Developmental Differences in Universal Preventive Intervention for Child Anxiety

By P. Barrett, S. Lock, Lara J. Farrell. 2005

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The development of coping. (2007, background): “…are experiencing family problems (Garber et al., 2009; Silverman, Kurtines, Jaccard, & Pina, 2009), chronic physical or health conditions (Sansom-Daly et al., 2011), or general and other forms of anxiety and fear (Barrett et al., 2005; Barrett, Farrell, Ollendick, & Dadds, 2006; Fox et al., 2012).”
School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis. (2017, background): “+ *Barrett et al. 2005 Australia Universal 9-16 years 692 FRIENDS NI CBT Grad + MHP 10 + 2 booster SCAS (Dep: CDI) ?”
School-based interventions for anxious and depressed youth: A meta-analysis of outcomes (2012, background): “In describing universal prevention programs, Barrett, Lock, and Farrell (2005) suggest that “potential advantages involve reducing stigmatization” (p. 541), and Quayle, Dziurawiec, Roberts, Kane, and Ebsworthy (2001) claim that they “prevent the labeling effects of selective programs provided only…”
Preventing Anxiety and Promoting Social and Emotional Strength in Preschool Children: A Universal Evaluation of the Fun FRIENDS Program (2010, background): “Comparable rates of missing data have been evidenced in other 12-month follow-up evaluations of the FRIENDS program for children and young people when delivered as a universal, school-based intervention (Barrett et al, 2005; Lock & Barrett, 2003; Stallard et al, 2008).”