Materiały źródłowe

• #1 Anxiety Disorders in Children and Adolescents | AAFP

  https://www.aafp.org/pubs/afp/issues/2022/1200/anxiety-disorders-children-adolescents.html

  Anxiety disorders are the most common psychiatric conditions in children and adolescents, affecting nearly 1 in 12 children and 1 in 4 adolescents. […] The U.S. Preventive Services Task Force recommends screening for anxiety disorders in children eight years and older; there is insufficient evidence to support screening in children younger than eight years. […] Risk factors for anxiety disorders in children and adolescents include low socioeconomic status, exposure to violence, trauma, and biologic factors such as heritability and temperament. […] The U.S. Preventive Services Task Force recommends screening for anxiety disorders in children and adolescents eight to 18 years of age (grade B recommendation). There is insufficient evidence to support screening in children younger than eight years. […] Evidence-based treatments, early intervention, caregiver support and modeling, professional collaboration, and care coordination are all important elements leading to a better prognosis.

• #2 Six decades of preventing and treating childhood anxiety disorders: a systematic review and meta-analysis to inform policy and practice | BMJ Mental Health

  https://mentalhealth.bmj.com/content/22/3/103

  Anxiety disorders are the most prevalent childhood mental disorders. They also start early and persist, causing high individual and collective costs. To inform policy and practice, we therefore asked: What is the best available research evidence on preventing and treating these disorders? […] Given these high burdens, prevention should be a priority. However, prevention investments are meagre, even in high-income jurisdictions. […] To address these shortfalls and imbalances, policymakers need robust research evidence on effective interventions across the prevention-through-treatment spectrum to inform public priorities. Practitioners also need this information to guide the implementation of effective approaches. […] For prevention, the cognitive-behavioural therapy (CBT) programme Coping and Promoting Strength stood out for reducing anxiety diagnoses.

• #3 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  Due to these concerns, it seems logical to move toward services that provide prevention of anxiety disorders. The benefits of prevention are that a large number of people can be targeted over a short period of time, it is more cost effective and there is reduced distress for children due to earlier intervention (Lowry-Webster, 2001). Preventive mental health programs serve two purposes. From a health care perspective, they address and identify risk and protective factors in individuals, providing for better long-term prognoses. In addition, these programs accrue economic benefits because prevention is often less expensive than the economic and societal costs once an illness has manifested (Beardslee et al, 2011). […] For implementation of prevention programs, it is important to consider the risk factors, protective factors and strategies for prevention. There is a complex interplay of biological, psychological and environmental factors in the development of childhood anxiety disorders (Donovan et al, 2000). In the development of childhood anxiety the following risk factors have been implicated.

• #4 Anxiety Disorders: Causes, Symptoms, Treatment & Types

  https://my.clevelandclinic.org/health/diseases/9536-anxiety-disorders

  Currently, theres no known way to prevent anxiety disorders. But you can lessen many of the related issues with treatment. Seeking help as soon as symptoms appear can help decrease the disruption to your life. […] Left untreated, anxiety disorders can lead to serious complications, including: […] This is why its crucial to seek help if you have an anxiety disorder. Treatment is effective. The right treatment can help improve your quality of life, relationships and productivity. It can also support your overall well-being.

• #5 Separation anxiety disorder – Symptoms and causes – Mayo Clinic

  https://www.mayoclinic.org/diseases-conditions/separation-anxiety-disorder/symptoms-causes/syc-20377455

  Separation anxiety disorder usually won’t go away without treatment and can lead to panic disorder and other anxiety disorders into adulthood. […] There’s no sure way to prevent separation anxiety disorder in your child, but these suggestions may help. […] Get professional advice as soon as possible if you’re concerned that your child’s anxiety is much worse than others at the same developmental stage. Early diagnosis and treatment can help lessen anxiety symptoms and keep the condition from getting worse. […] Follow the treatment plan to help prevent relapses or worsening of symptoms. […] Get your own evidence-based treatment and support if you have anxiety, depression or other mental health concerns, so that you can model healthy coping skills for your child.

• #6 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  Due to these concerns, it seems logical to move toward services that provide prevention of anxiety disorders. The benefits of prevention are that a large number of people can be targeted over a short period of time, it is more cost effective and there is reduced distress for children due to earlier intervention (Lowry-Webster, 2001). Preventive mental health programs serve two purposes. From a health care perspective, they address and identify risk and protective factors in individuals, providing for better long-term prognoses. In addition, these programs accrue economic benefits because prevention is often less expensive than the economic and societal costs once an illness has manifested (Beardslee et al, 2011). […] For implementation of prevention programs, it is important to consider the risk factors, protective factors and strategies for prevention. There is a complex interplay of biological, psychological and environmental factors in the development of childhood anxiety disorders (Donovan et al, 2000). In the development of childhood anxiety the following risk factors have been implicated.

• #7

  https://link.springer.com/article/10.1007/s10567-011-0109-0

  It is now widely accepted that anxiety disorders run in families, and current etiological models have proposed both genetic and environmental pathways to anxiety development. […] Findings from these studies have informed intervention and prevention strategies that are discussed next. […] Throughout the paper we shed light on the challenges that plague this research and look toward the future by proposing directions for much needed study and discussing factors that may improve clinical practice and outcomes for affected youth and their families. […] Prevention and early intervention for anxiety disorders: A controlled trial. […] Prevention and early intervention of anxiety disorders in inhibited preschool children.

• #8 Prevention and early intervention of anxiety problems in young children: A pilot evaluation of Cool Little Kids Online

  https://pmc.ncbi.nlm.nih.gov/articles/PMC6096126/

  Anxiety disorders are common, debilitating, and begin early in life. Early intervention to prevent anxiety disorders in children who are at risk could have long-term impact. The Cool Little Kids parenting group program has previously been shown to be efficacious in preventing anxiety disorders in temperamentally inhibited young children. […] Cool Little Kids Online may be a promising direction for improving access to an evidence-based prevention and early intervention program for child anxiety problems. A large randomized trial is warranted to further evaluate efficacy. […] Given anxiety’s early onset and association with significant impairment, there is a clear rationale to intervene early with children at risk. Anxiety prevention programs for children and adolescents can be effective, especially when programs are targeted towards children at greater risk.

• #9 Anxiety Disorders in Children and Adolescents | AAFP

  https://www.aafp.org/pubs/afp/issues/2022/1200/anxiety-disorders-children-adolescents.html

  Anxiety disorders are the most common psychiatric conditions in children and adolescents, affecting nearly 1 in 12 children and 1 in 4 adolescents. […] The U.S. Preventive Services Task Force recommends screening for anxiety disorders in children eight years and older; there is insufficient evidence to support screening in children younger than eight years. […] Risk factors for anxiety disorders in children and adolescents include low socioeconomic status, exposure to violence, trauma, and biologic factors such as heritability and temperament. […] The U.S. Preventive Services Task Force recommends screening for anxiety disorders in children and adolescents eight to 18 years of age (grade B recommendation). There is insufficient evidence to support screening in children younger than eight years. […] Evidence-based treatments, early intervention, caregiver support and modeling, professional collaboration, and care coordination are all important elements leading to a better prognosis.

• #10 Anxiety and Depression in Children | Children’s Mental Health | CDC

  https://www.cdc.gov/children-mental-health/about/about-anxiety-and-depression-in-children.html

  It is not known exactly why some children develop anxiety or depression. Many factors may play a role, including biology and temperament. But it is also known that some children are more likely to develop anxiety or depression when they experience the following: trauma or stress; violence, abuse, or neglect; being bullied or rejected by other children; or when their own parents have anxiety or depression. […] Although these factors appear to increase the risk for anxiety or depression, there are ways to decrease the chance that children experience them. Learn about public health approaches to prevent these risks:

• #11 Anxiety and Depression in Children | Children’s Mental Health | CDC

  https://www.cdc.gov/children-mental-health/about/about-anxiety-and-depression-in-children.html

  It is not known exactly why some children develop anxiety or depression. Many factors may play a role, including biology and temperament. But it is also known that some children are more likely to develop anxiety or depression when they experience the following: trauma or stress; violence, abuse, or neglect; being bullied or rejected by other children; or when their own parents have anxiety or depression. […] Although these factors appear to increase the risk for anxiety or depression, there are ways to decrease the chance that children experience them. Learn about public health approaches to prevent these risks:

• #12 Anxiety and Depression in Children | Children’s Mental Health | CDC

  https://www.cdc.gov/children-mental-health/about/about-anxiety-and-depression-in-children.html

  It is not known exactly why some children develop anxiety or depression. Many factors may play a role, including biology and temperament. But it is also known that some children are more likely to develop anxiety or depression when they experience the following: trauma or stress; violence, abuse, or neglect; being bullied or rejected by other children; or when their own parents have anxiety or depression. […] Although these factors appear to increase the risk for anxiety or depression, there are ways to decrease the chance that children experience them. Learn about public health approaches to prevent these risks:

• #13 Anxiety and Depression in Children | Children’s Mental Health | CDC

  https://www.cdc.gov/children-mental-health/about/about-anxiety-and-depression-in-children.html

  It is not known exactly why some children develop anxiety or depression. Many factors may play a role, including biology and temperament. But it is also known that some children are more likely to develop anxiety or depression when they experience the following: trauma or stress; violence, abuse, or neglect; being bullied or rejected by other children; or when their own parents have anxiety or depression. […] Although these factors appear to increase the risk for anxiety or depression, there are ways to decrease the chance that children experience them. Learn about public health approaches to prevent these risks:

• #14 Recommendation: Anxiety in Children and Adolescents: Screening | United States Preventive Services Taskforce

  https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/screening-anxiety-children-adolescents

  Children and adolescents aged 8 to 18 years: Screen for anxiety. […] The USPSTF concludes that the evidence is insufficient on screening for anxiety in children 7 years or younger. […] Anxiety disorders in childhood and adolescence are associated with an increased likelihood of a future anxiety disorder or depression. […] Risk factors for anxiety disorders include genetic, personality, and environmental factors, such as attachment difficulties, conflict between parents, parental overprotection, early parental separation, and child mistreatment. […] Developing an anxiety disorder during childhood or adolescence increases the likelihood of a future anxiety disorder (the same disorder or another anxiety disorder) or secondary depression. […] Potential harms of screening questionnaires include false-positive screening results that lead to unnecessary referrals (and associated time and economic burden), treatment, labeling, anxiety, and stigma. […] Evidence is limited on the implementation of routine mental health screening in the US. […] The USPSTF has recommendations on mental health topics pertaining to children and adolescents, including screening for depression, suicide risk, and illicit drug and alcohol use.

• #15 Recommendation: Anxiety in Children and Adolescents: Screening | United States Preventive Services Taskforce

  https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/screening-anxiety-children-adolescents

  Children and adolescents aged 8 to 18 years: Screen for anxiety. […] The USPSTF concludes that the evidence is insufficient on screening for anxiety in children 7 years or younger. […] Anxiety disorders in childhood and adolescence are associated with an increased likelihood of a future anxiety disorder or depression. […] Risk factors for anxiety disorders include genetic, personality, and environmental factors, such as attachment difficulties, conflict between parents, parental overprotection, early parental separation, and child mistreatment. […] Developing an anxiety disorder during childhood or adolescence increases the likelihood of a future anxiety disorder (the same disorder or another anxiety disorder) or secondary depression. […] Potential harms of screening questionnaires include false-positive screening results that lead to unnecessary referrals (and associated time and economic burden), treatment, labeling, anxiety, and stigma. […] Evidence is limited on the implementation of routine mental health screening in the US. […] The USPSTF has recommendations on mental health topics pertaining to children and adolescents, including screening for depression, suicide risk, and illicit drug and alcohol use.

