A pilot RCT of a school nurse delivered intervention to reduce student anxiety.
The goal of this study was to evaluate the feasibility and impact of brief school-nurse-administered interventions for reducing anxiety. Thirty school nurses in Connecticut and Maryland were randomly assigned to deliver the Child Anxiety Learning Modules (CALM; n = 14) or CALM–Relaxation only (CALM-...
| Publicado en: | Journal of Clinical Child & Adolescent Psychology Vol. 50; no. 2; pp. 177 - 187 |
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| Autores principales: | , , , , , , |
| Formato: | Report |
| Publicado: |
Taylor & Francis Ltd
Mar-Apr2021
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=149400329&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 149400329 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 15374416 KYT jtl: Journal of Clinical Child & Adolescent Psychology issn: 15374416 maglogo: Y pubinfo: dt: Mar-Apr2021 vid: 50 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 149400329 10.1080/15374416.2019.1630833 ppf: 177 ppct: 10 formats: tig: atl: A pilot RCT of a school nurse delivered intervention to reduce student anxiety. aug: au: Ginsburg, Golda S. Drake, Kelly L. Muggeo, Michela A. Stewart, Catherine E. Pikulski, Paige J. Zheng, Di Harel, Ofer affil: Department of Psychiatry, University of Connecticut School of Medicine The Johns Hopkins University School of Medicine, c/o Anxiety Treatment Center of Maryland University of Connecticut Department of Statistics, University of Connecticut su: Maryland Connecticut Anxiety Anxiety disorders School nursing Nursing schools Nursing interventions Test anxiety Professional-student relations sug: subj: Anxiety Anxiety disorders Maryland Connecticut Technical and trade schools Other Technical and Trade Schools School nursing Nursing schools Nursing interventions Test anxiety Professional-student relations ab: The goal of this study was to evaluate the feasibility and impact of brief school-nurse-administered interventions for reducing anxiety. Thirty school nurses in Connecticut and Maryland were randomly assigned to deliver the Child Anxiety Learning Modules (CALM; n = 14) or CALM–Relaxation only (CALM-R; n = 16). Students (N = 54) were ages 5–12 (M age = 8; 84.9% White; 68.5% female) with elevated anxiety symptoms and/or anxiety disorders. Feasibility was assessed based on recruitment, retention, attendance, training and intervention satisfaction, and intervention adherence. Multiple informants, including independent evaluators (IEs), completed measures of clinical improvement at postintervention and at a 3-month follow-up. Of nurses in CALM and CALM-R, 62% and 81%, respectively, enrolled a student and completed an average of 6 sessions. Youth retention was 85% and 94% in CALM and CALM-R, respectively. Training and intervention satisfaction were high. At postintervention and follow-up, youth in both groups showed significant reductions in anxiety and related symptoms and improvements in functioning. Within-group effect sizes were medium to large, and between-group effect sizes were small. Task shifting responsibility for delivering brief mental health interventions to school nurses is feasible and shows promise for reducing anxiety and related impairment. This approach may also be integrated within a response to intervention model used in schools. Public Health Significance: Brief school-nurse-administered anxiety reduction interventions were shown to be feasible and had a positive impact on student anxiety and related impairment highlighting that school nurses can be an important school resource. pubtype: Academic Journal doctype: Report src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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