Parental Involvement In Treatment Research Articles

Associations between mother and father involvement with older adolescents: Mediating effects of parent‐adolescent and couple relationships

AbstractObjectiveThis study aims to illuminate the dynamic interplay among subsystems within the family context to understand how mother and father involvement in their adolescent children's lives may be related.BackgroundConsistent with different predictions offered by family spillover and by compensatory conceptual models, whether there is an association between mother and father involvement, as well as the direction of the association, is unclear thus far in the empirical literature. Whether more proximal dyadic relationships, such as parent–adolescent relationships, may mediate the association between mother and father involvement has also been underexamined.MethodThis study was conducted using the adolescent subsample drawn from Wave 3 of the Welfare, Children, and Families Project. A total of 463 ethnically diverse adolescents from low‐income households living with two biological parents were involved in this study.ResultsResults of a structural equation modeling analysis indicated that the total effect from mother involvement to father involvement was significant, but a direct association between them was not significant; closeness in parent–adolescent and coparental relationships mediated the relationship between the two. Study results also indicated that model fits and associations were roughly the same across adolescent sex and ethnicity groups.ConclusionThis study advanced the understanding of the father involvement process. The findings support that parental involvement interventions for parents from low‐income families should focus on developing culturally responsive strategies for promoting their parenting beliefs and healthy functioning.

Parents in the Driver's Seat-Experiences of Parent-Delivered Baby-mCIMT Coached Remotely.

Background/Objectives: Recent guidelines on early intervention in children at high risk of cerebral palsy (CP) recommend parental involvement and family-centered home-based interventions with parents as primary trainers. Therapist coaching by home visitation is resource demanding, and telerehabilitation is a viable option for remote intervention and coaching. This study aims to describe parents' experiences of engaging in Baby-mCIMT coached remotely. Their infants are at high risk of unilateral cerebral palsy and the parents have been the primary trainers in regard to home-based intervention, optimizing the use of the affected hand. Methods: A qualitative approach involving semi-structured interviews with eight parents was employed. Data were analyzed using qualitative content analysis. Results: The overarching theme "Parents in the driver's seat-learning through remote coaching to create conditions to enhance the child's motor skills" describes parents' experiences as primary training providers. The following three underlying categories with subcategories were identified: (1) Baby-mCIMT coached remotely in an everyday context-practical and technical prerequisites; (2) the child's response and the therapists' coaching supports active parental learning; (3) capability and sense of control-strengthening and demanding aspects. Conclusions: Our findings revealed that Baby-mCIMT coached remotely empowered the parents as primary trainers, which provided them with opportunities for understanding and learning about their child and their development. The findings underscore the importance of responsive professional guidance and a strong therapist-parent relationship to succeed with the Baby-mCIMT program coached remotely and to manage the digital coaching format.

Working with Siblings in the Treatment of Traumatized Youth

In their manuscript, “Addressing Child Maltreatment by Infusing Multicultural, Feminist Tenets to Standard Clinical Approaches: The Cases of ‘Bashiir’ and ‘Jaquann,’” Dr. Rachel Singer, Dr. Renee DeBoard-Lucas, and Dr. Milton Fuentes (2024) exemplified how clinicians can be cognizant and respectful of the many familial, socio-cultural, and systemic contexts that contribute to a client's difficulties and that must be considered for successful treatment. As such, they made relevant clinical adjustments to overcome possible barriers to treatment and to foster safe, culturally responsive therapeutic environments. In this Commentary, I propose another clinical adjustment, congruent with a multicultural feminist lens, that has the potential to be beneficial to families that face barriers to parental involvement in treatment: working with the sibling subsystem. While interventions with siblings have received minimal attention in the clinical literature, work with the sibling subsystem has the potential of benefiting individuals and families alike, particularly in the context of trauma-focused therapy with youth. To illustrate how clinicians can work jointly with siblings, I propose pivotal themes and junctures in therapy with Bashiir and Jaquann where sibling involvement may be beneficial.