• #16 Anxiety in children and youth: Part 2 – The management of anxiety disorders | Canadian Paediatric Society

  https://cps.ca/en/documents/position/anxiety-in-children-and-youth-management

  Anxiety disorders are the most common mental health concerns affecting Canadian children and adolescents. […] The objectives of Part 2, which focuses on management, are to: […] Describe the roles of education and psychotherapy in the prevention and treatment of anxiety disorders. […] Optimal management of anxiety disorders often requires a multimodal approach that engages both the child or adolescent and parents and other family caregivers. […] Positive parenting style and strategies have crucial roles when managing anxiety disorders. Research has shown that these skills can be learned by caregivers and implemented at any time, but are especially effective when applied early, with young children. Evidence has also shown that positive parenting can reduce risk of developing an anxiety disorder.

• #17 Anxiety and Depression in Children: Know the Signs and What to Do

  https://www.healthline.com/health/childrens-health/anxiety-and-depression-in-children

  According to 2019 research, prevention of anxiety and depression in children should begin at an early age. A 2020 study suggests that developing social, emotional, and cognitive skills is key to preventing anxiety and depression. […] The following steps can help parents and caregivers prevent anxiety and depression in children: Teach your child to speak about their feelings and to label them. Keep your expectations realistic. Respect your child’s feelings. Create regular daily routines where possible. Model healthy eating and sleeping habits.

• #18 Separation anxiety disorder – Symptoms and causes – Mayo Clinic

  https://www.mayoclinic.org/diseases-conditions/separation-anxiety-disorder/symptoms-causes/syc-20377455

  Separation anxiety disorder usually won’t go away without treatment and can lead to panic disorder and other anxiety disorders into adulthood. […] There’s no sure way to prevent separation anxiety disorder in your child, but these suggestions may help. […] Get professional advice as soon as possible if you’re concerned that your child’s anxiety is much worse than others at the same developmental stage. Early diagnosis and treatment can help lessen anxiety symptoms and keep the condition from getting worse. […] Follow the treatment plan to help prevent relapses or worsening of symptoms. […] Get your own evidence-based treatment and support if you have anxiety, depression or other mental health concerns, so that you can model healthy coping skills for your child.

• #19 Anxiety Disorders in Children and Adolescents | AAFP

  https://www.aafp.org/pubs/afp/issues/2022/1200/anxiety-disorders-children-adolescents.html

  Anxiety disorders are the most common psychiatric conditions in children and adolescents, affecting nearly 1 in 12 children and 1 in 4 adolescents. […] The U.S. Preventive Services Task Force recommends screening for anxiety disorders in children eight years and older; there is insufficient evidence to support screening in children younger than eight years. […] Risk factors for anxiety disorders in children and adolescents include low socioeconomic status, exposure to violence, trauma, and biologic factors such as heritability and temperament. […] The U.S. Preventive Services Task Force recommends screening for anxiety disorders in children and adolescents eight to 18 years of age (grade B recommendation). There is insufficient evidence to support screening in children younger than eight years. […] Evidence-based treatments, early intervention, caregiver support and modeling, professional collaboration, and care coordination are all important elements leading to a better prognosis.

• #20 The prevention of anxiety in children through school-based interventions: study protocol for a 24-month follow-up of the PACES project | Trials | Full Text

  https://trialsjournal.biomedcentral.com/articles/10.1186/1745-6215-15-77

  Anxiety in children is common and incapacitating and increases the risk of mental health disorders in adulthood. […] Alternative approaches in which prevention programmes are delivered in school appear promising. […] School-based mental illness prevention programmes offer an attractive alternative to traditional treatment approaches. […] Prevention programmes can be provided universally (that is, to all of an identified population, regardless of risk status) or targeted toward those at risk of developing mental health disorders or showing early signs of a disorder. […] Universal programmes avoid the need for costly screening, fit better within complex school timetables, are less stigmatising and provide opportunities for primary prevention. […] The purpose of the Preventing Anxiety in Children through Education in Schools (PACES) trial is to assess the medium-term (24 months) effects. […] Adequately powered randomised trials assessing the effectiveness of anxiety prevention programmes, when implemented under everyday conditions, are required before the widespread use of these programmes can be advocated.

• #21 The prevention of anxiety in children through school-based interventions: study protocol for a 24-month follow-up of the PACES project | Trials | Full Text

  https://trialsjournal.biomedcentral.com/articles/10.1186/1745-6215-15-77

  Anxiety in children is common and incapacitating and increases the risk of mental health disorders in adulthood. […] Alternative approaches in which prevention programmes are delivered in school appear promising. […] School-based mental illness prevention programmes offer an attractive alternative to traditional treatment approaches. […] Prevention programmes can be provided universally (that is, to all of an identified population, regardless of risk status) or targeted toward those at risk of developing mental health disorders or showing early signs of a disorder. […] Universal programmes avoid the need for costly screening, fit better within complex school timetables, are less stigmatising and provide opportunities for primary prevention. […] The purpose of the Preventing Anxiety in Children through Education in Schools (PACES) trial is to assess the medium-term (24 months) effects. […] Adequately powered randomised trials assessing the effectiveness of anxiety prevention programmes, when implemented under everyday conditions, are required before the widespread use of these programmes can be advocated.

• #22 The prevention of anxiety in children through school-based interventions: study protocol for a 24-month follow-up of the PACES project | Trials | Full Text

  https://trialsjournal.biomedcentral.com/articles/10.1186/1745-6215-15-77

  Anxiety in children is common and incapacitating and increases the risk of mental health disorders in adulthood. […] Alternative approaches in which prevention programmes are delivered in school appear promising. […] School-based mental illness prevention programmes offer an attractive alternative to traditional treatment approaches. […] Prevention programmes can be provided universally (that is, to all of an identified population, regardless of risk status) or targeted toward those at risk of developing mental health disorders or showing early signs of a disorder. […] Universal programmes avoid the need for costly screening, fit better within complex school timetables, are less stigmatising and provide opportunities for primary prevention. […] The purpose of the Preventing Anxiety in Children through Education in Schools (PACES) trial is to assess the medium-term (24 months) effects. […] Adequately powered randomised trials assessing the effectiveness of anxiety prevention programmes, when implemented under everyday conditions, are required before the widespread use of these programmes can be advocated.

• #23 The prevention of anxiety in children through school-based interventions: study protocol for a 24-month follow-up of the PACES project | Trials | Full Text

  https://trialsjournal.biomedcentral.com/articles/10.1186/1745-6215-15-77

  Anxiety in children is common and incapacitating and increases the risk of mental health disorders in adulthood. […] Alternative approaches in which prevention programmes are delivered in school appear promising. […] School-based mental illness prevention programmes offer an attractive alternative to traditional treatment approaches. […] Prevention programmes can be provided universally (that is, to all of an identified population, regardless of risk status) or targeted toward those at risk of developing mental health disorders or showing early signs of a disorder. […] Universal programmes avoid the need for costly screening, fit better within complex school timetables, are less stigmatising and provide opportunities for primary prevention. […] The purpose of the Preventing Anxiety in Children through Education in Schools (PACES) trial is to assess the medium-term (24 months) effects. […] Adequately powered randomised trials assessing the effectiveness of anxiety prevention programmes, when implemented under everyday conditions, are required before the widespread use of these programmes can be advocated.

• #24 The prevention of anxiety in children through school-based interventions: study protocol for a 24-month follow-up of the PACES project | Trials | Full Text

  https://trialsjournal.biomedcentral.com/articles/10.1186/1745-6215-15-77

  Anxiety in children is common and incapacitating and increases the risk of mental health disorders in adulthood. […] Alternative approaches in which prevention programmes are delivered in school appear promising. […] School-based mental illness prevention programmes offer an attractive alternative to traditional treatment approaches. […] Prevention programmes can be provided universally (that is, to all of an identified population, regardless of risk status) or targeted toward those at risk of developing mental health disorders or showing early signs of a disorder. […] Universal programmes avoid the need for costly screening, fit better within complex school timetables, are less stigmatising and provide opportunities for primary prevention. […] The purpose of the Preventing Anxiety in Children through Education in Schools (PACES) trial is to assess the medium-term (24 months) effects. […] Adequately powered randomised trials assessing the effectiveness of anxiety prevention programmes, when implemented under everyday conditions, are required before the widespread use of these programmes can be advocated.

• #25 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  In the past few years school personnel have become interested in programming to address the social and emotional needs of children due to the resultant deleterious effects of difficulties in these areas on their academic and social functioning. In this regard, there has been a shift to implement evidence-based psychosocial treatments in schools in a preventative fashion (Miller et al, 2010). Recent governmental policy initiatives are requiring the implementation of evidence-based treatments in schools (Robertson, David Rao, 2003). Schools are an important and dominant component of children’s environment both for their academic and social learning. Having a classroom intervention by teachers and school counselors makes it easier to identify children suffering from anxiety. […] The FRIENDS program (Barrett et al, 2004) is a universal preventive program for both anxiety and depression with increasing evidence base and support from World Health Organization (World Health Organization, 2004). The FRIENDS program consists of 10 weekly session and 2 booster sessions. This program is tailored for different developmental levels with a CBT protocol adapted from Phil Kendall’s The Coping Cat (Kendall, 1994).

• #26 OBM Neurobiology | Innovative Strategies and Challenges for the Prevention of Pathological Anxiety in Children and Adolescents

  https://www.lidsen.com/journals/neurobiology/neurobiology-05-03-106

  The effects of pathological anxiety on public health have led to the realization that anxious children might experience significant limitations in their lives. […] Childhood emotional health should be considered a national and global priority for an effective strategy promoting the prevention of mental health. […] Schools are considered suitable places for all types of prevention programs; they provide a familiar environment to a child, and by providing access to the prevention programs to many children, school programs could be the ideal way for anxious young individuals to practice and generalize their skills. […] Prevention programs have been established as a vital part of the treatment options for specialists. […] In this context, several studies reveal the need for early, selective, intensive, persistent, multifaceted, and participatory interventions.

• #27 Prevention and Intervention for Anxiety Disorders in Children and Adolescents: A Whole School Approach | Journal of Psychologists and Counsellors in Schools | Cambridge Core

  https://www.cambridge.org/core/journals/journal-of-psychologists-and-counsellors-in-schools/article/prevention-and-intervention-for-anxiety-disorders-in-children-and-adolescents-a-whole-school-approach/BBCEE9D31762D0C373C5CE5952903480

  This paper explores a whole school approach to the prevention and intervention for anxiety disorders in children and adolescents. […] Prevention and early intervention for anxiety disorders needs to be coordinated and integrated into the regular curriculum as well as into the life of the classroom and the school. […] School counsellors are well placed to identify students with anxiety disorders, instigate prevention programs and treat or refer anxious students.

• #28

  https://link.springer.com/article/10.1007/s00787-020-01564-x

  Anxiety disorders are among the most common youth mental health disorders. Early intervention can reduce elevated anxiety symptoms. […] Findings show that school-based indicated programs for child and adolescent anxiety can produce small beneficial effects, enduring for up to 12 months. Future studies should include long-term diagnostic assessments. […] Cost-effectiveness analyses indicate that treatment alone is insufficient to eliminate the disease burden of these disorders and that investment in prevention and early intervention are needed. […] Schools are considered good sites for early intervention programs given their reach and circumventing of common barriers to support. Programs can be universal (delivered to all pupils) or targeted, being either selective (delivered to those at higher risk, based, for example, on family history), or indicated (delivered to those with detectable but sub-clinical symptoms). […] The reduction of elevated symptoms is therefore important to improve functioning and well-being, and to potentially prevent new cases of disorder.

• #29

  https://link.springer.com/article/10.1007/s00787-020-01564-x

  Anxiety disorders are among the most common youth mental health disorders. Early intervention can reduce elevated anxiety symptoms. […] Findings show that school-based indicated programs for child and adolescent anxiety can produce small beneficial effects, enduring for up to 12 months. Future studies should include long-term diagnostic assessments. […] Cost-effectiveness analyses indicate that treatment alone is insufficient to eliminate the disease burden of these disorders and that investment in prevention and early intervention are needed. […] Schools are considered good sites for early intervention programs given their reach and circumventing of common barriers to support. Programs can be universal (delivered to all pupils) or targeted, being either selective (delivered to those at higher risk, based, for example, on family history), or indicated (delivered to those with detectable but sub-clinical symptoms). […] The reduction of elevated symptoms is therefore important to improve functioning and well-being, and to potentially prevent new cases of disorder.

