Anxiety, Coping Skills, Socio-emotional Well-being
Conditions
Brief summary
This research aims to ask (1) Are child and parent measures of coping skills, anxiety and other outcomes reliable (2) How feasible and acceptable is the proposed CB preventative program and protocol (3) Can a preliminary indication of efficacy for CB preventative program be provided.
Interventions
DEVICECognitive Behavioural
Cognitive behavioural therapy incorporated into storybook reading with an emphasis on psychoeducation, relaxation techniques, social skills, graded exposure and cognitive strategies, for preschool children
DEVICELanguage
Storybook reading with an emphasis on specific word vocabulary and narrative structure serving as a control, for preschool children
Sponsors
Nanyang Technological University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
4 Years to 6 Years
Healthy volunteers
Yes
Inclusion criteria
* Currently be enrolled in K1 or K2 in preschool. * Singaporean Citizen or of Permanent Resident status * Parent of study's participant has to have read a book with participant at least once in the last 6 months.
Exclusion criteria
* Not currently enrolled in a child support programme * Not currently receiving medication for mental health concerns * Not currently receiving support from a Speech Language Therapist or Psychologist.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Coping Skills - Coping Questionnaire Parent Report | Close out (Weeks 9 to 10) | This consists of questions with a likert type response ranging from a minimum of 1 to a maximum of 7, measuring parent's perception of their child's coping efficacy in anxiety-inducing situations, which they nominate. In this study, the Coping Questionnaire is modified to have 4 questions, each pre-defined to be in keeping with each the four audiobook's anxiety-inducing situations. A higher score indicates a better outcome. |
| Coping Skills - Coping Skills Word Definitions | Close out (Weeks 9 to 10) | This consists of 8 emotional target words that are repeated throughout the 4 audiobooks. Each word is linked to common elements of CBT which are found in each of the four audiobooks, these include relaxation in book 1, social skills in book 2, graded exposure in book 3, cognitive techniques in book 4 and psychoeducation across all 4 books. Each word is scored as 0,1 or 2 denoting incorrect, partially correct and correct. Higher scores denote a better outcome. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Coping skills - Personal Story Generation | Close-out (Weeks 9 to 10) | Children are asked to verbally tell two personal stories, based on the first and the last books of the audiobooks in the cognitive behavioural arm. Higher scores denote better outcomes. |
| Anxiety- Preschool Anxiety Scale | Close out (Weeks 9 to 10) | This measures the presence and severity of children's overall anxiety and six subtypes of anxiety: generalised anxiety, obsessive-compulsive disorder, physical injury fears, social anxiety, and separation anxiety. This has 28 items, with each item's minimum value of 0 and a maximum of 4. A higher score denotes a worse outcome. |
| Maladjustment - Paediatric Symptom Checklist-17 | Close out (Weeks 9 to 10) | This is a 17-question parental report screen on children's internalising, attention and externalising problems, with a never/sometimes/often type response, designed for use in children age 4-15 years old. A higher score denotes a worse outcome. |
| Maladjustment - Children's Emotional Adjustment Scale | Close out (Weeks 9 to 10) | This has 29 questions with a never/seldom/sometimes/often/always response (ranging from 0 to 4), measuring children's emotional function in the domains of temper control, social assertiveness, and anxiety control. A higher score denotes a better outcome. |
| Social Emotional Learning - Social Skills Improvement System | Close out (Weeks 9 to 10) | This has 51 questions and measures children's social emotional learning in the domains of self-awareness, self-management, social awareness, relationship skills and responsible decision-making, with a never/seldom/sometimes/often/always response. Individual item scores range from 0 to 4 with a higher score denoting a better outcome. |
Countries
Singapore
Contacts
CONTACTShaun Goh, PhD
Outcome results
None listed