The Impact of Parental Solid Self, Treatment Involvement, Stress, and Parenting Styles on Children’s Mental Health Symptom Severity

With the increasing rate of mental health disorders among youth in the United States (U.S.) and the essential role of parents in children’s development, many studies have investigated the relationship between parental factors and children’s mental health. The current study expanded on this research by exploring the impact of parent solid self (i.e., one subcategory of differentiation of self), parenting stress, parenting styles, and parent involvement in treatment on children’s mental health symptom severity. The sample included 216 parents (U.S. residents; Mage = 33.84, SDage = 5.384) with at least one youth aged 3–17 years actively or historically in mental health treatment. Participants completed an online survey that included a demographic questionnaire and measures of parenting styles, parental solid self, parental stress, and children’s symptom severity. A simple linear regression found that parental solid self and stress levels were associated with the severity of children’s symptoms. A two-way ANOVA revealed that parenting styles had a significant main effect on children’s symptom severity. Results also showed that the level of authoritative parenting style mediated the relationship between parental solid self and children’s symptom severity. This study further highlighted the importance of promoting individual therapy or psychoeducation for parents and how it might benefit children’s treatment. Future research may consider children’s perspectives, how parents engage with their child’s treatment, incorporating more expansive assessment methods, and longitudinal designs to further explore the impact of parents’ differentiation of self, parental stress, parenting styles, and parental involvement in treatment on children’s symptom severity.

'Turning up and tuning in'. Factors associated with parental non-attendance and non-adherence in intervention for young children with speech, language communication needs.

When parents bring their child to appointments and then adhere to agreed speech and language therapy (SLT) recommendations, there is the potential to increase the intensity of the intervention, support generalization and improve outcomes. In SLT, however, little is known about factors that may promote attendance or adherence. Studies in other clinical areas such in medicine, psychology and physiotherapy have identified risk factors for non-attendance or non-adherence that are multifactorial and variable dependent on, for example, population and intervention. To identify rates of non-attendance and non-adherence, and to identify parent or child factors associated with parent involvement in intervention for children under 5 years of age receiving SLT. Parents completed questionnaires at two time points assessing the domains of parents' beliefs (problem perceptions, self-efficacy), personal circumstances (socio-demographics, family functioning), treatment experience and child factors. Predictors of parent attendance and adherence were identified through multiple regression analyses. Non-attendance rates were identified via local health records and non-adherence ascertained using a specific parent-reported measure within the treatment experience domain. Participants (N = 199) were predominantly mothers, and were ethnically and socio-economically diverse, speaking a wide range of languages. Their children presented with a range of speech, language communication needs (SLCN). The rate of non-attendance was 25% and the main predictors of non-attendance were maternal age, education level and two factors within the parent beliefs domain. This model explained 40% of the variance in attendance. The rate of non-adherence in this cohort was 26% with parental rating of the importance of a recommendation and self-efficacy beliefs predicting adherence; this explained 56% of the variance in adherence to SLT recommendations at home. Our research has provided preliminary evidence of the influence of parents' beliefs, personal circumstances and treatment experiences on their involvement in their child's therapy. Speech and language therapists should consider factors impacting attendance and adherence to treatment and explore parental perceptions of their child's SLCN before embarking on an intervention, a foundation for collaborative practice. A possible limitation of this study is that the levels of attrition in our sample led to generally high measured rates of participation, which should be considered in future studies. Future research should explore adherence in treatments with varying doses, with different types of SLCN or interventions and in different settings. What is already known on the subject It is acknowledged that parent involvement in their child's therapy, such as attending and adhering to recommendations, is important but little is known about the rates of involvement and what factors may be associated with attendance and adherence in SLT. Qualitative research has explored parental involvement suggesting that beliefs about an intervention may be pertinent. Extensive research in other clinical areas suggest multiple and varied factors are influential and further exploration of particular populations and interventions is necessary. What this paper adds to the existing knowledge This study identified rates of parental non-attendance and non-adherence in a cohort of predominantly mothers of children under the age of 5 years. It is the first study to measure parent adherence in SLT and identify factors that are associated parental adherence to SLT recommendations. It adds to the small body of SLT specific research in understanding risk factors for non-attendance. What are the potential or actual clinical implications of this work? This study highlights the need for a speech and language therapist to consider and explore parents' perspectives of their child's SLCN as a part of achieving collaboration with a parent in order to achieve the best outcomes. It provides a foundation for further systematic research into parent involvement with the ultimate aim of enhancing outcomes for children with SLCN.