• #30 Meta-analysis of secondary anxiety prevention – ACAMH

  https://www.acamh.org/research-digest/5405/

  Anxiety disorders are amongst the most common mental health problems, with long-term negative associations such as prediction of school drop-out and later mental health problems. We made the case for anxiety prevention programmes on four bases: while effective interventions for anxiety disorders in children have been developed, […] Our review focused exclusively on secondary prevention programmes, in particular, those targeted anxiety prevention programmes (TAPPS) for children and adolescents who were individually identified as being at risk of developing anxiety disorders. […] We found that these programmes did effectively lower the rates of onset of anxiety disorders, with a reduction in risk of 91% at the end of the programme, 83% at 6 months follow-up, and 69% at 12 months follow-up (no further follow ups were reported). […] Finally, looking forward, we urge that TAPPs identify children on the basis of at least two risk factors, that they assess for anxiety disorders pre- and post-TAPP, and that the programmes address the modifiable factors that place children at risk.

• #31 Prevention and early intervention of anxiety problems in young children: A pilot evaluation of Cool Little Kids Online

  https://pmc.ncbi.nlm.nih.gov/articles/PMC6096126/

  The Cool Little Kids parenting group program aims to intervene early in life to protect children at known risk for anxiety disorders during development. […] These impressive results suggest that intervening early with a brief program could produce lasting mental health change in children. […] An online version of the Cool Little Kids parenting group program was developed to widen and facilitate access for parents to the program’s content. […] The present study is a pilot evaluation of the Cool Little Kids Online parenting program, which aimed to explore its acceptability to parents and potential efficacy in reducing inhibited young children’s anxiety problems. […] It was hypothesized that the program would be rated as useful by parents and associated with significant reductions in child anxiety and emotional symptoms, and improvements in life interference from anxiety.

• #32 Prevention and early intervention of anxiety problems in young children: A pilot evaluation of Cool Little Kids Online

  https://pmc.ncbi.nlm.nih.gov/articles/PMC6096126/

  The Cool Little Kids parenting group program aims to intervene early in life to protect children at known risk for anxiety disorders during development. […] These impressive results suggest that intervening early with a brief program could produce lasting mental health change in children. […] An online version of the Cool Little Kids parenting group program was developed to widen and facilitate access for parents to the program’s content. […] The present study is a pilot evaluation of the Cool Little Kids Online parenting program, which aimed to explore its acceptability to parents and potential efficacy in reducing inhibited young children’s anxiety problems. […] It was hypothesized that the program would be rated as useful by parents and associated with significant reductions in child anxiety and emotional symptoms, and improvements in life interference from anxiety.

• #33 Anxiety and depression: Early intervention and prevention | Encyclopedia on Early Childhood Development

  https://www.child-encyclopedia.com/anxiety-and-depression/according-experts/early-intervention-and-prevention-anxiety-and-depression

  In childhood, mental health problems primarily consist of emotional and behavioural problems. Australias national youth mental health survey reported that these affect one in every seven children aged 4-17 years. […] Preventive intervention in the early childhood years focuses primarily on optimising the childs environment, with a view to managing or preventing the development of internalising difficulties. […] Therefore the main goal of early intervention and prevention programs is to develop parents skills to identify and respond to their childs emotionally distressed behaviours in effective ways. […] The first trial demonstrated that intervention children developed significantly fewer anxiety disorders than controls by age five years (50% vs. 64%), with even larger effects by age seven years (40% vs. 69%).

• #34 Anxiety and depression: Early intervention and prevention | Encyclopedia on Early Childhood Development

  https://www.child-encyclopedia.com/anxiety-and-depression/according-experts/early-intervention-and-prevention-anxiety-and-depression

  In childhood, mental health problems primarily consist of emotional and behavioural problems. Australias national youth mental health survey reported that these affect one in every seven children aged 4-17 years. […] Preventive intervention in the early childhood years focuses primarily on optimising the childs environment, with a view to managing or preventing the development of internalising difficulties. […] Therefore the main goal of early intervention and prevention programs is to develop parents skills to identify and respond to their childs emotionally distressed behaviours in effective ways. […] The first trial demonstrated that intervention children developed significantly fewer anxiety disorders than controls by age five years (50% vs. 64%), with even larger effects by age seven years (40% vs. 69%).

• #35 Prevention and early intervention of anxiety problems in young children: A pilot evaluation of Cool Little Kids Online

  https://pmc.ncbi.nlm.nih.gov/articles/PMC6096126/

  The Cool Little Kids parenting group program aims to intervene early in life to protect children at known risk for anxiety disorders during development. […] These impressive results suggest that intervening early with a brief program could produce lasting mental health change in children. […] An online version of the Cool Little Kids parenting group program was developed to widen and facilitate access for parents to the program’s content. […] The present study is a pilot evaluation of the Cool Little Kids Online parenting program, which aimed to explore its acceptability to parents and potential efficacy in reducing inhibited young children’s anxiety problems. […] It was hypothesized that the program would be rated as useful by parents and associated with significant reductions in child anxiety and emotional symptoms, and improvements in life interference from anxiety.

• #36 Prevention and early intervention of anxiety problems in young children: A pilot evaluation of Cool Little Kids Online

  https://pmc.ncbi.nlm.nih.gov/articles/PMC6096126/

  The Cool Little Kids parenting group program aims to intervene early in life to protect children at known risk for anxiety disorders during development. […] These impressive results suggest that intervening early with a brief program could produce lasting mental health change in children. […] An online version of the Cool Little Kids parenting group program was developed to widen and facilitate access for parents to the program’s content. […] The present study is a pilot evaluation of the Cool Little Kids Online parenting program, which aimed to explore its acceptability to parents and potential efficacy in reducing inhibited young children’s anxiety problems. […] It was hypothesized that the program would be rated as useful by parents and associated with significant reductions in child anxiety and emotional symptoms, and improvements in life interference from anxiety.

• #37 Six decades of preventing and treating childhood anxiety disorders: a systematic review and meta-analysis to inform policy and practice | BMJ Mental Health

  https://mentalhealth.bmj.com/content/22/3/103

  Anxiety disorders are the most prevalent childhood mental disorders. They also start early and persist, causing high individual and collective costs. To inform policy and practice, we therefore asked: What is the best available research evidence on preventing and treating these disorders? […] Given these high burdens, prevention should be a priority. However, prevention investments are meagre, even in high-income jurisdictions. […] To address these shortfalls and imbalances, policymakers need robust research evidence on effective interventions across the prevention-through-treatment spectrum to inform public priorities. Practitioners also need this information to guide the implementation of effective approaches. […] For prevention, the cognitive-behavioural therapy (CBT) programme Coping and Promoting Strength stood out for reducing anxiety diagnoses.

• #38 The Child Anxiety Prevention Study: Intervention Model and Primary Outcomes

  https://pmc.ncbi.nlm.nih.gov/articles/PMC3373966/

  The article presents the intervention model and primary outcomes of a preventive intervention designed to reduce anxiety symptoms and prevent the onset of anxiety disorders in the offspring of parents with anxiety disorders. […] Findings suggest that a family-based intervention may prevent the onset of anxiety disorders in the offspring of parents with anxiety disorders. […] The purpose of the Child Anxiety Prevention Study was to develop and evaluate the efficacy of a preventive intervention designed to reduce anxiety symptoms and prevent the onset of anxiety disorders among children of parents with anxiety disorders. […] The CAPS intervention consisted of 68 weekly sessions and 3 monthly booster sessions; each session was approximately 60 min in length. […] Overall, results indicated that a time-limited family-based intervention has the potential to lower the incidence of child anxiety disorders and reduce anxiety symptoms.

• #39 The Child Anxiety Prevention Study: Intervention Model and Primary Outcomes

  https://pmc.ncbi.nlm.nih.gov/articles/PMC3373966/

  The article presents the intervention model and primary outcomes of a preventive intervention designed to reduce anxiety symptoms and prevent the onset of anxiety disorders in the offspring of parents with anxiety disorders. […] Findings suggest that a family-based intervention may prevent the onset of anxiety disorders in the offspring of parents with anxiety disorders. […] The purpose of the Child Anxiety Prevention Study was to develop and evaluate the efficacy of a preventive intervention designed to reduce anxiety symptoms and prevent the onset of anxiety disorders among children of parents with anxiety disorders. […] The CAPS intervention consisted of 68 weekly sessions and 3 monthly booster sessions; each session was approximately 60 min in length. […] Overall, results indicated that a time-limited family-based intervention has the potential to lower the incidence of child anxiety disorders and reduce anxiety symptoms.

• #40 Six decades of preventing and treating childhood anxiety disorders: a systematic review and meta-analysis to inform policy and practice | BMJ Mental Health

  https://mentalhealth.bmj.com/content/22/3/103

  Successful CBT interventions were used with children ranging from pre-schoolers to teens in homes, communities/schools and clinics. […] CBT is effective for preventing and treating childhood anxiety across a range of ages and formats. […] Based on this review, there is good evidence for making targeted prevention investments using CBT programmes such as Coping and Promoting Strength. […] Prevention has unique potential to reduce the incidence of anxiety disorders early in life, and to reduce the number of children going on to develop more severe disorders and so should be prioritised by policymakers, practitioners and researchers, alongside treatment. […] Based on this review, the case for CBT for treating childhood anxiety disorders is particularly strong. […] Therefore, CBT should be made readily available for all children with anxiety disorders, with a focus on the 9 successful interventions.

• #41 The Child Anxiety Prevention Study: Intervention Model and Primary Outcomes

  https://pmc.ncbi.nlm.nih.gov/articles/PMC3373966/

  The article presents the intervention model and primary outcomes of a preventive intervention designed to reduce anxiety symptoms and prevent the onset of anxiety disorders in the offspring of parents with anxiety disorders. […] Findings suggest that a family-based intervention may prevent the onset of anxiety disorders in the offspring of parents with anxiety disorders. […] The purpose of the Child Anxiety Prevention Study was to develop and evaluate the efficacy of a preventive intervention designed to reduce anxiety symptoms and prevent the onset of anxiety disorders among children of parents with anxiety disorders. […] The CAPS intervention consisted of 68 weekly sessions and 3 monthly booster sessions; each session was approximately 60 min in length. […] Overall, results indicated that a time-limited family-based intervention has the potential to lower the incidence of child anxiety disorders and reduce anxiety symptoms.

• #42 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  In the past few years school personnel have become interested in programming to address the social and emotional needs of children due to the resultant deleterious effects of difficulties in these areas on their academic and social functioning. In this regard, there has been a shift to implement evidence-based psychosocial treatments in schools in a preventative fashion (Miller et al, 2010). Recent governmental policy initiatives are requiring the implementation of evidence-based treatments in schools (Robertson, David Rao, 2003). Schools are an important and dominant component of children’s environment both for their academic and social learning. Having a classroom intervention by teachers and school counselors makes it easier to identify children suffering from anxiety. […] The FRIENDS program (Barrett et al, 2004) is a universal preventive program for both anxiety and depression with increasing evidence base and support from World Health Organization (World Health Organization, 2004). The FRIENDS program consists of 10 weekly session and 2 booster sessions. This program is tailored for different developmental levels with a CBT protocol adapted from Phil Kendall’s The Coping Cat (Kendall, 1994).

• #43 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  In the past few years school personnel have become interested in programming to address the social and emotional needs of children due to the resultant deleterious effects of difficulties in these areas on their academic and social functioning. In this regard, there has been a shift to implement evidence-based psychosocial treatments in schools in a preventative fashion (Miller et al, 2010). Recent governmental policy initiatives are requiring the implementation of evidence-based treatments in schools (Robertson, David Rao, 2003). Schools are an important and dominant component of children’s environment both for their academic and social learning. Having a classroom intervention by teachers and school counselors makes it easier to identify children suffering from anxiety. […] The FRIENDS program (Barrett et al, 2004) is a universal preventive program for both anxiety and depression with increasing evidence base and support from World Health Organization (World Health Organization, 2004). The FRIENDS program consists of 10 weekly session and 2 booster sessions. This program is tailored for different developmental levels with a CBT protocol adapted from Phil Kendall’s The Coping Cat (Kendall, 1994).

