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Project Proposal Weebly Version
Project Proposal Weebly Version
Project Proposal Weebly Version
Background Information
developmentally-based curriculum within the classroom. Some students have special needs and
exceptionalities and every individual's learning style and level is attended to, which promotes
COGNITIVE-BEHAVIOURAL TREATMENT 2
I noticed there are many students that have difficulty regulating their emotions and have
behaviour issues. Many of the students require more support to complete daily tasks and need
encouragement to engage in positive behaviour. There are a few students in this classroom that
have anxiety disorders, some of which being comorbid disorders with other diagnoses. One
student is diagnosed with Attention Deficit Hyperactivity Disorder and Aspergers Syndrome and
displays symptoms of anxiety including, becoming easily frustrated, has difficulty completing
work, has inconsistent patterns in antecedents, acts out spontaneously, (Minahan & Rappaport,
2012, para. 6), increase in special interest, [and] becoming easily explosive (Minahan &
Rappaport, 2012, para. 7). Moreover, there is a student who is diagnosed with Obsessive-
Compulsive Disorder and Generalized Anxiety Disorder. Finally, another student displays
symptoms of anxiety, such as trouble focusing and excessive worry (KidsHealth, 2016).
Although there is a behaviour therapist that helps students when they are experiencing
and help students calm down. After discussing my observations with the director of the school,
she suggested I implement the cognitive-behavioural therapy program called Coping Cat to teach
these students how to cope with their anxiety. One student began Coping Cat with a psychiatrist,
but due to certain circumstances, was unable to continue attending treatment sessions. The
Coping Cat treatment sessions can be done on an individual basis or in a group session, which
will allow me to build relationships with the students, as well as normalize their anxiety. During
the fall term, I have been working closely with these students to foster a sense of trust and
COGNITIVE-BEHAVIOURAL TREATMENT 3
comfort, which will translate into creating a safe and comfortable environment for the Coping
Cat treatment sessions, which is to start in January, during the winter semester.
number of children (2007). Anxiety can lead to avoidance of social interactions necessary for
(Beidas et al., 2011). Untreated anxiety symptoms worsen over time and can be associated with
a host of negative sequelae, including later anxiety, depression (Beidas et al., 2011, p. 223). The
negative effects of anxiety disorders are apparent, and need to be addressed, to protect the health
and mental health of children. The emphasis of filling this area of need is evident when coming
across statistics, for instance, epidemiological data have indicated that by the age of 16 years,
9.9% of children will meet diagnostic criteria for an anxiety disorder (Heriot et al., 2007, para.
5).
Research indicates that, (1) girls experience more anxiety and greater difficulties
regulating their negative emotions than boys, and (2) emotion dysregulation has a significant
impact on anxiety. Not previously shown, (3) emotion dysregulation is more predictive of
anxiety in girls than in boys, and (4) different types of emotion regulation difficulties account for
anxiety in girls and boys (Bender et al., para. 1). Additionally, a number of studies have shown
a higher frequency and intensity of anxiety symptoms in female respondents, and so others argue
that anxiety problems, even at an early age, are more common in girls than in boys (Bender et
al., 2012, para. 2). The three participants that are going to be a part of the Coping Cat group are
girls, therefore, Coping Cat will teach them the skills and coping mechanisms they require to
Potential Outcomes
In result of filling this area of need, the students with anxiety disorders will learn how to
maintain their anxious feelings, and utilize relaxation techniques to increase their daily
functioning within the classroom, as well as outside the school setting. The students will
potentially further their social skills by contributing to more positive peer interactions, as well as
regulation, and attention regulation. Furthermore, a meta-analysis was conducted to evaluate the
effect of CBT on [quality of life] in patients with anxiety disorders (Boettcher et al., 2014, p.
375). This study concluded that CBT for anxiety disorders is moderately effective for improving
quality of life, especially in physical and psychological domains (Boettcher et al., 2014, p. 375),
and had a large effect on reducing anxiety symptoms (Boettcher et al., 2014, p. 387). Upon
successful completion of the Coping Cat program, it is expected that the cognitive-behavioural
therapy will decrease the chances of these young girls developing greater emotional non-
acceptance, lower emotional clarity, less access to effective emotion regulation strategies, as well
as greater difficulties engaging in goal-oriented behavior (Bender et al., 2012, para. 2).
The student with ADHD is currently taking medication, therefore taking this into
consideration is important when thinking about the potential outcomes of the program. A study
has been conducted to compare preexisting groups of medicated and non-medicated children
aged 813 years, with a primary diagnosis of an anxiety disorder, participating in a 12-session,
manualized cognitive-behavior therapy group (GCBT) Results suggested that both groups
showed a significant decrease in their anxiety symptoms from pre- to post-treatment and from
differences in anxiety symptoms were found between the medicated and non-medicated groups
COGNITIVE-BEHAVIOURAL TREATMENT 5
at pre-, post-, or 4-month follow-up, suggesting that the two groups benefited similarly from
GCBT (Eichstedt et al., 2010, para. 1). This demonstrates that the effectiveness of the CBT will
not vary within the children, based on whether or not they are taking medication for their anxiety
or other diagnosis. Each student with an anxiety disorder will benefit from this treatment, which
will positively impact their daily lives and their overall well-being.