הערכת צרכים לפיתוח פרויקט להגברת מעורבות הורים בטיפול בריפוי בעיסוק במסגרות החינוך המיוחד

Background: Studies show that family involvement is essential for successful occupational therapy treatment in children. Despite its importance, parental involvement in treatment in special education settings remains low. Purpose of needs assessment: To characterize the relationship between occupational therapists and parents of children in Ministry of Education special education settings. Method: The needs assessment included a literature review, consultation with the senior occupational therapy counselor of Ministry of Education, online surveys for occupational therapists (n=60) and parents (n=17), and a focus group with four occupational therapists from various support centers. Results: Although 98% of occupational therapists believe that communication with parents is essential and are interested in expanding their knowledge in this field, in practice only 27% of them meet with parents more than three times per year. Ninety-four percent of parents who responded are interested in direct contact with the occupational therapist. The focus group indicated that treatment in special education settings is detached from the child's family environment and that it is necessary to involve parents as partners in treatment. Corona virus constraints have created the possibility of online contact with parents. Conclusions: The needs assessment presented a need to increase parental partnership and involvement in occupational therapy treatment of children in special education settings. Project product: A kit for Occupational therapists working at special education settings in the Ministry of Education, for increasing parental involvement, which will contain up-to-date information and a variety of ideas, tools, and communication options. Expected Clinical Implications: Parents will be involved in occupational therapy treatments in special education settings, which will help improve their children’s participation.

Effects of parental involvement programs on young children's academic and social-emotional outcomes: A meta-analysis.

Parental involvement is a key ingredient in school policy and various parental involvement programs aim at raising children's school success. Adding to existing meta-analyses summarizing the findings on the effectiveness of parental involvement programs, we included academic and nonacademic outcomes, and analyzed the correspondence between changes in parents' involvement and changes in children's outcomes. We synthesized findings regarding the effectiveness of parental involvement interventions for children's academic and nonacademic outcomes from preschool to third grade. A total of 307 effect sizes were obtained from 39 studies included in the meta-analysis. Using a random-effect approach, the average effect suggested that parental involvement interventions had a positive and moderate effect on children's overall performance, as well as on academic and nonacademic outcomes when considered separately. School-based and home-based interventions were not significantly associated with the overall effect. Further characteristics of the intervention were analyzed as moderators. The effects of the intervention on parental involvement itself were significantly associated with the effect size differences on children's outcomes. Implications for policy and practice are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Saudi Expert Consensus-Based Autism Spectrum Disorder Statement: From Screening to Management

Background: There is a large gap between the needs of individuals diagnosed with autism spectrum disorder (ASD) and the currently available services in Saudi Arabia. Services are often difficult to access, inconsistent in quality, incomplete, unsatisfactory, and costly. As such, there is a national need for expert consensus on the appropriate standards for the assessment and management of children on the autism spectrum. Methodology: A guideline development group (GDC) was formed by professionals representing all related specialties and institutions involved in the management of individuals on the autism spectrum in Saudi Arabia. They met on a regular basis over 21 months. The guideline development process consisted of five steps starting from reviewing existing guidelines and ending with discussing and writing this manuscript. A formal voting process was utilized and recommendations were discussed until a consensus was reached. Results: There was consensus on the following: A specialized diagnostic assessment needs to be carried out by an experienced multidisciplinary team for children referred to assess for ASD. They should be assessed for medical etiology, their behavioral history carefully reviewed, and symptoms directly observed. Longitudinal assessments are encouraged to reflect the effects of symptoms on the individual’s ability to function while with their family, among peers, and in school settings. An additional formal assessment of language, cognitive, and adaptive abilities as well as sensory status is essential to complete the diagnostic process. Interventions should be individualized, developmentally appropriate, and intensive, with performance data relevant to intervention goals to evaluate and adjust interventions. Target symptoms must be identified to address and develop monitoring systems to track change. Conclusion: ASD is a complex condition with widely varying clinical manifestations, thus requiring evaluation and intervention by a range of professionals working in coordination. Behavioral and environmental interventions are the key to optimal outcomes, in conjunction with medications when indicated for specific symptoms. Parental involvement in interventions is vital to sustaining therapeutic gains.