• #44 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  In the past few years school personnel have become interested in programming to address the social and emotional needs of children due to the resultant deleterious effects of difficulties in these areas on their academic and social functioning. In this regard, there has been a shift to implement evidence-based psychosocial treatments in schools in a preventative fashion (Miller et al, 2010). Recent governmental policy initiatives are requiring the implementation of evidence-based treatments in schools (Robertson, David Rao, 2003). Schools are an important and dominant component of children’s environment both for their academic and social learning. Having a classroom intervention by teachers and school counselors makes it easier to identify children suffering from anxiety. […] The FRIENDS program (Barrett et al, 2004) is a universal preventive program for both anxiety and depression with increasing evidence base and support from World Health Organization (World Health Organization, 2004). The FRIENDS program consists of 10 weekly session and 2 booster sessions. This program is tailored for different developmental levels with a CBT protocol adapted from Phil Kendall’s The Coping Cat (Kendall, 1994).

• #45 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  In the past few years school personnel have become interested in programming to address the social and emotional needs of children due to the resultant deleterious effects of difficulties in these areas on their academic and social functioning. In this regard, there has been a shift to implement evidence-based psychosocial treatments in schools in a preventative fashion (Miller et al, 2010). Recent governmental policy initiatives are requiring the implementation of evidence-based treatments in schools (Robertson, David Rao, 2003). Schools are an important and dominant component of children’s environment both for their academic and social learning. Having a classroom intervention by teachers and school counselors makes it easier to identify children suffering from anxiety. […] The FRIENDS program (Barrett et al, 2004) is a universal preventive program for both anxiety and depression with increasing evidence base and support from World Health Organization (World Health Organization, 2004). The FRIENDS program consists of 10 weekly session and 2 booster sessions. This program is tailored for different developmental levels with a CBT protocol adapted from Phil Kendall’s The Coping Cat (Kendall, 1994).

• #46 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  In this review, universal prevention strategies are discussed with the beneficial effects of these programs on minimizing risk factors and enhancing protective factors in children. Given the high prevalence rates of childhood anxiety disorders, the distress and impairment associated with them and the high costs of treatment, preventive strategies implemented in the school setting seem to be the most sensible approach. […] Utilizing universal prevention strategies target the greatest number of children in a cost effective manner without stigmatizing or labeling them. By teaching coping skills to students, their anxiety is reduced. These effects have proven to be durable over the course of a few years.

• #47 The Cool Kids as a School-Based Universal Prevention and Early Intervention Program for Anxiety: Results of a Pilot Study

  https://www.mdpi.com/1660-4601/19/2/941

  The efficacy of the Cool Kids program has been consistently demonstrated both within Australia and internationally, but limited data are available on the use of Cool Kids as a universal program. […] The purpose of the study is to evaluate Cool Kids as a universal program for preventing childhood anxiety in the school context. […] This study contributes to the evidence base for the Cool Kids program as a universal program for preventing childhood anxiety in the school context. […] To circumvent these problems, some authors advocate incorporating interventions into school settings. […] School interventions are tailored towards children and teenagers who do not have access to clinical settings or may be reluctant to seek treatment due to the perceived stigma. […] The potential of prevention programs, which intervene prior to the development of significant anxiety symptomatology, needs to be investigated.

• #48 The Cool Kids as a School-Based Universal Prevention and Early Intervention Program for Anxiety: Results of a Pilot Study

  https://www.mdpi.com/1660-4601/19/2/941

  The program was designed to be carried out in five group meetings with the class, each lasting 2 h, over a period of 7 weeks. […] The objectives of the program were: Promoting the acquisition of anxiety management skills by the child; Increasing theoretical and practical knowledge in the teaching staff on the typical fears in this developmental age and on possible intervention strategies; Acting preventively on the child’s psychological well-being to improve adaptation to the school context. […] The present study describes a pilot of a school-based preventive intervention for anxiety based on the Cool Kids program. […] The results broadly support the possible efficacy of the program in reducing symptoms of anxiety and depression, especially according to the children’s own reports. […] Our findings are consistent with previous studies in pointing to the efficacy of school-based programs to reduce anxiety symptoms and indicate the possible benefits of a brief format to address the core anxiety symptoms of students aged between 10 and 13 years.

• #49 The Cool Kids as a School-Based Universal Prevention and Early Intervention Program for Anxiety: Results of a Pilot Study

  https://www.mdpi.com/1660-4601/19/2/941

  The program was designed to be carried out in five group meetings with the class, each lasting 2 h, over a period of 7 weeks. […] The objectives of the program were: Promoting the acquisition of anxiety management skills by the child; Increasing theoretical and practical knowledge in the teaching staff on the typical fears in this developmental age and on possible intervention strategies; Acting preventively on the child’s psychological well-being to improve adaptation to the school context. […] The present study describes a pilot of a school-based preventive intervention for anxiety based on the Cool Kids program. […] The results broadly support the possible efficacy of the program in reducing symptoms of anxiety and depression, especially according to the children’s own reports. […] Our findings are consistent with previous studies in pointing to the efficacy of school-based programs to reduce anxiety symptoms and indicate the possible benefits of a brief format to address the core anxiety symptoms of students aged between 10 and 13 years.

• #50 The Cool Kids as a School-Based Universal Prevention and Early Intervention Program for Anxiety: Results of a Pilot Study

  https://www.mdpi.com/1660-4601/19/2/941

  The program was designed to be carried out in five group meetings with the class, each lasting 2 h, over a period of 7 weeks. […] The objectives of the program were: Promoting the acquisition of anxiety management skills by the child; Increasing theoretical and practical knowledge in the teaching staff on the typical fears in this developmental age and on possible intervention strategies; Acting preventively on the child’s psychological well-being to improve adaptation to the school context. […] The present study describes a pilot of a school-based preventive intervention for anxiety based on the Cool Kids program. […] The results broadly support the possible efficacy of the program in reducing symptoms of anxiety and depression, especially according to the children’s own reports. […] Our findings are consistent with previous studies in pointing to the efficacy of school-based programs to reduce anxiety symptoms and indicate the possible benefits of a brief format to address the core anxiety symptoms of students aged between 10 and 13 years.

• #51 The Cool Kids as a School-Based Universal Prevention and Early Intervention Program for Anxiety: Results of a Pilot Study

  https://www.mdpi.com/1660-4601/19/2/941

  The results also seemed to show that the program has an effect on reducing depressive symptoms and improving academic functioning. […] The brief length of the program was a major strength of this study. […] Preventive programs in school may foster more clinically significant gains since this context provides a uniquely productive opportunity to reach a greater number of children and subclinical cases that would hardly reach clinical attention, promoting a real prevention project. […] Although replication with a larger and more diverse sample will be necessary to clarify the utility of the intervention, Cool Kids appears to show promise as an efficacious preventive intervention for preadolescent children with anxiety symptoms.

• #52 The Cool Kids as a School-Based Universal Prevention and Early Intervention Program for Anxiety: Results of a Pilot Study

  https://www.mdpi.com/1660-4601/19/2/941

  The results also seemed to show that the program has an effect on reducing depressive symptoms and improving academic functioning. […] The brief length of the program was a major strength of this study. […] Preventive programs in school may foster more clinically significant gains since this context provides a uniquely productive opportunity to reach a greater number of children and subclinical cases that would hardly reach clinical attention, promoting a real prevention project. […] Although replication with a larger and more diverse sample will be necessary to clarify the utility of the intervention, Cool Kids appears to show promise as an efficacious preventive intervention for preadolescent children with anxiety symptoms.

• #53 Quantifying Risk for Anxiety Disorders in Preschool Children: A Machine Learning Approach | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0165524

  Early childhood anxiety disorders are common, impairing, and predictive of anxiety and mood disorders later in childhood. Epidemiological studies over the last decade find that the prevalence of impairing anxiety disorders in preschool children ranges from 0.3% to 6.5%. Yet, less than 15% of young children with an impairing anxiety disorder receive a mental health evaluation or treatment. […] One possible reason for the low rate of care for anxious preschoolers is the lack of affordable, timely, reliable and valid tools for identifying young children with clinically significant anxiety. […] There is an unmet need for screening tools for preschool anxiety that can be used in pediatric primary care settings or care-giving facilities, such as daycare centers and preschools, to assess risk and determine when a child should be referred for a specialty mental health evaluation.

• #54 Anxiety Disorders in Children and Adolescents | AAFP

  https://www.aafp.org/pubs/afp/issues/2022/1200/anxiety-disorders-children-adolescents.html

  Anxiety disorders are the most common psychiatric conditions in children and adolescents, affecting nearly 1 in 12 children and 1 in 4 adolescents. […] The U.S. Preventive Services Task Force recommends screening for anxiety disorders in children eight years and older; there is insufficient evidence to support screening in children younger than eight years. […] Risk factors for anxiety disorders in children and adolescents include low socioeconomic status, exposure to violence, trauma, and biologic factors such as heritability and temperament. […] The U.S. Preventive Services Task Force recommends screening for anxiety disorders in children and adolescents eight to 18 years of age (grade B recommendation). There is insufficient evidence to support screening in children younger than eight years. […] Evidence-based treatments, early intervention, caregiver support and modeling, professional collaboration, and care coordination are all important elements leading to a better prognosis.

• #55 Anxiety in Children and Adolescents: Screening – Healthy People 2030 | odphp.health.gov

  https://odphp.health.gov/healthypeople/tools-action/browse-evidence-based-resources/anxiety-children-and-adolescents-screening

  The U.S. Preventive Services Task Force (USPSTF) recommends screening for anxiety in children and adolescents ages 8 to 18 years and who are not showing recognized signs or symptoms of anxiety. […] Anxiety disorders in childhood and adolescents are associated with increased likelihood of a future anxiety disorder or depression. […] USPSTF found insufficient evidence to assess whether the benefits outweigh the harms in screening for anxiety in children age 7 years and younger.

• #56 Anxiety in Children and Adolescents: Screening – Healthy People 2030 | odphp.health.gov

  https://odphp.health.gov/healthypeople/tools-action/browse-evidence-based-resources/anxiety-children-and-adolescents-screening

  The U.S. Preventive Services Task Force (USPSTF) recommends screening for anxiety in children and adolescents ages 8 to 18 years and who are not showing recognized signs or symptoms of anxiety. […] Anxiety disorders in childhood and adolescents are associated with increased likelihood of a future anxiety disorder or depression. […] USPSTF found insufficient evidence to assess whether the benefits outweigh the harms in screening for anxiety in children age 7 years and younger.

• #57 Anxiety Disorders in Children and Adolescents

  https://www.psychiatrictimes.com/view/anxiety-disorders-children-and-adolescents

  Anxiety disorders are one of the most common psychiatric disorders in children and adolescents, but they often go undetected or untreated. Identification and effective treatment of childhood anxiety disorders can decrease the negative impact of these disorders on academic and social functioning in youth and their persistence into adulthood. […] The American Academy of Child and Adolescent Psychiatry Practice Parameter for the Assessment and Treatment of Children and Adolescents With Anxiety Disorders recommends the following: routine screening for anxiety in childhood, gathering information from various sources about anxiety symptoms (child, parent, teacher), assessing for comorbid disorders, and evaluating severity and functional impairment. […] Early screening for anxiety can help decrease excessive medical workups. Assessing somatic symptoms before initiating treatment can decrease later confusion with adverse effects of medication.

• #58 Anxiety Disorders in Children and Adolescents

  https://www.psychiatrictimes.com/view/anxiety-disorders-children-and-adolescents

  Anxiety disorders are one of the most common psychiatric disorders in children and adolescents, but they often go undetected or untreated. Identification and effective treatment of childhood anxiety disorders can decrease the negative impact of these disorders on academic and social functioning in youth and their persistence into adulthood. […] The American Academy of Child and Adolescent Psychiatry Practice Parameter for the Assessment and Treatment of Children and Adolescents With Anxiety Disorders recommends the following: routine screening for anxiety in childhood, gathering information from various sources about anxiety symptoms (child, parent, teacher), assessing for comorbid disorders, and evaluating severity and functional impairment. […] Early screening for anxiety can help decrease excessive medical workups. Assessing somatic symptoms before initiating treatment can decrease later confusion with adverse effects of medication.

