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Index

Action plans , 71ADlS-C, 49,51 ,52-54ADlS-P,52-54Adults, anxiety disorders in

continuity with childhood disorders, 5DSM-IV classification, 39in parent of client, 78, 80-81 ,114--115

Agoraphobia,45-47Anxiery, learning model of, teaching clients

about, 65, 69Anxiety disorders

Agoraphobia,45-47DSM classification, 38-48Generalized Anxiety Disorder

diagnos is, 41-42group treatrnent, 118--125

Panic Disorder, 45-47Posttraumatic Stress Disorder

diagnosis , 47-48group treatment, 126, 127, 128--129

Separation Anxiety Disorder,40-41Social Phobia

case example, 77-81diagnosis, 44-45group treatment, 118--125self-rating scales, 21, 22, 23

Specific Phobia, 42-44Anxiety Disorders Interview Schedule for Chi1-

dren (ADlS-C), 49, 51, 52-54Application phase, of treatrnent, 72-76Approach behavior: see ExposureAssessment

goals of, 15--17, 19methods for

daily diary, 30--35observation, 28--30

Assessment (cant.)methods for (cant.)

self-rating scales, 20--25, 26, 27-28structured interview schedules, 26-27

by parents, 23-24pragmatic attitude toward, 13, 15--17, 19--20,

36setting of, 16, 17-19by teachers, 23See also Diagnosis

Attention Deficit Hyperactivity Disorder, 53Avoidant Disorder, 39

Behavioral Avoidance Test (BAT), 29--30Bioinformational theory, 59Breathing exercise, 70

CAPA, 49, 51CAS, 49, 50Case examples

ofgroup treatment, 121-125ofSocial Phobia, 77-81

Child Anxiety Sensitivity Index (CASI), 22,23

Clinic settingassessment in, 17-19treatment program in, 63

Cognitive methods: see Self-control methodsCommunication, between parent and child,

116,117Comorbid disorders, diagnosis of, 25, 54Conditioning, 59, 69Contextualism,8--IOContingency contracting, 60--61, 69

drawing up contracts, 72, 96

139

140

Contingency contracting (cont.)

obstacles with, 96-103protection trap, 98-102rewards not given, 102-103steps too big, 97-98, 103vague contracts, 96

for parent anxiety symptoms, 115See also Exposure; Fear hierarchy

Contracts: see Contingency contractingCoping skills, foryouthexposed to stress, 127-128Crime, stress reactions to, 125-129

Daily diary, 30-35, 68-69Denial, ofproblem by child, 85-87Depress ion

with anxiety, 54distinguishing from anxiety

with interview schedules, 52-53with self-rating scales . 24

Diagnos isclassification of anxiety disorders , 37-40comorbid disorders. 25. 54interviews for

parent--ehild concordance, 53-54structured, 26-27. 49-54unstructured, 49

limitations of, 37-38pragmatic attitude toward , 25-26, 38reliability of, 48-53See also Assessment

Diagnostic and Statistical Manual ofMentalDisorders , 38-48

D1CA-R, 49, 50Directive therapeutic stance , 58, 88D1SC, 49, 50DSM-IIl-R, anxiety disorders in, 39DSM-IV, anxiety disorders in, 38-48Dyadic treatment, of parent and child, 114­

116

Education phase, 63-71methods taught

contingency management, 69fear hierarchy, 66-68self-control ,69-71

orientation of c1ients, 65-66overview, 64-65schedule, 63-64

Embarrassment, about symptoms, 85, 87-88Evaluation: see Assessment; Diagnosis

Index

Exposurediagnostic categories and, 59-60evidence of effectiveness, 59in group treatment , 119for parent anxiety symptoms, 115in school-based intervention, 127. 129teaching c1ients about , 66-67theoretical basis, 58-59See also Contingencycontracting;Fear hierarchy

Extinctionteaching parents about , 61, 69in theory of anxiety disorders. 59

Family therapy, 12, 114Fear hierarchy

constructing, 89-96accuracy, 93-94eliciting information , 89-93with multiple fears, 94-96with rational and uncontrollable fears, 95

teaching c1ients about, 66-68See also Contingency contracting; Exposure

Fear Survey Schedule for Children-Revised(FSSC-R), 22. 23

Fear thermometer, 29. 53

Generalized Anxiety Disorderdiagnosis, 41-42group treatment , 118-125

Group practice, assessment of treatment out­comein, 18-19,27-28

Group treatmentof children with anxiety disorders

case examples, 121-125treatment process , 118-121

school-based intervention, 125-129

Homework, 67-69; see also Daily diary ; Fearhierarchy

Insight,58Interviews, diagnostic, 25-26

structuredfor assessing symptoms, 26-27for DSM diagnosis, 49-54parent--ehild concordance, 53-54

unstructured, 49ISC, 49.50

K-SADS, 49, 50, 53

Index

Layering, of intervention components, 129Leaming: see Anxiety, leaming model of

Managed careassessment of outeome. 18-19cost-effectiveness of group treatment, 118

Motivation, 84-88, 103

Noneomplianee: see Obstacles

Observation, for assessrnent, 28-30

Obstacleswith eontingeney contracting, 96-103

proteetion trap , 98-102

rewards not given, 102-103

steps too big, 97-98, 103vague conrracts, 96

with motivation, 84-88, 103pragmatie attitude toward, 83-84with self-eontrol methods, 103-107with termination, 107-109