The Working Mechanisms of Parental Involvement in Interventions for Children with Chronic Illness

Children with chronic illness (CI) are at risk for internalizing problems, which reduce their quality of life, hamper treatment, and increase family stress. Accordingly, behavioral interventions are provided at the family level. However, the effects of parental involvement on child outcomes are not consistently beneficial. Therefore, it is relevant to study the working mechanisms. In the present study, we tested child coping and parenting stress as underlying mechanisms of the effect of an intervention for children and an additional group intervention for parents. Data were analyzed from a randomized controlled trial. Families of children with chronic illness (N = 120, child M age = 12.11 years, range 7.98–18.07) participated in a cognitive-behavioral-based group intervention and were randomized in the child-only intervention or parent–child intervention. Primary outcomes were parent- and child-reported internalizing problems, whereas the mediators were the use of child active coping skills and parenting stress. The causal model was tested with multilevel mediation analysis. Active coping skills and parenting stress stood out as significant mediators of the effect of the intervention on parent- and child-reported internalizing behavior (Cohen’s d effect size range 0.29–1.57). When parents were involved in the intervention, children increased their use of active coping skills and parents decreased in parenting stress, which in turn improved child internalizing problems. Knowing that coping skills and parenting stress underlie the benefit of involving parents can be used for optimizing interventions for children with CI and addressing the risk of internalizing problems.

Play therapy in the prevention of behavioural disorders of school-aged children

The main goal of this research was to identify and understand the effects of play therapy on the prevention of behavioural disorders of younger school-aged children. A semi-structured interview was used as the data collection method with 17 open-ended questions. The study participants were seven parents whose children were involved in play therapy treatment for at least 3 months. It has been shown that play therapy is an effective medium in empathy development, more successful emotion management, encouragement of non-violent communication and reduction in aggressive behaviour. It can be concluded that the effectiveness of play therapy in the prevention of behavioural disorders significantly depends on the involvement of parents in treatment and the relationship between a therapist and a child. This research certainly serves as a basis for further research that will recognise the importance of therapeutic play in solving emotional and/or behavioural difficulties of children and youth. Keywords: Behavioural disorders, child, play therapy, prevention.

Accelerating Early Language and Literacy Skills Through a Preschool-Home Partnership Using Dialogic Reading: a Randomized Trial

This study tested a preschool-home partnership intervention, in which early childhood teachers encouraged the parents/caregivers of preschoolers to engage in dialogic reading at home. This was an experimental test of Bronfenbrenner’s hypothesis that parental involvement in early care and education programs should promote child development, as well as a test of a train-the-trainer approach to the dialogic reading intervention. The current study focuses on testing the causality of parent involvement: (1) homework assigned to parents/caregivers will improve the early language and literacy skills of their 2 ~ 3-year-old children; (2) gains by children in the intervention group with low pre-test language and literacy score, low family literacy score, and high parents/caregivers’ extent of using dialogic reading strategies at home will show larger gains in literacy scores than their counterparts. A sample of 12 early care and education programs, 18 early childhood teachers, 87 two–to three-year-old children and their parents/caregivers were followed for 18 ~ 20 weeks after assignment to the intervention group or the control group. The impacts of the six-week parent involvement intervention continued to grow during the six-week follow-up phase, and represented substantial gains of the intervention group in four aspects of early language and literacy skills. This study provides evidence that a simple homework assignment intervention can be an effective tool to promote child development when parents/caregivers are engaged. The intervention also had ongoing influence on children’s early language and literacy skills, even after the intervention period had ended.

A Review of Effective Strategies for Parent-Delivered Instruction.

Parent involvement in treatment is an important component of effective behavior-analytic services. Whether parents are expected to act as the primary behavior change agent or support treatment in other ways, behavior analysts must provide them with the resources necessary to encourage lasting behavior change. A critical component of supporting lasting behavior change is the foundational skills related to instruction delivery. Without these skills, parents will not likely benefit from more advanced programs and interventions recommended by behavior analysts. Therefore, the purpose of this article is to describe the foundational skills necessary for parents to successfully establish an instructional environment for further program and intervention delivery. To aid practitioners, a parent-friendly handout is included and discussed.