• #59 Anxiety Disorders in Children and Adolescents

  https://www.psychiatrictimes.com/view/anxiety-disorders-children-and-adolescents

  Anxiety disorders are one of the most common psychiatric disorders in children and adolescents, but they often go undetected or untreated. Identification and effective treatment of childhood anxiety disorders can decrease the negative impact of these disorders on academic and social functioning in youth and their persistence into adulthood. […] The American Academy of Child and Adolescent Psychiatry Practice Parameter for the Assessment and Treatment of Children and Adolescents With Anxiety Disorders recommends the following: routine screening for anxiety in childhood, gathering information from various sources about anxiety symptoms (child, parent, teacher), assessing for comorbid disorders, and evaluating severity and functional impairment. […] Early screening for anxiety can help decrease excessive medical workups. Assessing somatic symptoms before initiating treatment can decrease later confusion with adverse effects of medication.

• #60 Anxiety Disorders in Children and Adolescents

  https://www.psychiatrictimes.com/view/anxiety-disorders-children-and-adolescents

  Anxiety disorders are one of the most common psychiatric disorders in children and adolescents, but they often go undetected or untreated. Identification and effective treatment of childhood anxiety disorders can decrease the negative impact of these disorders on academic and social functioning in youth and their persistence into adulthood. […] The American Academy of Child and Adolescent Psychiatry Practice Parameter for the Assessment and Treatment of Children and Adolescents With Anxiety Disorders recommends the following: routine screening for anxiety in childhood, gathering information from various sources about anxiety symptoms (child, parent, teacher), assessing for comorbid disorders, and evaluating severity and functional impairment. […] Early screening for anxiety can help decrease excessive medical workups. Assessing somatic symptoms before initiating treatment can decrease later confusion with adverse effects of medication.

• #61 Anxiety Disorders in Children and Adolescents

  https://www.psychiatrictimes.com/view/anxiety-disorders-children-and-adolescents

  Anxiety disorders are one of the most common psychiatric disorders in children and adolescents, but they often go undetected or untreated. Identification and effective treatment of childhood anxiety disorders can decrease the negative impact of these disorders on academic and social functioning in youth and their persistence into adulthood. […] The American Academy of Child and Adolescent Psychiatry Practice Parameter for the Assessment and Treatment of Children and Adolescents With Anxiety Disorders recommends the following: routine screening for anxiety in childhood, gathering information from various sources about anxiety symptoms (child, parent, teacher), assessing for comorbid disorders, and evaluating severity and functional impairment. […] Early screening for anxiety can help decrease excessive medical workups. Assessing somatic symptoms before initiating treatment can decrease later confusion with adverse effects of medication.

• #62 Anxiety Disorders in Children and Adolescents

  https://www.psychiatrictimes.com/view/anxiety-disorders-children-and-adolescents

  Anxiety disorders are one of the most common psychiatric disorders in children and adolescents, but they often go undetected or untreated. Identification and effective treatment of childhood anxiety disorders can decrease the negative impact of these disorders on academic and social functioning in youth and their persistence into adulthood. […] The American Academy of Child and Adolescent Psychiatry Practice Parameter for the Assessment and Treatment of Children and Adolescents With Anxiety Disorders recommends the following: routine screening for anxiety in childhood, gathering information from various sources about anxiety symptoms (child, parent, teacher), assessing for comorbid disorders, and evaluating severity and functional impairment. […] Early screening for anxiety can help decrease excessive medical workups. Assessing somatic symptoms before initiating treatment can decrease later confusion with adverse effects of medication.

• #63 The prevention of anxiety in children through school-based interventions: study protocol for a 24-month follow-up of the PACES project | Trials | Full Text

  https://trialsjournal.biomedcentral.com/articles/10.1186/1745-6215-15-77

  Anxiety in children is common and incapacitating and increases the risk of mental health disorders in adulthood. […] Alternative approaches in which prevention programmes are delivered in school appear promising. […] School-based mental illness prevention programmes offer an attractive alternative to traditional treatment approaches. […] Prevention programmes can be provided universally (that is, to all of an identified population, regardless of risk status) or targeted toward those at risk of developing mental health disorders or showing early signs of a disorder. […] Universal programmes avoid the need for costly screening, fit better within complex school timetables, are less stigmatising and provide opportunities for primary prevention. […] The purpose of the Preventing Anxiety in Children through Education in Schools (PACES) trial is to assess the medium-term (24 months) effects. […] Adequately powered randomised trials assessing the effectiveness of anxiety prevention programmes, when implemented under everyday conditions, are required before the widespread use of these programmes can be advocated.

• #64 OBM Neurobiology | Innovative Strategies and Challenges for the Prevention of Pathological Anxiety in Children and Adolescents

  https://www.lidsen.com/journals/neurobiology/neurobiology-05-03-106

  The effects of pathological anxiety on public health have led to the realization that anxious children might experience significant limitations in their lives. […] Childhood emotional health should be considered a national and global priority for an effective strategy promoting the prevention of mental health. […] Schools are considered suitable places for all types of prevention programs; they provide a familiar environment to a child, and by providing access to the prevention programs to many children, school programs could be the ideal way for anxious young individuals to practice and generalize their skills. […] Prevention programs have been established as a vital part of the treatment options for specialists. […] In this context, several studies reveal the need for early, selective, intensive, persistent, multifaceted, and participatory interventions.

• #65 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  In the past few years school personnel have become interested in programming to address the social and emotional needs of children due to the resultant deleterious effects of difficulties in these areas on their academic and social functioning. In this regard, there has been a shift to implement evidence-based psychosocial treatments in schools in a preventative fashion (Miller et al, 2010). Recent governmental policy initiatives are requiring the implementation of evidence-based treatments in schools (Robertson, David Rao, 2003). Schools are an important and dominant component of children’s environment both for their academic and social learning. Having a classroom intervention by teachers and school counselors makes it easier to identify children suffering from anxiety. […] The FRIENDS program (Barrett et al, 2004) is a universal preventive program for both anxiety and depression with increasing evidence base and support from World Health Organization (World Health Organization, 2004). The FRIENDS program consists of 10 weekly session and 2 booster sessions. This program is tailored for different developmental levels with a CBT protocol adapted from Phil Kendall’s The Coping Cat (Kendall, 1994).

• #66 OBM Neurobiology | Innovative Strategies and Challenges for the Prevention of Pathological Anxiety in Children and Adolescents

  https://www.lidsen.com/journals/neurobiology/neurobiology-05-03-106

  The effects of pathological anxiety on public health have led to the realization that anxious children might experience significant limitations in their lives. […] Childhood emotional health should be considered a national and global priority for an effective strategy promoting the prevention of mental health. […] Schools are considered suitable places for all types of prevention programs; they provide a familiar environment to a child, and by providing access to the prevention programs to many children, school programs could be the ideal way for anxious young individuals to practice and generalize their skills. […] Prevention programs have been established as a vital part of the treatment options for specialists. […] In this context, several studies reveal the need for early, selective, intensive, persistent, multifaceted, and participatory interventions.

• #67 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  In the past few years school personnel have become interested in programming to address the social and emotional needs of children due to the resultant deleterious effects of difficulties in these areas on their academic and social functioning. In this regard, there has been a shift to implement evidence-based psychosocial treatments in schools in a preventative fashion (Miller et al, 2010). Recent governmental policy initiatives are requiring the implementation of evidence-based treatments in schools (Robertson, David Rao, 2003). Schools are an important and dominant component of children’s environment both for their academic and social learning. Having a classroom intervention by teachers and school counselors makes it easier to identify children suffering from anxiety. […] The FRIENDS program (Barrett et al, 2004) is a universal preventive program for both anxiety and depression with increasing evidence base and support from World Health Organization (World Health Organization, 2004). The FRIENDS program consists of 10 weekly session and 2 booster sessions. This program is tailored for different developmental levels with a CBT protocol adapted from Phil Kendall’s The Coping Cat (Kendall, 1994).

• #68 Prevention and Intervention for Anxiety Disorders in Children and Adolescents: A Whole School Approach | Journal of Psychologists and Counsellors in Schools | Cambridge Core

  https://www.cambridge.org/core/journals/journal-of-psychologists-and-counsellors-in-schools/article/prevention-and-intervention-for-anxiety-disorders-in-children-and-adolescents-a-whole-school-approach/BBCEE9D31762D0C373C5CE5952903480

  This paper explores a whole school approach to the prevention and intervention for anxiety disorders in children and adolescents. […] Prevention and early intervention for anxiety disorders needs to be coordinated and integrated into the regular curriculum as well as into the life of the classroom and the school. […] School counsellors are well placed to identify students with anxiety disorders, instigate prevention programs and treat or refer anxious students.

• #69

  https://link.springer.com/article/10.1007/s00787-020-01564-x

  Anxiety disorders are among the most common youth mental health disorders. Early intervention can reduce elevated anxiety symptoms. […] Findings show that school-based indicated programs for child and adolescent anxiety can produce small beneficial effects, enduring for up to 12 months. Future studies should include long-term diagnostic assessments. […] Cost-effectiveness analyses indicate that treatment alone is insufficient to eliminate the disease burden of these disorders and that investment in prevention and early intervention are needed. […] Schools are considered good sites for early intervention programs given their reach and circumventing of common barriers to support. Programs can be universal (delivered to all pupils) or targeted, being either selective (delivered to those at higher risk, based, for example, on family history), or indicated (delivered to those with detectable but sub-clinical symptoms). […] The reduction of elevated symptoms is therefore important to improve functioning and well-being, and to potentially prevent new cases of disorder.

• #70 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  In the past few years school personnel have become interested in programming to address the social and emotional needs of children due to the resultant deleterious effects of difficulties in these areas on their academic and social functioning. In this regard, there has been a shift to implement evidence-based psychosocial treatments in schools in a preventative fashion (Miller et al, 2010). Recent governmental policy initiatives are requiring the implementation of evidence-based treatments in schools (Robertson, David Rao, 2003). Schools are an important and dominant component of children’s environment both for their academic and social learning. Having a classroom intervention by teachers and school counselors makes it easier to identify children suffering from anxiety. […] The FRIENDS program (Barrett et al, 2004) is a universal preventive program for both anxiety and depression with increasing evidence base and support from World Health Organization (World Health Organization, 2004). The FRIENDS program consists of 10 weekly session and 2 booster sessions. This program is tailored for different developmental levels with a CBT protocol adapted from Phil Kendall’s The Coping Cat (Kendall, 1994).

• #71 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  In the past few years school personnel have become interested in programming to address the social and emotional needs of children due to the resultant deleterious effects of difficulties in these areas on their academic and social functioning. In this regard, there has been a shift to implement evidence-based psychosocial treatments in schools in a preventative fashion (Miller et al, 2010). Recent governmental policy initiatives are requiring the implementation of evidence-based treatments in schools (Robertson, David Rao, 2003). Schools are an important and dominant component of children’s environment both for their academic and social learning. Having a classroom intervention by teachers and school counselors makes it easier to identify children suffering from anxiety. […] The FRIENDS program (Barrett et al, 2004) is a universal preventive program for both anxiety and depression with increasing evidence base and support from World Health Organization (World Health Organization, 2004). The FRIENDS program consists of 10 weekly session and 2 booster sessions. This program is tailored for different developmental levels with a CBT protocol adapted from Phil Kendall’s The Coping Cat (Kendall, 1994).

