Abstract
A few comprehensive reviews of the effectiveness of prevention programs of mental disorders in school-age children ( Greenberg, M. T., Weissberg, R. P., Obrien, M. U., Zins, J. E., Fredericks, L., Resnick, H., & Elias, M. J., (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.; Weisz, J. R., Sandler, I. N., Durlak, J. A., & Anton, B. S. (2005). Promoting and protecting youth mental health through evidence-based prevention and treatment. American Psychologist, 60, 628–648.) conclude that while several well-designed studies demonstrate the potential of preventive intervention, greater attention and ongoing rigorous research is critical. The benefits and difficulties of mounting prevention programming specifically targeting child anxiety, the most common of mental disorders, and the concomitant challenges for clinicians are presented here. Two examples of school-based prevention are described: one of a large-scale, primary prevention program specifically targeting child anxiety in public school children in a large Canadian province, and a specific case of an individual child that came to the attention of clinicians during the universal implementation.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