Objectives
The programming of the cognitive-behavioural treatment helps children meet the objectives by
Psychoeducation, involving information for children and families about how anxiety can
Exposure tasks, which give the child the chance to be in the feared situation and have a mastery
experience
Cognitive restructuring which addresses FEAR: Feeling frightened, expecting bad things,
attitudes and actions that will help, and results and rewards
Problem solving to generate and evaluate specific actions for dealing with problems (The
Each of these elements will help children work towards the main goal of Coping Cat, which is to
reduce anxiety (The California Evidence-Based Clearinghouse for Child Welfare, 2009).
I will be using the Screen for Child Anxiety Related Disorder (SCARED) assessment as a
evaluates symptoms according to DSM-IV diagnostic criteria [13] for specific anxiety disorders
(social phobia, generalized anxiety disorder (GAD), separation anxiety disorder, panic disorder).
School anxiety, also measured by the SCARED Data from international studies have
consistently considered the SCARED to be a reliable and valid screening instrument to assess
anxiety symptoms in children and adolescents. (DeSousa et al., 2012, p.391) The SCARED
order to be consistent. As a pre-evaluation tool, the SCARED assessment will provide me with
the opportunity to practice guiding the children completing the self-assessment, as well as give
me an idea of what kind of anxiety they may be experiencing. After the program implementation,
I will use the SCARED assessment a second time to evaluate whether the participants anxiety
symptoms have decreased. I will be able to do an analysis of the pre-evaluation and post-
evaluation to see how the program has affected the children and their symptoms of anxiety.
A longitudinal study will be done with the intervention group of students that will be
COGNITIVE-BEHAVIOURAL TREATMENT 7
involved in the Coping Cat treatment. This observational study will take place from January
2017 to March 2017, while I will be facilitating the program. I will be monitoring progress by
observing and analyzing if children can recognize the physical cues to their anxiety, developing
effective coping mechanisms and utilizing them in an anxiety-provoking situation throughout the
exposure tasks that will be given on a weekly basis. In addition, I will ask questions during the
sessions to check-in with the students, making sure this treatment is helpful to them. This type of
informal interview will serve as a method of data collection to ensure the goals and objectives of
Coping Cat are met, and evaluate the effectiveness of the program.
COGNITIVE-BEHAVIOURAL TREATMENT 8
References
Beidas, R. S., Benjamin, C. L., Cohen, J. S., Edmunds, J. M., Kendall, P. C., Mychailyszyn, M.
P., & Podell, J. L. (2011). Assessing and treating child anxiety in schools. Psychology in
http://journals1.scholarsportal.info.subzero.lib.uoguelph.ca/pdf/00333085/v48i0003/223_a
atcais.xml
Bender, P. K., Esbjrn, B.H., Reinholdt-Dunne, M.L., & Pons, F. (2012). Emotion dysregulation
and anxiety in children and adolescents: Gender differences. Personality and Individual
http://www.sciencedirect.com.subzero.lib.uoguelph.ca/science/article/pii/S0191886912001
444
Boettcher, H., Hofmann, S. G., & Wu, J. Q. (2014). Effect of cognitive-behavioral therapy for
http://psycnet.apa.org.subzero.lib.uoguelph.ca/journals/ccp/82/3/375.pdf
DeSousa, D. A., Isolan, L. R., Manfro, G. G., & Salum, G. S. (2012). Sensitivity and specificity
of the screen for child anxiety related emotional disorders (SCARED): A community-based
y Retrieved from
http://journals1.scholarsportal.info.subzero.lib.uoguelph.ca/pdf/0009398x/v44i0003/391_s
asotsredacs.xml
COGNITIVE-BEHAVIOURAL TREATMENT 9
Eichstedt, J.A., Phoenix, E., Tobon, J. I., & Wolfe, V. V. (2010). Worried no more: The effects of
medication status on treatment response to a CBT group for children with anxiety in a
http://journals2.scholarsportal.info.subzero.lib.uoguelph.ca/pdf/13591045/v16i0002/265_w
nmteowaiacs.xml
Heriot, S., Hunt, C., & Levy, K. (2007). Treating comorbid anxiety and aggression in children.
Journal of the American Academy of Child & Adolescent Psychiatry 46 (9), 1111-1118.
disorders.html#
Minahan, J., & Rappaport, N. (2012). Anxiety in students: A hidden culprit in behavior issues:
Identifying the triggers for inappropriate behaviors and teaching children more desirable
responses can be part of intervention plans in any classroom. Phi Delta Kappan 94 (4), 34.
A313887159&v=2.1&u=guel77241&it=r&p=AONE&sw=w
The California Evidence-Based Clearinghouse for Child Welfare. (2009). Coping cat. Retrieved
from http://www.cebc4cw.org/program/coping-cat/detailed