Of the sample, 60% of them had had some sort of intervention therapy in the past. Eight of the children, or 20% of the sample, exhibited a school refusal, in which they missed over 40% of the past month as a result of emotional stress.
Of the 40 children referred to the study, 38 of them followed through with the study's intervention therapy, 24 boys and 14 girls. Parents were also included in the study, of which 87.5% of them were women, 87.5% of them were married, and 65% of them were college educated. A variety of ethnicities were represented with 60% Caucasian, 22.5% multiracial, 10% Hispanic, 2.5% African-American, and 2.5% Asian.
Results/Findings
The main hypothesis proposed was that CBT intervention therapy for anxiety disorders in children would result in a reduction in overall anxiety and therefore lead to increased school performance. Using the Anxiety Disorder Interview Schedule for DSM-IV before, during, and after the study, the results were graphed over time. The slopes were then analyzed to determine the extent of the decrease in the anxiety score, which showed a strong statistical slope indicting a large decrease in anxiety. This concludes the hypothesis that CBT therapy over time will decrease overall anxiety in school children.
In addition, previous discussion in the article stated that eight of the study's participants were missing 40% of the last month's school days for anxiety reasons. At the conclusion of the study, all of these students were able to return to school. Whereas the overall data showed that there was a significant decrease in anxiety over time for all participants, there was no suggestion in the data to differentiate these between male and female, resulting in no difference dependent on gender.
Conclusion
The author determined that the hypothesis was proven. Children do experience a reduction in anxiety with CBT intervention over time. However, this tends to...
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