Treatment of Children With Anxiety

The paper investigates intervention ways for depression and anxiety affecting children and young people below 25 years. The intervention identified does not require any professional skills or input. The authors portray how nonprofessional interventions can be skewed and fit the digital interventions. The research identified 103 interventions for children and young people. These involve approaches such as self-expression, social interaction, self-exploration, sensory stimulation, nature engagement, hobbies, physical activity, and distraction. However, the authors argue that there is a need for further research into some community and self-intervention strategies. Furthermore, there is a need to consider how distinct the children and young people population are so that one might identify a significant intervention. The authors also put forward the importance of identifying the socially excluded youth to understand the community, social, and self-intervention methods to curb mental health problems.

This study focuses on evaluating the effect of combining family accommodation modification (FAM) and emotional socialization training (EST) in reducing children’s anxiety and improving their emotional regulation (ER). The researchers utilizes a quantitative methodology where randomized design was used to examine the intervention. The results show that FAM and EST had a positive impact on increasing ER and reduction in anxiety symptoms plus emotional dysregulation. Most of the positive sigh was experienced by the youths. The research also shows that family accommodation is significant in improving the outcome of anxiety treatment. Expanding the mother’s knowledge regarding the emotional development of the children is helpful in enabling them to respond positively. Using adaptive ER helps lower mental arousal, anxiety, and other negative emotions. Therefore, it is necessary for the parent to observe adaptive ER for appropriate strategy selection.

The research investigated the appropriate method that is significant in helping the students with internalizing problems such as emotional or behavioral problems. Interconnected system framework (ISF) offers ways that guide the behavioral intervention and help the positive behavioral intervention supports (PBIS). Furthermore, it supports the expanded school mental health (SMH). This is significant in improving ways that help students with disorders such as anxiety, depression, and trauma. This directive help schools make an effective learning environment suitable for all the students, including those with internalizing issues. The authors include screening procedures that help identify the students in need of attention. Tier 1 will help the school create an effective learning environment, and tier 2 will aid in improving the structure and identification of students that need modest levels. Tier 3 help in the formulation of the individual-based interventions for academics. Social, behavioral, and emotional realms.

The research studies anxiety in children using a test anxiety scale (TA) for children. The reason for investigating anxiety in children is because it is noted that anxiety is a long-term mental defect. Also, school is a common worry that most children have, and this study also investigates the correlations of anxiety among the children. The research identified a negative correlation between test anxiety and the intelligence quotient (IQ). The correlation was significant as it showed that anxiety is a helpful variable and is measurable.

The study focused on identifying whether the symptoms of anxiety that the children have are connected to teachers’ awareness and if the teachers’ awareness also differs with the gender of the child. The researchers conducted a study that involved selecting the top anxious students in every classroom and was subjected to the multidimensional anxiety scale for children (MASC). This provided an excellent opportunity to identify the students impacted with anxiety issues, hence enabling the administration of early intervention. The MASC subscale that asses the harm avoidance included perfection, students’ avoidance of situations that are risky, and observance of threats to safety. These indicators are significant in identifying students that need attention. Furthermore, the result demonstrated that teachers have a higher chance of identifying the anxiety problems, and their awareness did not change with students’ gender or age.

The research investigates the various Cognitive behavioral therapy (CBT) through meta-analysis. Anxiety significantly varies with age, and separation anxiety affects children more than adolescents, while social anxiety affects adolescents mainly. Anxiety problems usually begin when one is a child, extending from adolescence to adulthood. It is noted that most of the anxiety problems have remained untreated. This can be changed by identifying the issue at an early age and identifying the necessary intervention. This research shows that the administration of CBT among children and adolescents helps in the identification of anxious feelings and enables the body to react to the anxious feelings. CBT is a significant intervention as it can be delivered into various formats such as group-based and individual-based with the family’s involvement or the parent.

The research study shows the origin of the anxiety disorder and various treatments and prevention of the condition among children and adolescents. The relationship between the child and the parent is critical in fostering anxiety. An anxious parent has a higher chance of influencing the child with overprotective behavior. This makes the child also cope with the parent’s behavior, which may increase their anxiety levels. Also, a child who has been raised by the general neighborhood, family, or environment has a higher chance of having negative experiences. Furthermore, the personality of the child also plays a crucial role in the development of anxiety. The authors suggest treatment of anxiety by the usage of Cognitive Behavioral Therapy (CBT). Interventions such as relaxation, cognitive restructuring, exposure, and psychoeducation are significant in helping children and adolescents.