• #72 Prevention and Intervention for Anxiety Disorders in Children and Adolescents: A Whole School Approach | Journal of Psychologists and Counsellors in Schools | Cambridge Core

  https://www.cambridge.org/core/journals/journal-of-psychologists-and-counsellors-in-schools/article/prevention-and-intervention-for-anxiety-disorders-in-children-and-adolescents-a-whole-school-approach/BBCEE9D31762D0C373C5CE5952903480

  This paper explores a whole school approach to the prevention and intervention for anxiety disorders in children and adolescents. […] Prevention and early intervention for anxiety disorders needs to be coordinated and integrated into the regular curriculum as well as into the life of the classroom and the school. […] School counsellors are well placed to identify students with anxiety disorders, instigate prevention programs and treat or refer anxious students.

• #73 Anxiety in children and youth: Part 2 – The management of anxiety disorders | Canadian Paediatric Society

  https://cps.ca/en/documents/position/anxiety-in-children-and-youth-management

  Anxiety disorders are the most common mental health concerns affecting Canadian children and adolescents. […] The objectives of Part 2, which focuses on management, are to: […] Describe the roles of education and psychotherapy in the prevention and treatment of anxiety disorders. […] Optimal management of anxiety disorders often requires a multimodal approach that engages both the child or adolescent and parents and other family caregivers. […] Positive parenting style and strategies have crucial roles when managing anxiety disorders. Research has shown that these skills can be learned by caregivers and implemented at any time, but are especially effective when applied early, with young children. Evidence has also shown that positive parenting can reduce risk of developing an anxiety disorder.

• #74 Anxiety and depression: Early intervention and prevention | Encyclopedia on Early Childhood Development

  https://www.child-encyclopedia.com/anxiety-and-depression/according-experts/early-intervention-and-prevention-anxiety-and-depression

  In childhood, mental health problems primarily consist of emotional and behavioural problems. Australias national youth mental health survey reported that these affect one in every seven children aged 4-17 years. […] Preventive intervention in the early childhood years focuses primarily on optimising the childs environment, with a view to managing or preventing the development of internalising difficulties. […] Therefore the main goal of early intervention and prevention programs is to develop parents skills to identify and respond to their childs emotionally distressed behaviours in effective ways. […] The first trial demonstrated that intervention children developed significantly fewer anxiety disorders than controls by age five years (50% vs. 64%), with even larger effects by age seven years (40% vs. 69%).

• #75 Anxiety and Depression in Children: Know the Signs and What to Do

  https://www.healthline.com/health/childrens-health/anxiety-and-depression-in-children

  According to 2019 research, prevention of anxiety and depression in children should begin at an early age. A 2020 study suggests that developing social, emotional, and cognitive skills is key to preventing anxiety and depression. […] The following steps can help parents and caregivers prevent anxiety and depression in children: Teach your child to speak about their feelings and to label them. Keep your expectations realistic. Respect your child’s feelings. Create regular daily routines where possible. Model healthy eating and sleeping habits.

• #76 Anxiety and anxiety disorders | Caring for kids

  https://caringforkids.cps.ca/handouts/mentalhealth/anxiety-and-anxiety-disorders

  Anxiety disorders are the most common mental health condition in children and youth, and they are treatable. But if they are not treated, they could lead to problems in school, on the job, or with relationships. Untreated anxiety puts children and youth at an increased risk of depression, substance use, and a poor quality of life. […] The most common and effective approaches to managing anxiety can include psychoeducation (conversation and exchange of information), psychotherapy (e.g., parenting programs, cognitive behavioural therapy [CBT], and family-based interventions), and medications. […] Parents and caregivers can play a big role in helping children manage their anxiety. Here are some examples: Help your child recognize, acknowledge, and name their feelings, including how they feel physically.

• #77 Anxiety and anxiety disorders | Caring for kids

  https://caringforkids.cps.ca/handouts/mentalhealth/anxiety-and-anxiety-disorders

  Anxiety disorders are the most common mental health condition in children and youth, and they are treatable. But if they are not treated, they could lead to problems in school, on the job, or with relationships. Untreated anxiety puts children and youth at an increased risk of depression, substance use, and a poor quality of life. […] The most common and effective approaches to managing anxiety can include psychoeducation (conversation and exchange of information), psychotherapy (e.g., parenting programs, cognitive behavioural therapy [CBT], and family-based interventions), and medications. […] Parents and caregivers can play a big role in helping children manage their anxiety. Here are some examples: Help your child recognize, acknowledge, and name their feelings, including how they feel physically.

• #78 Anxiety and Depression in Children: Know the Signs and What to Do

  https://www.healthline.com/health/childrens-health/anxiety-and-depression-in-children

  According to 2019 research, prevention of anxiety and depression in children should begin at an early age. A 2020 study suggests that developing social, emotional, and cognitive skills is key to preventing anxiety and depression. […] The following steps can help parents and caregivers prevent anxiety and depression in children: Teach your child to speak about their feelings and to label them. Keep your expectations realistic. Respect your child’s feelings. Create regular daily routines where possible. Model healthy eating and sleeping habits.

• #79 Anxiety and Depression in Children: Know the Signs and What to Do

  https://www.healthline.com/health/childrens-health/anxiety-and-depression-in-children

  According to 2019 research, prevention of anxiety and depression in children should begin at an early age. A 2020 study suggests that developing social, emotional, and cognitive skills is key to preventing anxiety and depression. […] The following steps can help parents and caregivers prevent anxiety and depression in children: Teach your child to speak about their feelings and to label them. Keep your expectations realistic. Respect your child’s feelings. Create regular daily routines where possible. Model healthy eating and sleeping habits.

• #80 Anxiety and Depression in Children: Know the Signs and What to Do

  https://www.healthline.com/health/childrens-health/anxiety-and-depression-in-children

  According to 2019 research, prevention of anxiety and depression in children should begin at an early age. A 2020 study suggests that developing social, emotional, and cognitive skills is key to preventing anxiety and depression. […] The following steps can help parents and caregivers prevent anxiety and depression in children: Teach your child to speak about their feelings and to label them. Keep your expectations realistic. Respect your child’s feelings. Create regular daily routines where possible. Model healthy eating and sleeping habits.

• #81 Anxiety and Depression in Children: Know the Signs and What to Do

  https://www.healthline.com/health/childrens-health/anxiety-and-depression-in-children

  According to 2019 research, prevention of anxiety and depression in children should begin at an early age. A 2020 study suggests that developing social, emotional, and cognitive skills is key to preventing anxiety and depression. […] The following steps can help parents and caregivers prevent anxiety and depression in children: Teach your child to speak about their feelings and to label them. Keep your expectations realistic. Respect your child’s feelings. Create regular daily routines where possible. Model healthy eating and sleeping habits.

• #82 Anxiety and Depression in Children: Know the Signs and What to Do

  https://www.healthline.com/health/childrens-health/anxiety-and-depression-in-children

  According to 2019 research, prevention of anxiety and depression in children should begin at an early age. A 2020 study suggests that developing social, emotional, and cognitive skills is key to preventing anxiety and depression. […] The following steps can help parents and caregivers prevent anxiety and depression in children: Teach your child to speak about their feelings and to label them. Keep your expectations realistic. Respect your child’s feelings. Create regular daily routines where possible. Model healthy eating and sleeping habits.

• #83 Anxious Parents Can Learn To Prevent Anxiety In Children : Shots – Health News : NPR

  https://www.npr.org/sections/health-shots/2015/09/25/443444964/parents-can-learn-how-to-prevent-anxiety-in-their-children

  Letting children try something that provokes anxiety can help them learn coping skills, researchers say. […] Therapy and a change in parenting styles might be able to prevent kids from developing anxiety disorders, according to research published in The American Journal of Psychiatry Friday. […] The message from the study’s findings so far, Ginsburg says, is that the focus needs to shift from reaction to prevention. […] One key strategy is helping parents understand that kids have to face their fears, Ginsburg says. […] Armed with the right information, Siqueland says, parents can help their children prevent anxiety or coach their kids through it when it happens. […] The biggest message Siqueland tries to impart to parents she works with is not to try to prevent anxiety, but instead promote their child’s competence in handling it. […] Another message Siqueland gives parents: Anxiety is very treatable.

• #84 Anxious Parents Can Learn To Prevent Anxiety In Children : Shots – Health News : NPR

  https://www.npr.org/sections/health-shots/2015/09/25/443444964/parents-can-learn-how-to-prevent-anxiety-in-their-children

  Letting children try something that provokes anxiety can help them learn coping skills, researchers say. […] Therapy and a change in parenting styles might be able to prevent kids from developing anxiety disorders, according to research published in The American Journal of Psychiatry Friday. […] The message from the study’s findings so far, Ginsburg says, is that the focus needs to shift from reaction to prevention. […] One key strategy is helping parents understand that kids have to face their fears, Ginsburg says. […] Armed with the right information, Siqueland says, parents can help their children prevent anxiety or coach their kids through it when it happens. […] The biggest message Siqueland tries to impart to parents she works with is not to try to prevent anxiety, but instead promote their child’s competence in handling it. […] Another message Siqueland gives parents: Anxiety is very treatable.

• #85 Anxiety and anxiety disorders | Caring for kids

  https://caringforkids.cps.ca/handouts/mentalhealth/anxiety-and-anxiety-disorders

  Be involved with schooling. If your child or teen has anxiety, help teachers understand its sources and related behaviours. For example, explain that when your child avoids classroom tasks or appears oppositional, this is likely due to anxiety. Make sure that necessary supports or accommodations are in place. […] Talk to your child’s health care provider if: their fears are starting to interfere with their normal daily activities, such as attending school, playing sports, or making friends.

• #86 Separation anxiety disorder – Symptoms and causes – Mayo Clinic

  https://www.mayoclinic.org/diseases-conditions/separation-anxiety-disorder/symptoms-causes/syc-20377455

  Separation anxiety disorder usually won’t go away without treatment and can lead to panic disorder and other anxiety disorders into adulthood. […] There’s no sure way to prevent separation anxiety disorder in your child, but these suggestions may help. […] Get professional advice as soon as possible if you’re concerned that your child’s anxiety is much worse than others at the same developmental stage. Early diagnosis and treatment can help lessen anxiety symptoms and keep the condition from getting worse. […] Follow the treatment plan to help prevent relapses or worsening of symptoms. […] Get your own evidence-based treatment and support if you have anxiety, depression or other mental health concerns, so that you can model healthy coping skills for your child.

• #87 Anxiety in children and youth: Part 2 – The management of anxiety disorders | Canadian Paediatric Society

  https://cps.ca/en/documents/position/anxiety-in-children-and-youth-management

  Anxiety disorders are the most common mental health concerns affecting Canadian children and adolescents. […] The objectives of Part 2, which focuses on management, are to: […] Describe the roles of education and psychotherapy in the prevention and treatment of anxiety disorders. […] Optimal management of anxiety disorders often requires a multimodal approach that engages both the child or adolescent and parents and other family caregivers. […] Positive parenting style and strategies have crucial roles when managing anxiety disorders. Research has shown that these skills can be learned by caregivers and implemented at any time, but are especially effective when applied early, with young children. Evidence has also shown that positive parenting can reduce risk of developing an anxiety disorder.

• #88 Anxiety in children and youth: Part 2 – The management of anxiety disorders | Canadian Paediatric Society

  https://cps.ca/en/documents/position/anxiety-in-children-and-youth-management

  Psychotherapy is the first-line treatment for anxiety disorders. As such, CBT services should be universally available and accessible for all Canadian children and youth who require them. […] For children and adolescents with co-occurring conditions, particularly those with a neurodevelopmental or learning disorder, ensure access to evidence-informed anxiety treatment programs, including cognitive behavioural therapy (CBT). […] For children and adolescents with a moderate to severe anxiety disorder, consider multimodal approaches at treatment onset (e.g., combining a selective serotonin reuptake inhibitor (SSRI)the medication option of first choicewith CBT), particularly.