Full-Service Community School Intervention: Case Study of Somali Parent-School Engagement Within a Rural Midwestern School District

The purpose of this three-stage qualitative phenomenology case study was to characterize Somali refugee parents’ understanding of their role in school-parent relationships and investigate the impact of a research-based parent involvement intervention model adapted for use with this study. Research questions included: 1) What are Somali refugee parents’ understanding, perceptions, and expectations of school parent involvement; and 2) Did the adapted training intervention, designed to enhance school-parent relationships and parent engagement behaviors among Somali refugee parents, succeed? Following an initial interview stage, Epstein’s School-Family-Community Partnership Model (2019) was adapted and used to design a training intervention that was delivered as a component of the district’s Community School model. The pre-training interview identified that none of twelve parents in the study had attended school in their home country or the United States. The Somali refugee parents reported that their lack of English skills caused difficulty for them to understand school policies, their child’s school progress, and teacher expectations. Coded and themed results from post-training interviews revealed the parent involvement training interventions had resulted in both increased parent engagement knowledge and behaviors. The study verified parent engagement barriers for Faribault Public Schools’ Somali parents, and the engagement trainings provided the study sample group with focused, evidenced-based knowledge, skills, and recommended actions. Recommendations for practice include aligning school-parent involvement activities with a comprehensive, structured approach such as the Epstein model and the thorough identification of parent engagement barriers for the targeted subpopulation.

A Systematic Review of Interventions to Improve Diet Quality of Children that Included Parents Versus Those Without Parental Involvement

Abstract Objectives To determine through systematic review whether parental involvement in interventions to improve eating habits of children was more often associated with positive dietary behavior changes as compared to those with no or low involvement. Methods Web of Science, PsychInfo, PubMed, and EBSCO were searched for studies between 2004–2016 that aimed to change children's (2 to 12 years old) diet quality (diet quality; and 1 or more eating behavior component: fruit (F), vegetables (V), whole grains, lower saturated fat, lower sugar-sweetened beverages (SSB), and intake of calcium-rich foods). Preferred Reporting Items for Systematic Reviews and Meta-Analysis were followed for this review. Parental involvement was classified as low, medium, or high involvement. Diet assessment tools were scored for their reliability and validity. The influence of theoretical framework on outcomes was not included in the current review. Results Of 443 papers, data was extracted from 156 randomized controlled trials, and 26 met inclusion criteria. Most studies focused on the intake of F and/or V or SSB. Most with low parental involvement reported no significant dietary change (12 of 15 diet measures in 8 studies). Half with medium/medium-high involvement found significant diet change (4 of 8 measures, 3 studies). More positive diet change resulted with high parental involvement (13 of 18 measures, 11 studies). All studies with no parental involvement reported significant positive changes except 1 (4 studies, 5 measures); 3 studies incorporated exposure to F&V, 1 aimed to lower SSB. Conclusions Increasing level of parental involvement supports dietary behavior change in children. Without parental involvement, repeated F&V exposure also increases intake. Nutrition professionals should engage parents at multiple time points in child dietary interventions to achieve positive dietary changes. Direct F&V exposure is an option if parental involvement is not feasible. Funding Sources This work was supported by the USDA National Institute of Food and Agriculture through Multistate Hatch Capacity Funds supporting the W-3005 research group and respective universities.

Parental emotion and emotion regulation: A critical target of study for research and intervention to promote child emotion socialization.

Parents' behaviors-particularly their emotion socialization behaviors (ESBs)-drive children's emotion socialization (Eisenberg, Cumberland, & Spinrad, 1998). We propose that a major next step in the effort to promote healthy emotional development is to improve the field's understanding of the most proximal contributor to parent ESBs: parents' own experience and regulation of emotions in the context of caregiving. As an initial step, this paper integrates Eisenberg and colleagues' model of emotion socialization with theoretical and empirical work on parental emotion. We review the literature on the emotionally evocative nature of parenting, which influences parental ESBs, including parents' expressions of emotions and their responses to children's emotions. However, whereas parental emotions influence behavior, they do not necessarily determine it; parents may regulate their emotions to engage in optimal ESBs. Thus, parental regulation contributes to emotion socialization not only by modeling emotion regulation strategies for children, but also by influencing the quality of parents' ESBs. From a clinical perspective, parental emotion regulation is of utmost importance due to the degree of parental involvement in interventions for childhood emotional and behavioral disorders, which are often aimed at promoting child self-regulation. To illustrate practical applications of Eisenberg's model, we discuss evidence-based practices that include enhancement of parent emotion regulation as a primary target, with the ultimate goal of promoting child emotional development. Ultimately, we aim to spur future theoretical, empirical, and translational work in this area. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments

Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.

