness and dissemination. Prevention Science, 6(3), 151-175.
Fleitlich-Bilyk, B., & Goodman, R. (2004). Prevalence of child and adolescent psychiatric disorders in southeast Brazil. Journal of the American Academy of Child & Adolescent Psychiatry, 43(6), 727-34.
Fox, J. K., Herzig, K., Colognori, D., Stewart, C. E., & Warner, C. M. (2014). School-based treatment for anxiety in children and adolescents: new developments in transportability and dissemination. In M. D. Weist, N. A. Lever, C. P. Bradshaw & J. S. Owens (Eds.). Handbook of school mental health: research, training, prac-tice, and policy (pp. 355-368). New York: Springer.
Gordon, R. (1987). An operational classification of disease prevention. In J. Stein-berg & M. Silverman (Eds.). Preventing mental disorders: a research perspective(pp. 20-26). Rockville, MD: Department of Health and Human Services, National Institute of Mental Health.
Hawkins, J. D., Catalano, R. F., & Arthur, M. W. (2002). Promoting science-based prevention in communities. Addictive Behaviors, 27(6), 951-976.
Kessler, R. C., Ruscio, A. M., Shear, K., & Wittchen, H. U. (2010). Epidemiology of anxiety disorders. In M. B. Stein & T. Steckler (Eds.). Behavioral neurobiology of anxiety and its treatment (pp. 21-35). Springer: New York.
Kraag, G., Van Breukelen, G. J., Kok, G., & Hosman, C. (2009). “Learn Young, Learn Fair”, a stress management program for fifth and sixth graders: longitudinal results from an experimental study. Journal of Child Psychology and Psychiatry, 50(9), 1185-1195.
Lowry-Webster, H. M., Barrett, P. M., & Dadds, M. R. (2001). A universal prevention trial of anxiety and depressive symptomatology in childhood: preliminary data from an Australian study. Behaviour Change, 18, 36-50.Macklem, G. L. (2014). Adapting programs for young children. In G. L.
Macklem (Ed.). Preventive mental health at school (pp. 233-252). New York: Springer.
Marsh, E. J., & Graham, S. A. (2005). Classificação e tratamento da psicopatologia infantil. In V. E. Caballo & M. A. Simón (Eds.). Manual de psicologia clínica infantil e do adolescente – transtornos gerais (pp. 29-59). São Paulo: Livraria Santos.
Melo, M. H. S. (2003). Crianças com déficits acadêmicos e de interação no ambiente escolar: uma intervenção multifocal. Tese de doutorado, Universidade de São Paulo, São Paulo, SP, Brasil.
Mrazek, P. B., & Haggerty, R. J. (1994). Reducing risks for mental disorders: fron-tiers for preventive intervention research. Washington, DC: The National Aca-de mies Press.
Murta, S. G. (2007). Programas de prevenção a problemas emocionais e comportamentais em crianças e adolescentes: lições de três décadas de pesquisa. Psicologia: Reflexão e Crítica, 20, 1-8.
Neil, A. L., & Christensen, H. (2009). Efficacy and effectiveness of school-based prevention and early intervention programs for anxiety. Clinical Psychology Review, 29(3), 208-215.
Pahl, K. M., & Barrett, P. M. (2010). Preventing anxiety and promoting social and emotional strength in preschool children: a universal evaluation of the Fun FRIENDS program. Advances in School Mental Health Promotion, 3(3), 14-25.
Peters, R. D. V., Petrunka, K., & Arnold, R. (2003). The better beginnings, better futures project: a universal, comprehensive, community-based prevention approach for primary school children and their families. Journal of Clinical Child and Adolescent Psychology, 32(2), 215-227.
Stopa, J. E., Barrett, P. M., & Golingi, F. (2010). The prevention of childhood anxiety in socioeconomically disadvantaged communities: a universal school-based trial. Advances in School Mental Health Promotion, 3(4), 5-24.
Trudeau, L., Spoth, R., Randall, G. K., & Azevedo, K. (2007). Longitudinal effects of a universal family-focused intervention on growth patterns of adolescent internalizing symptoms and polysubstance use: gender comparisons. Journal of Youth and Adolescence, 36(6), 725-740.
Vianna, R. R. A. B., Campos, A. A., & Landeira-Fernandez, J. (2009). Transtornos de ansiedade na infância e adolescência: uma revisão. Revista Brasileira de Terapias Cognitivas, 5, 46-61.
Vuijk, P., Lier, P. A. van, Crijnen, A. A., & Huizink, A. C. (2007). Testing sex-specific pathways from peer victimization to anxiety and depression in early adoles-cents through a randomized intervention trial. Journal of Affective Disor-ders, 100, 221-226.
World Health Organization (2010). Participant manual – IMAI One-day orien tation on adolescents living with HIV Geneva. Recuperado em 20 janeiro, 2014, de http://whqlibdoc.who. int/publications/2010/9789241598972_eng.pdf.