• #89 Pharmacological treatment of anxiety disorders in children and adolescents: a review for practitioners – Patel – Translational Pediatrics

  https://tp.amegroups.org/article/view/16525/html

  Anxiety disorders are common in children and adolescents with reported prevalence rates between 10% and 30%. A combined approach to treatment has been found to be the most effective for optimal outcomes and is typically comprised of psychotherapy (especially exposure-based cognitive behavior therapy), family and patient education, and use of medication if indicated. […] In children and adolescents, a multimodal treatment approach is found to be the most effective approach. The multimodal approach comprises exposure-based cognitive behavior therapy, family therapy, patient and family education and the use of medications. […] SSRIs are the drugs of choice for the treatment for treatment of anxiety disorders in children and adolescents. […] Behavioral treatment modalities are the mainstay of treatment of anxiety disorders in children and adolescents, which requires effective participation by the patient and family in behavioral treatment. However, for many children and adolescents the symptoms of anxiety are severe enough to preclude effective participation in behavioral treatment. In these children and adolescents, SSRIs are indicated in order to first ameliorate anxiety symptoms to a sufficient level to allow for effective participation in behavioral treatment.

• #90 Pharmacological treatment of anxiety disorders in children and adolescents: a review for practitioners – Patel – Translational Pediatrics

  https://tp.amegroups.org/article/view/16525/html

  Generally, a multimodal approach that includes behavioral and pharmacotherapy has been shown to be the most effective. […] Most children and adolescents respond well to treatment with long lasting resolution of symptoms. Recurrence of the same, or development of a different type of anxiety disorder, is not uncommon and in most individuals, anxiety disorders tend to persist into adulthood requiring long-term treatment planning.

• #91 Pharmacological treatment of anxiety disorders in children and adolescents: a review for practitioners – Patel – Translational Pediatrics

  https://tp.amegroups.org/article/view/16525/html

  Anxiety disorders are common in children and adolescents with reported prevalence rates between 10% and 30%. A combined approach to treatment has been found to be the most effective for optimal outcomes and is typically comprised of psychotherapy (especially exposure-based cognitive behavior therapy), family and patient education, and use of medication if indicated. […] In children and adolescents, a multimodal treatment approach is found to be the most effective approach. The multimodal approach comprises exposure-based cognitive behavior therapy, family therapy, patient and family education and the use of medications. […] SSRIs are the drugs of choice for the treatment for treatment of anxiety disorders in children and adolescents. […] Behavioral treatment modalities are the mainstay of treatment of anxiety disorders in children and adolescents, which requires effective participation by the patient and family in behavioral treatment. However, for many children and adolescents the symptoms of anxiety are severe enough to preclude effective participation in behavioral treatment. In these children and adolescents, SSRIs are indicated in order to first ameliorate anxiety symptoms to a sufficient level to allow for effective participation in behavioral treatment.

• #92 Anxiety Disorders in Children and Adolescents

  https://www.psychiatrictimes.com/view/anxiety-disorders-children-and-adolescents

  Treatment of children with anxiety disorders of mild severity and minimal impairment should begin with psychotherapy. Combining psychotherapy with medication treatment may be necessary in children with moderate to severe anxiety, when treating a comorbid disorder, or when there is a partial response to psychotherapy alone. […] Family interventions that strengthen family problem-solving skills and communication, reduce parental anxiety, and foster parenting skills that decrease avoidant coping and encourage self-efficacy in the child can be helpful for anxious children. Parental involvement in treatment is critical when the parent is anxious. […] Classroom-based accommodations can assist the child when anxiety disorders impair school functioning. A key worker can be identified in the school setting to assist the child with problem-solving or anxiety-management strategies. The school is encouraged to help the child reduce anxiety and remain at school whenever possible to reduce the risk of the child refusing to go to school.

• #93 Pharmacological treatment of anxiety disorders in children and adolescents: a review for practitioners – Patel – Translational Pediatrics

  https://tp.amegroups.org/article/view/16525/html

  Anxiety disorders are common in children and adolescents with reported prevalence rates between 10% and 30%. A combined approach to treatment has been found to be the most effective for optimal outcomes and is typically comprised of psychotherapy (especially exposure-based cognitive behavior therapy), family and patient education, and use of medication if indicated. […] In children and adolescents, a multimodal treatment approach is found to be the most effective approach. The multimodal approach comprises exposure-based cognitive behavior therapy, family therapy, patient and family education and the use of medications. […] SSRIs are the drugs of choice for the treatment for treatment of anxiety disorders in children and adolescents. […] Behavioral treatment modalities are the mainstay of treatment of anxiety disorders in children and adolescents, which requires effective participation by the patient and family in behavioral treatment. However, for many children and adolescents the symptoms of anxiety are severe enough to preclude effective participation in behavioral treatment. In these children and adolescents, SSRIs are indicated in order to first ameliorate anxiety symptoms to a sufficient level to allow for effective participation in behavioral treatment.

• #94 Anxiety in children and youth: Part 2 – The management of anxiety disorders | Canadian Paediatric Society

  https://cps.ca/en/documents/position/anxiety-in-children-and-youth-management

  Psychotherapy is the first-line treatment for anxiety disorders. As such, CBT services should be universally available and accessible for all Canadian children and youth who require them. […] For children and adolescents with co-occurring conditions, particularly those with a neurodevelopmental or learning disorder, ensure access to evidence-informed anxiety treatment programs, including cognitive behavioural therapy (CBT). […] For children and adolescents with a moderate to severe anxiety disorder, consider multimodal approaches at treatment onset (e.g., combining a selective serotonin reuptake inhibitor (SSRI)the medication option of first choicewith CBT), particularly.

• #95 Anxiety Disorders in Children and Adolescents

  https://www.psychiatrictimes.com/view/anxiety-disorders-children-and-adolescents

  Treatment of children with anxiety disorders of mild severity and minimal impairment should begin with psychotherapy. Combining psychotherapy with medication treatment may be necessary in children with moderate to severe anxiety, when treating a comorbid disorder, or when there is a partial response to psychotherapy alone. […] Family interventions that strengthen family problem-solving skills and communication, reduce parental anxiety, and foster parenting skills that decrease avoidant coping and encourage self-efficacy in the child can be helpful for anxious children. Parental involvement in treatment is critical when the parent is anxious. […] Classroom-based accommodations can assist the child when anxiety disorders impair school functioning. A key worker can be identified in the school setting to assist the child with problem-solving or anxiety-management strategies. The school is encouraged to help the child reduce anxiety and remain at school whenever possible to reduce the risk of the child refusing to go to school.

• #96 Pharmacological treatment of anxiety disorders in children and adolescents: a review for practitioners – Patel – Translational Pediatrics

  https://tp.amegroups.org/article/view/16525/html

  Generally, a multimodal approach that includes behavioral and pharmacotherapy has been shown to be the most effective. […] Most children and adolescents respond well to treatment with long lasting resolution of symptoms. Recurrence of the same, or development of a different type of anxiety disorder, is not uncommon and in most individuals, anxiety disorders tend to persist into adulthood requiring long-term treatment planning.

• #97 Pharmacological treatment of anxiety disorders in children and adolescents: a review for practitioners – Patel – Translational Pediatrics

  https://tp.amegroups.org/article/view/16525/html

  Anxiety disorders are common in children and adolescents with reported prevalence rates between 10% and 30%. A combined approach to treatment has been found to be the most effective for optimal outcomes and is typically comprised of psychotherapy (especially exposure-based cognitive behavior therapy), family and patient education, and use of medication if indicated. […] In children and adolescents, a multimodal treatment approach is found to be the most effective approach. The multimodal approach comprises exposure-based cognitive behavior therapy, family therapy, patient and family education and the use of medications. […] SSRIs are the drugs of choice for the treatment for treatment of anxiety disorders in children and adolescents. […] Behavioral treatment modalities are the mainstay of treatment of anxiety disorders in children and adolescents, which requires effective participation by the patient and family in behavioral treatment. However, for many children and adolescents the symptoms of anxiety are severe enough to preclude effective participation in behavioral treatment. In these children and adolescents, SSRIs are indicated in order to first ameliorate anxiety symptoms to a sufficient level to allow for effective participation in behavioral treatment.

• #98 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  Due to these concerns, it seems logical to move toward services that provide prevention of anxiety disorders. The benefits of prevention are that a large number of people can be targeted over a short period of time, it is more cost effective and there is reduced distress for children due to earlier intervention (Lowry-Webster, 2001). Preventive mental health programs serve two purposes. From a health care perspective, they address and identify risk and protective factors in individuals, providing for better long-term prognoses. In addition, these programs accrue economic benefits because prevention is often less expensive than the economic and societal costs once an illness has manifested (Beardslee et al, 2011). […] For implementation of prevention programs, it is important to consider the risk factors, protective factors and strategies for prevention. There is a complex interplay of biological, psychological and environmental factors in the development of childhood anxiety disorders (Donovan et al, 2000). In the development of childhood anxiety the following risk factors have been implicated.

• #99 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  Due to these concerns, it seems logical to move toward services that provide prevention of anxiety disorders. The benefits of prevention are that a large number of people can be targeted over a short period of time, it is more cost effective and there is reduced distress for children due to earlier intervention (Lowry-Webster, 2001). Preventive mental health programs serve two purposes. From a health care perspective, they address and identify risk and protective factors in individuals, providing for better long-term prognoses. In addition, these programs accrue economic benefits because prevention is often less expensive than the economic and societal costs once an illness has manifested (Beardslee et al, 2011). […] For implementation of prevention programs, it is important to consider the risk factors, protective factors and strategies for prevention. There is a complex interplay of biological, psychological and environmental factors in the development of childhood anxiety disorders (Donovan et al, 2000). In the development of childhood anxiety the following risk factors have been implicated.

• #100 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  Due to these concerns, it seems logical to move toward services that provide prevention of anxiety disorders. The benefits of prevention are that a large number of people can be targeted over a short period of time, it is more cost effective and there is reduced distress for children due to earlier intervention (Lowry-Webster, 2001). Preventive mental health programs serve two purposes. From a health care perspective, they address and identify risk and protective factors in individuals, providing for better long-term prognoses. In addition, these programs accrue economic benefits because prevention is often less expensive than the economic and societal costs once an illness has manifested (Beardslee et al, 2011). […] For implementation of prevention programs, it is important to consider the risk factors, protective factors and strategies for prevention. There is a complex interplay of biological, psychological and environmental factors in the development of childhood anxiety disorders (Donovan et al, 2000). In the development of childhood anxiety the following risk factors have been implicated.

• #101 Prevention of Childhood Anxiety Disorders | IntechOpen

  https://www.intechopen.com/chapters/18335

  Due to these concerns, it seems logical to move toward services that provide prevention of anxiety disorders. The benefits of prevention are that a large number of people can be targeted over a short period of time, it is more cost effective and there is reduced distress for children due to earlier intervention (Lowry-Webster, 2001). Preventive mental health programs serve two purposes. From a health care perspective, they address and identify risk and protective factors in individuals, providing for better long-term prognoses. In addition, these programs accrue economic benefits because prevention is often less expensive than the economic and societal costs once an illness has manifested (Beardslee et al, 2011). […] For implementation of prevention programs, it is important to consider the risk factors, protective factors and strategies for prevention. There is a complex interplay of biological, psychological and environmental factors in the development of childhood anxiety disorders (Donovan et al, 2000). In the development of childhood anxiety the following risk factors have been implicated.

• #102 Six decades of preventing and treating childhood anxiety disorders: a systematic review and meta-analysis to inform policy and practice | BMJ Mental Health

  https://mentalhealth.bmj.com/content/22/3/103

  Overall, the data suggest that effective prevention programming should be offered to all at-risk children and CBT should be offered to all children with anxiety disorders as first-line treatment, while fluoxetine should be considered for children who do not improve with CBT alone. […] Nevertheless, more medication RCTs are needed that examine diagnostic outcomes and that are conducted independently of pharmaceutical companies. […] Given how common anxiety disorders are, policymakers and practitioners have the opportunity to make a profound difference in the lives of many thousands of children. They can do this by investing in and delivering effective anxiety interventions across the prevention-through-treatment continuum so that all children in need are reached.

