Anxiety
Conditions
Brief summary
The aim of the study is to evaluate the effectiveness of a digitalized cognitive-behavioral treatment for anxiety among school aged children. The participants are screened from the general population, as a part of the routine school health care check-ups. Half of the children with anxiety will receive the digitalized treatment program, while the other half will receive education about anxiety in internet.
Interventions
BEHAVIORALDigitalized cognitive-behavioral intervention for anxiety
An internet-based CBT, including telephone coaching
BEHAVIORALPsychoeducation about anxiety
Psychoeducative material about anxiety in internet
Sponsors
University of Turku
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Healthy volunteers
No
Inclusion criteria
\- Scoring ≥22 on SCARED
Exclusion criteria
* no access to internet * insufficient language (Finnish until summer 2019, Finnish and Swedish from autumn 2019 onwards, when also Swedish version of the intervention was available) skills * visual or hearing impairment that hinders the use of the program * the child's mental retardation, autism spectrum disorder, suicidal intentions or severe mental disorder * the child's psychotherapy (ongoing or starting within 6 months) * the child's medication (for anxiety) started / changed within 2 months * current involvement with child protection services (i.e., removal of child custody, investigation of child abuse or neglect) * parent's severe psychiatric / somatic disease or other reason that hinders the parent to actively participate in the program
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change from Baseline to 6 months follow up; the Screen for Child Anxiety Related Disorders - child and parent reports | Change from baseline to 6 months follow up; symptoms during the last three months | Comprises of 41 items assessing symptoms of general anxiety, separation anxiety, panic disorder, social anxiety, and school phobia; scoring 0-82 (higher score meaning more symptoms) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change from Baseline to 6 months follow up (in the Intervention group); the Development and Well-Being Assessment - child and parent reports | Change from baseline to 6 months follow up; varying time windows for different diagnoses | A diagnostic interview to assess anxiety disorders among 2-17-year-old children |
| Change from Baseline to 6 months follow up; the Revised Children Quality of Life - Questionnaire - child and parent reports | Change from baseline to 6 months follow up; QoL during the last week | Comprises of 24 items assessing the health-related quality of life divided into six subscales: physical, psychological, self-esteem, family, social life, and school; scoring 24-96 (higher score meaning higher QoL) |
| Change from Baseline to 6 months follow up; the Child Depression inventory - child report | Change from baseline to 6 months follow up; symptoms during the last two weeks | Comprises of 28 items assessing the child's depressive symptoms; scoring 0-54 (higher score meaning more symptoms) |
| Change from Baseline to 6 months follow up; the Strengths and Difficulties Questionnaire, extended version - parent report | Change from baseline to 6 months follow up; symptoms during the last six months | Comprises of 25 items assessing the child's psychiatric symptoms and positive attributes, and an impact supplement; scoring 0-40 (prosocial scale is not included in the total score) (higher score meaning more problems) |
| Change from Baseline to 6 months follow up; the Child Anxiety Impact Scale - child and parent reports | Change from baseline to 6 months follow up; impact of anxiety during the last month | Comprises of 27 items assessing the impact of anxiety on the daily life of the children at home, school and with friends; scoring 0-81 (higher score meaning higher impact of anxiety) |
| Change from Baseline to 6 months follow up; the Brief resilience scale - parent report (parental resilience) | Change from baseline to 6 months follow up; experience of the current resilience | Comprises of six items assessing resilience; scoring 6-36 (higher score meaning higher resilience) |
| Change from Baseline to 6 months follow up; the Depression Anxiety and Stress Scale Short Form - parent report (parental depression, anxiety and stress) | Change from baseline to 6 months follow up; symptoms during the last week | Comprises of 21 items assessing parental depression, anxiety and stress; scoring 0-63 (higher score meaning more symptoms) |
| Change from Baseline to 6 months follow up; the Customised Client Receipt Inventory Questionnaire - parent report | Change from baseline to 6 months follow up; service use during the last six months | Assesses the child's use of school support services, and social and health care services |
| Change from Baseline to 6 months follow up of the relations with peers and school (not a standardized scale) | Change from baseline to 6 months follow up | Experience of being bullied (traditional and cyberbullying), and feelings about school and teachers |
Countries
Finland
Outcome results
None listed