Effectiveness of Video-Feedback with Cognitive Preparation in Improving Social Performance and Anxiety through Super Skills for Life Programme Implemented in a School Setting.

Mireia Orgilés,José Pedro Espada,Silvia Melero,Alexandra Morales,Iván Fernández-Martínez

doi:10.3390/ijerph17082805

Mireia Orgilés, José Pedro Espada + Show 3 more

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https://doi.org/10.3390/ijerph17082805

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Abstract

Effectiveness of video-feedback with cognitive preparation to treat anxiety problems (especially social anxiety) has been scarcely explored on children. Super Skills for Life (SSL) is a CBT-based intervention to reduce anxiety and comorbid problems that, apart from social skills training and behavioural activation, integrates video-feedback with cognitive preparation. This study aimed to evaluate SSL effects, implemented in a school setting, on social performance and to test self-concept and social skills as potential mediators of pre- and post-test changes in social anxiety and generalized anxiety. Sample comprised 57 children aged 8–11 years with emotional symptoms. Children were video recorded in the first and last session to assess social performance. Anxiety and self-concept measures were completed by children pre-test and post-test. Participants reduced anxiety behaviours and improved social and communication skills after treatment. In general, girls showed better social performance than boys, but SSL impact was greater in males. Social self-concept was the only mediator of change in pre- to post-treatment social anxiety. This study provides evidence of SSL to improve children’s social performance and reduce anxiety through video-feedback with cognitive preparation. Improving social concept seems essential to reduce social anxiety. An SSL programme is an ideal prevention protocol for anxious children.

Highlights

Anxiety disorders are among the most common psychological problems in children and adolescents.Recent studies claim that approximately 9–46.7% of minors suffer from anxiety symptoms, which implies a great assistance demand in the mental health centres [1,2,3]
Differences between selected children for this study and those who were not selected were only found in gender (AOR = 0.40, confidence intervals (CI) [0.19, 0.85], p = 0.01)
No differences were found in age (p > 0.05), number of siblings (p > 0.05), anxiety (SCARED) (p > 0.05), generalised anxiety (p > 0.05), social anxiety (SCARED subscale) (p > 0.05), or social self-concept (AF-5 subscale) (p > 0.05) between the two groups

Summary

Introduction

Anxiety disorders are among the most common psychological problems in children and adolescents.Recent studies claim that approximately 9–46.7% of minors suffer from anxiety symptoms, which implies a great assistance demand in the mental health centres [1,2,3]. If childhood-onset anxiety disorders are untreated, they tend to become chronic [4] and the risk of developing other anxiety disorders, depression, and substance abuse in adulthood increase considerably [5,6]. These disorders cause impairment in the academic, social, and family settings and entail a high cost in health, educational, and social care services [1,7,8]. Among anxiety disorders in childhood and adolescence, generalised anxiety and social anxiety are the most prevalent and persistent [3]. Children who suffer social anxiety show a deficit of social skills [10] and have a negative perception of their social performance [11]

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