• #103 Anxiety detection and treatment in early childhood can lower risk for long-term mental health issues – an expert panel now recommends screening starting at age 8

  https://theconversation.com/anxiety-detection-and-treatment-in-early-childhood-can-lower-risk-for-long-term-mental-health-issues-an-expert-panel-now-recommends-screening-starting-at-age-8-192380

  Anxiety disorders can persist into adulthood, particularly those disorders with early onsets and those that are left untreated. […] The US task forces recommendations include screening for all children beginning at age 8, regardless of whether they show symptoms of anxiety. […] The key to an effective screening process is that it be connected to evidence-based care. […] The good news is that we now have decades of high-quality research demonstrating how to effectively intervene to reduce symptoms and to help anxious youth cope and function better.

• #104

  https://link.springer.com/article/10.1007/s00787-020-01564-x

  Anxiety disorders are among the most common youth mental health disorders. Early intervention can reduce elevated anxiety symptoms. […] Findings show that school-based indicated programs for child and adolescent anxiety can produce small beneficial effects, enduring for up to 12 months. Future studies should include long-term diagnostic assessments. […] Cost-effectiveness analyses indicate that treatment alone is insufficient to eliminate the disease burden of these disorders and that investment in prevention and early intervention are needed. […] Schools are considered good sites for early intervention programs given their reach and circumventing of common barriers to support. Programs can be universal (delivered to all pupils) or targeted, being either selective (delivered to those at higher risk, based, for example, on family history), or indicated (delivered to those with detectable but sub-clinical symptoms). […] The reduction of elevated symptoms is therefore important to improve functioning and well-being, and to potentially prevent new cases of disorder.

• #105 Six decades of preventing and treating childhood anxiety disorders: a systematic review and meta-analysis to inform policy and practice | BMJ Mental Health

  https://mentalhealth.bmj.com/content/22/3/103

  Overall, the data suggest that effective prevention programming should be offered to all at-risk children and CBT should be offered to all children with anxiety disorders as first-line treatment, while fluoxetine should be considered for children who do not improve with CBT alone. […] Nevertheless, more medication RCTs are needed that examine diagnostic outcomes and that are conducted independently of pharmaceutical companies. […] Given how common anxiety disorders are, policymakers and practitioners have the opportunity to make a profound difference in the lives of many thousands of children. They can do this by investing in and delivering effective anxiety interventions across the prevention-through-treatment continuum so that all children in need are reached.

• #106

  https://link.springer.com/article/10.1007/s10567-011-0109-0

  It is now widely accepted that anxiety disorders run in families, and current etiological models have proposed both genetic and environmental pathways to anxiety development. […] Findings from these studies have informed intervention and prevention strategies that are discussed next. […] Throughout the paper we shed light on the challenges that plague this research and look toward the future by proposing directions for much needed study and discussing factors that may improve clinical practice and outcomes for affected youth and their families. […] Prevention and early intervention for anxiety disorders: A controlled trial. […] Prevention and early intervention of anxiety disorders in inhibited preschool children.

• #107 The Child Anxiety Prevention Study: Intervention Model and Primary Outcomes

  https://pmc.ncbi.nlm.nih.gov/articles/PMC3373966/

  Although replication is warranted and future studies are needed to follow youth for longer periods of time to identify if the intervention has a long-term impact, these results provide information to clinicians working with parents with anxiety disorders and to policymakers (or third-party payors) regarding additional options for how to prevent anxiety disorders in at-risk youth.

• #108 The prevention of anxiety in children through school-based interventions: study protocol for a 24-month follow-up of the PACES project | Trials | Full Text

  https://trialsjournal.biomedcentral.com/articles/10.1186/1745-6215-15-77

  Anxiety in children is common and incapacitating and increases the risk of mental health disorders in adulthood. […] Alternative approaches in which prevention programmes are delivered in school appear promising. […] School-based mental illness prevention programmes offer an attractive alternative to traditional treatment approaches. […] Prevention programmes can be provided universally (that is, to all of an identified population, regardless of risk status) or targeted toward those at risk of developing mental health disorders or showing early signs of a disorder. […] Universal programmes avoid the need for costly screening, fit better within complex school timetables, are less stigmatising and provide opportunities for primary prevention. […] The purpose of the Preventing Anxiety in Children through Education in Schools (PACES) trial is to assess the medium-term (24 months) effects. […] Adequately powered randomised trials assessing the effectiveness of anxiety prevention programmes, when implemented under everyday conditions, are required before the widespread use of these programmes can be advocated.

• #109 The Child Anxiety Prevention Study: Intervention Model and Primary Outcomes

  https://pmc.ncbi.nlm.nih.gov/articles/PMC3373966/

  Although replication is warranted and future studies are needed to follow youth for longer periods of time to identify if the intervention has a long-term impact, these results provide information to clinicians working with parents with anxiety disorders and to policymakers (or third-party payors) regarding additional options for how to prevent anxiety disorders in at-risk youth.

• #110 Recommendation: Anxiety in Children and Adolescents: Screening | United States Preventive Services Taskforce

  https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/screening-anxiety-children-adolescents

  Children and adolescents aged 8 to 18 years: Screen for anxiety. […] The USPSTF concludes that the evidence is insufficient on screening for anxiety in children 7 years or younger. […] Anxiety disorders in childhood and adolescence are associated with an increased likelihood of a future anxiety disorder or depression. […] Risk factors for anxiety disorders include genetic, personality, and environmental factors, such as attachment difficulties, conflict between parents, parental overprotection, early parental separation, and child mistreatment. […] Developing an anxiety disorder during childhood or adolescence increases the likelihood of a future anxiety disorder (the same disorder or another anxiety disorder) or secondary depression. […] Potential harms of screening questionnaires include false-positive screening results that lead to unnecessary referrals (and associated time and economic burden), treatment, labeling, anxiety, and stigma. […] Evidence is limited on the implementation of routine mental health screening in the US. […] The USPSTF has recommendations on mental health topics pertaining to children and adolescents, including screening for depression, suicide risk, and illicit drug and alcohol use.

• #111 Quantifying Risk for Anxiety Disorders in Preschool Children: A Machine Learning Approach | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0165524

  Our goal is not to replace comprehensive clinical assessment, but rather to identify the PAPA item set with the best signal to enable us to identify children needing further mental health evaluations in an efficient and scalable manner. […] By identifying children early in the course of GAD and/or SAD, we hope that we can provide early access to treatments during this period of life when the brain is developing and emotion regulation capacities are being established. Increased access to screening and early identification must be linked with increased access to comprehensive evaluation and evidence-based interventions.

• #112 Anxiety in children and youth: Part 2 – The management of anxiety disorders | Canadian Paediatric Society

  https://cps.ca/en/documents/position/anxiety-in-children-and-youth-management

  Psychotherapy is the first-line treatment for anxiety disorders. As such, CBT services should be universally available and accessible for all Canadian children and youth who require them. […] For children and adolescents with co-occurring conditions, particularly those with a neurodevelopmental or learning disorder, ensure access to evidence-informed anxiety treatment programs, including cognitive behavioural therapy (CBT). […] For children and adolescents with a moderate to severe anxiety disorder, consider multimodal approaches at treatment onset (e.g., combining a selective serotonin reuptake inhibitor (SSRI)the medication option of first choicewith CBT), particularly.

• #113 Meta-analysis of secondary anxiety prevention – ACAMH

  https://www.acamh.org/research-digest/5405/

  Anxiety disorders are amongst the most common mental health problems, with long-term negative associations such as prediction of school drop-out and later mental health problems. We made the case for anxiety prevention programmes on four bases: while effective interventions for anxiety disorders in children have been developed, […] Our review focused exclusively on secondary prevention programmes, in particular, those targeted anxiety prevention programmes (TAPPS) for children and adolescents who were individually identified as being at risk of developing anxiety disorders. […] We found that these programmes did effectively lower the rates of onset of anxiety disorders, with a reduction in risk of 91% at the end of the programme, 83% at 6 months follow-up, and 69% at 12 months follow-up (no further follow ups were reported). […] Finally, looking forward, we urge that TAPPs identify children on the basis of at least two risk factors, that they assess for anxiety disorders pre- and post-TAPP, and that the programmes address the modifiable factors that place children at risk.

• #114 OBM Neurobiology | Innovative Strategies and Challenges for the Prevention of Pathological Anxiety in Children and Adolescents

  https://www.lidsen.com/journals/neurobiology/neurobiology-05-03-106

  Effective psychological interventions at a group level, especially cognitive-behavioral therapy (CBT), are available for children with AD. […] Schools offer a „convenient” location to provide such programs. […] However, given that many of these programs do not target high-risk groups, it is argued that large effect sizes are not always expected. […] As mentioned earlier, schools are considered suitable places for primary and secondary prevention programs. […] Additionally, schools could be the ideal place for anxious young individuals to practice and generalize their skills, and for the identification of their psychopathology. […] The main advantages of the above-mentioned intervention programs could be summarized as follows: 1. All of them include various techniques and skills, which are considered transdiagnostic, meaning that they appear to have a favorable effect across various emotional disorders.

• #115 Anxiety and depression: Early intervention and prevention | Encyclopedia on Early Childhood Development

  https://www.child-encyclopedia.com/anxiety-and-depression/according-experts/early-intervention-and-prevention-anxiety-and-depression

  A population level randomised trial of Cool Little Kids is currently underway in Australia. […] The existence of depression in preschool age children has only recently been recognised, and the development of innovative early intervention is urgently required. […] Parents can be reassured that effective early intervention for young anxious children exists.

• #116 Meta-analysis of secondary anxiety prevention – ACAMH

  https://www.acamh.org/research-digest/5405/

  Anxiety disorders are amongst the most common mental health problems, with long-term negative associations such as prediction of school drop-out and later mental health problems. We made the case for anxiety prevention programmes on four bases: while effective interventions for anxiety disorders in children have been developed, […] Our review focused exclusively on secondary prevention programmes, in particular, those targeted anxiety prevention programmes (TAPPS) for children and adolescents who were individually identified as being at risk of developing anxiety disorders. […] We found that these programmes did effectively lower the rates of onset of anxiety disorders, with a reduction in risk of 91% at the end of the programme, 83% at 6 months follow-up, and 69% at 12 months follow-up (no further follow ups were reported). […] Finally, looking forward, we urge that TAPPs identify children on the basis of at least two risk factors, that they assess for anxiety disorders pre- and post-TAPP, and that the programmes address the modifiable factors that place children at risk.

• #117 OBM Neurobiology | Innovative Strategies and Challenges for the Prevention of Pathological Anxiety in Children and Adolescents

  https://www.lidsen.com/journals/neurobiology/neurobiology-05-03-106

  Finally, these group interventions might not be the most effective or efficient means of reducing anxiety in those children who are already experiencing clinically significant anxiety. […] However, prevention programs have gradually established their presence internationally as treatment options provided by specialists. […] Early, selective, intensive, persistent, multifaceted, and participatory interventions are necessary.

• #118 Pharmacological treatment of anxiety disorders in children and adolescents: a review for practitioners – Patel – Translational Pediatrics

  https://tp.amegroups.org/article/view/16525/html

  Generally, a multimodal approach that includes behavioral and pharmacotherapy has been shown to be the most effective. […] Most children and adolescents respond well to treatment with long lasting resolution of symptoms. Recurrence of the same, or development of a different type of anxiety disorder, is not uncommon and in most individuals, anxiety disorders tend to persist into adulthood requiring long-term treatment planning.

• #119 Anxiety and depression: Early intervention and prevention | Encyclopedia on Early Childhood Development

  https://www.child-encyclopedia.com/anxiety-and-depression/according-experts/early-intervention-and-prevention-anxiety-and-depression

  A population level randomised trial of Cool Little Kids is currently underway in Australia. […] The existence of depression in preschool age children has only recently been recognised, and the development of innovative early intervention is urgently required. […] Parents can be reassured that effective early intervention for young anxious children exists.

• #120 Separation Anxiety Disorder | Children’s Hospital of Philadelphia

  https://www.chop.edu/conditions-diseases/separation-anxiety-disorder

  Preventive measures to reduce the incidence of separation anxiety disorders in children are not known at this time. […] However, early detection and intervention can reduce the severity of the disorder, enhance the child’s normal growth and development, and improve the quality of life experienced by children or adolescents with separation anxiety disorder.

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