The study utilized an open clinical trial that investigated the significance of the mindfulness program in helping children affected by anxiety problems. The research used a quantitative methodology where the children at the elementary school were selected based on the level of anxiety that they portrayed. The author focused on the core issue that results in anxiety: impaired attention. Attending to these symptoms help the children with the problem of anxiety. The components that affect mindfulness must be involved to keep the children engaged and interested. The research identified that a base level of attention is crucial in enabling the children to participate well in mindfulness training.

The research investigated the effect of exercise intervention in reducing and preventing depression and anxiety levels among children and young people. It is noted that exercise is significant in lowering anxiety levels in the general population. The current study used meta-analysis to identify the effect of exercise on reducing anxiety levels. However, most studies have not focused on the impact of exercise on lowering the anxiety level among children and young people. The main problem with this intervention is less evidence regarding its impact on children and young people. The authors argue that exercise is a cheap intervention that can be applied, and since it is identified to deal with negative energy, it can be a significant factor in helping children’s emotional health.

The research study focused on identifying the effect of implementing a copying cat treatment program on lowering the symptoms of anxiety among the children at elementary school. The authors utilized a quantitative methodology where quantitative data of children from Tehran province was collected. The researchers used a multidimensional anxiety scale for children to measure their anxiety levels. The outcome of the study shows that implementation of the coping cat treatment is significant in curbing the anxiety disorder symptoms in children. The authors finally suggest that the program is useful when follow-up is done for approximately one month.

The research investigates the prevalence of depression and anxiety among children and adolescents from a global perspective during the COVID-19 pandemic. The research also compares the levels of anxiety and depression during the pandemic and before the pandemic. This research used meta-analysis to investigate the levels of depression and anxiety. The findings show that approximately 1 out of 4 youth worldwide experiences depression symptoms and 1 out of 5 youth experiences anxiety symptoms. The findings also show that the pandemic doubled the levels because of the restriction imposed. Also, most children depend on school-based interventions to handle anxiety problems. Furthermore, the females were the most affected because of their low self-esteem.

The research investigates the association between pediatric anxiety symptoms and threat bias using a large sample and standardized measures. The research finding shows that the threat bias is correlated with the anxiety symptoms significantly and positively. The bias symptoms are normally associated with school phobia symptoms and social anxiety. Furthermore, the threat bias was not associated with gender or age, which may lead to the prediction of reported anxiety symptoms. The research shows that threat bias may result because of common attentional elements.


Abend, R., De Voogd, L., Salemink, E., Wiers, R., Pérez-Edgar, K., Fitzgerald, A., White, L., Salum, G., He, J., Silverman, W., Pettit, J., Pine, D. & Bar-Haim, Y. (2018). Association between attention bias to threat and anxiety symptoms in children and adolescents. Depression and Anxiety, 35(3), 229-238. Web.

James, A., Reardon, T., Soler, A., James, G., & Creswell, C. (2020). Cognitive behavioural therapy for anxiety disorders in children and adolescents. Cochrane Database of Systematic Reviews, 2020(11), 2-287. Web.

Larun, L., Nordheim, L., Ekeland, E., Hagen, K., & Heian, F. (2006). Exercise in prevention and treatment of anxiety and depression among children and young people. Cochrane Database of Systematic Reviews, 1-51. Web.

Layne, A., Bernstein, G., & March, J. (2006). Teacher awareness of anxiety symptoms in children. Child Psychiatry and Human Development, 36(4), 383-392. Web.

Mirhosseini, H., Alizade, H., & Fasrrokh, N. (2018). The impact of coping cat program on symptoms reduction in children with anxiety disorders. Journal of Child Mental Health, 5(2), 2-15.

Racine, N., McArthur, B., Cooke, J., Eirich, R., Zhu, J., & Madigan, S. (2021). Global prevalence of depressive and anxiety symptoms in children and adolescents during COVID-19. JAMA Pediatrics, 175(11), 1-9. Web.

Rapee, R., Schniering, C., & Hudson, J. (2009). Anxiety disorders during childhood and adolescence: Origins and treatment. Annual Review of Clinical Psychology, 5(1), 311-341. Web.

Sarason, S., Davidson, K., Lighthall, F., & Waite, R. (1958). A test anxiety scale for children. Child Development, 29(1), 105. Web.

Semple, R., Reid, E., & Miller, L. (2005). Treating anxiety with mindfulness: An open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy, 19(4), 379-392. Web.

Find out your order's cost