Outcome, assessment of, 18-19,27-28Overanxious Disorder, 39; see also Generalized

Anxiety DisorderOverproteetive parents, 80--81,98-102, 116

Panie Disorder, 45-47Parents

anxiety disorders in, 78, 80--81, 114-115in child's treatrnent, 63-{)5

eontingeney management, 60-{) 1,69, 102-

103relapse prevention, 76 , 107-108self-control methods, 70transfer of control, 57-58, 61-{)2, 72-73

interview sehedules for, 52-54motivation, 84-85overprotective, 80, 98-102, 116treating together with child, 113-118unavailable, 62 , 118, 127

Peersin group treatment of anxiety disorders, 118­

125in school-based intervention, 127-129

Phobie disordersmultiple fears, 94-95Social Phobia

ease exarnple, 77-81diagnosis, 44-45group treatrnent, 118-125

Phobie disorders tcont.t

Soeial Phobia (cant.)

self-rating seal es , 21 , 22. 23Speeific Phobia, 42-44

Posttraumatic Stress Disorder (PTSD)

diagnosis, 47-48

group treatment, 126, 127, 128-129

Practice, after termination, 76Pragmatie attitude, 5--12

contextualisrn, 8-10philosophical tradition, 6prob lem-solving orientation, 7-9,10

toward assessment, 13, 15--17, 19--20,36

toward diagnosis, 25--26, 38toward obstacles, 83-84

toward theoretical orientations, 6-7, 8, 9toward treatrnent, 55, 57

Pragmatie therapistdefinition of, 5, 11-12therapeutie stanee of, 58

Praise: see Self-rewardPrevalence, of anxiety and phobie disor-

ders, 4Problems: see ObstaclesProblem-solving orientation, 7-9, 10Problem-solving skills, training parent and

ehild in, 116-118Proteetion trap, 80--81, 98-102, 116Psyehosoeial orientation, 55Punishment , 116

Questionnaires: see Self-rating seales

Rational fears, 95Reality checking, 104Reinforcement, 61 , 69Relapse prevention phase, 76-77,107-109Relationship enhaneement skills training. 116-

118Relativism, vs. pragrnatism, 9--10Relaxation methods, 70, 73Resistanee: see ObstaclesRevised Children's Manifest Anxiety Seale

(RCMAS), 21, 23 , 24

Rewardsfrom parent, 60-{) I, 69

fading out, 71obstacles with, 102-103for partial sueeess, 103speeifying in eontraet, 72

141

142

Rewards (cant .)sei f-reward, 61, 71, 73

obstacles with, 104-107for partial success, 105

Schoolavoidance,4ü-41,47Schools

assessment in, 17-19,20group treatment for posttraumatic stress reac­

tions ,125-129Screening: see Self-rating scalesSelf-control methods, 61, 69-71, 73-75

in group treatment, 124-125obstacles with, 103-107for parent anxiety symptoms, 117

Self-rating scalesfor assessing treatment outcome, 27, 28for inpatients, 26sensitivity of, 24setting for, 19,20specificity of, 24summary ofwidely used scales, 20-23usefulness, 23-25

Self-reward, 61. 71, 73obstacles with, 104-107for partial success, 105

Separation Anxiety Disorder. 4ü-41Setting, of assessment, 16, 17-19Shame

about noncompliance with contract, 97about symptorns, 85, 87-88parentally induced, 116

Simple Phobia, 39; see also Specific PhobiaSlips: see Relapse prevention phaseSocial Anxiety Disorder: see Social PhobiaSocial Anxiety Scale for Children--Revised

(SASC-R), 21,23Social Phobia

case example, 77-81diagnosis, 44--45group treatment, 118-125self-rating scales, 21, 22, 23

Social Phobia Anxiety Inventory for Children(SPAIC), 22, 23

Social skills training, 119, 120-121 , 123-124Social support, for youth exposed to trauma,

127,128-129Specific Phobia, 42~4

Index

State -Trait Anxiety Inventory for Children(STAfC), 21,23,24

Stigma, 37, 87

STOPas acronym for self-control methods, 73-75obstacles with, 103-107

Structured interview schedulesfor assessing symptorns, 26-27for DSM diagnosis, 49-54parent-child concordance, 53-54

Symptomsassessment of, 19,26-27learning model of, 59, 65

Termination, 76, 107-109Test Anxiety Seale for Children (TASC), 22, 23Testing : see Self-rating scales: Structured inter-

view schedulesTheoretical orientations

pragmatic attitude toward, 6-7. 8. 9psychosocial orientation. 55

Therapeutic stance, 58Therapist : see Pragmatic therapistTransfer of control, 57-58, 61-62, 72-73

blocked pathwaysparental rnotivation, 84-85parent-child relationship. 113-114, 115-118protection trap , 80-81, 98-102,116rewards not given, 102-103

in school-based intervention, 129termination and, 76, 107-108See also Self-control methods

Trauma: see Posttraumatic Stress DisorderTreatment

application phasc, 72-76case exarnple,77-81education phase , 63-71group treatrnent, 118-125, 125-129outcome assessment, 18-19,27-28overview, 63pragmatic att itude toward, 55, 57relapse prevention phase, 76-77schedule, 63-64

Two-factor theory, 59

Violence, stress reactions to, 125-129

Worry, in Generalized Anxiety Disorder, 41~2