Development and Implementation of an Anxiety Management Intervention for Young Children

Abstract

ABSTRACT Children are facing increasing levels of anxiety in the classroom. Learning anxiety management strategies may prevent worry from interfering in the classroom, thereby improving emotional well-being. We used qualitative analysis of teacher interviews (N = 21) to evaluate an intervention designed to teach children cognitive-behavioral strategies to reduce anxiety. During interviews, teachers discussed their perceptions of child anxiety and whether they thought parents would use the two worry management books (for first through third graders). Results of qualitative analyses indicated teachers thought the books were effective, and they would use the strategies. Teachers indicated children were facing significant worries, such as financial security. Teachers reported using breathing strategies with children. They mentioned that using imagery, with a superhero to fight worries, was a new strategy they could use. Teachers favored implementing strategies they were familiar with, like breathing. They also preferred strategies that were consistent with their curriculum. Teachers thought that parents would need training to use the books with their children. In summary, teachers viewed the intervention as an effective tool for addressing anxiety for young children. Future studies should include information about child and parent perceptions of the intervention and assessment of dissemination of the intervention.