Evidence Base Update on the Treatment of Early Childhood Anxiety and Related Problems

The controlled evaluation of treatments for early childhood anxiety and related problems has been a relatively recent area of investigation, and accordingly, trials examining early childhood anxiety treatment have not been well represented in existing systematic reviews of youth anxiety treatments. This Evidence Base Update provides the first systematic review of evidence supporting interventions specifically for the treatment of early childhood anxiety and related problems. Thirty articles testing 38 treatments in samples with mean age < 7.9 years (N = 2,228 children) met inclusion criteria. We applied Southam-Gerow and Prinstein’s (2014) review criteria, which classifies families of treatments according to one of five levels of empirical support—Well-Established, Probably Efficacious, Possibly Efficacious, Experimental, and of Questionable Efficacy. We found family-based cognitive-behavioral therapy (CBT) to be a Well-Established treatment, and Group Parent CBT and Group Parent CBT + Group Child CBT to both be Probably Efficacious treatments. In contrast, play therapy and attachment-based therapy are still only Experimental treatments for early childhood anxiety, relaxation training has Questionable Efficacy, and there is no evidence to date to speak to the efficacy of individual child CBT and/or medication in younger anxious children. All 3 currently supported interventions for early childhood anxiety entail exposure-based CBT with significant parental involvement. This conclusion meaningfully differs from conclusions for treating anxiety in older childhood that highlight the well-established efficacy of individual child CBT and/or medication and that question whether parental involvement in treatment enhances outcomes.

Predictors of Attrition From Residential Treatment for Youths With Addictive Behaviors

The present study sought to examine predictors of attrition from residential treatment for adolescents with addictive behaviors. Using data from 137 adolescents and their families, latent variable models were constructed to examine three child/adolescent factors and three parenting factors as predictors of attrition. Findings indicated that emotional/social difficulties and parental involvement in treatment, as well as their interaction, had a direct effect on attrition. In addition, parenting in adolescence interacted with both substance/behavioral problems and early caregiver discipline to predict attrition. This study provided insight into the exacerbating effects of neglectful or absent parenting practices in the successful completion of adolescent substance use treatment.

Applied Behavior Analysis in Residential Settings: Use of a Mobile Application to Support Parental Engagement in At-Home Educational Activities

Parental involvement in interventions based on Applied Behavior Analysis for children with Autism Spectrum Disorder (ASD) is encouraged to increase learning opportunities at home. The use of technologies increases the extent of interventions that occur outside therapeutic settings. Thus, our main goals were: 1) to compare the effect of the use of a mobile application—ESPIM—on the frequency of conducting complementary educational activities by parents at home, to traditional strategies (verbal and written instructions); 2) to analyze the strategies used by the parents and the reliability of the performance registry; 3) to analyze the viability of adoption of a software solution as support for parents. Three families and their children with ASD participated. The results indicated that the use of the application proved to be effective to increase parental engagement in conducting the complementary educational activities at home with reliable registry. The technological support seemed to be a viable solution to increase parental engagement, as it was easily and readily adopted and as it was perceived by parents as useful.

Cognitive-behavior therapy for children and adolescents with anxiety disorders: A meta-analysis of secondary outcomes

Anxiety-focused cognitive-behavioral therapy (CBT) effectively reduces anxiety in children and adolescents. An important remaining question is to what extent anxiety-focused CBT also affects broader outcome domains. Additionally, it remains unclear whether parental involvement in treatment may have impact on domains other than anxiety. A meta-analysis (nstudies = 42, nparticipants = 3239) of the effects of CBT and the moderating role of parental involvement was conducted on the following major secondary outcomes: depressive symptoms, externalizing behaviors, general functioning, and social competence. Randomized controlled trials were included when having a waitlist or active control condition, a youth sample (aged<19) with a primary anxiety disorder diagnosis receiving anxiety-focused CBT and reported secondary outcomes. Controlled effect sizes (Cohen’s d) were calculated employing random effect models. CBT had a large effect on general functioning (-1.25[-1.59;0.90], nstudies = 17), a small to moderate effect on depressive symptoms (-0.31[-0.41;-0.22], nstudies = 31) and a small effect on externalizing behaviors (-0.23[-0.38;-0.09], nstudies = 12) from pre-to post-treatment. Effects remained or even further improved at follow-up. Social competence only improved at follow-up (nstudies = 6). Concluding, anxiety-focused CBT has a positive effect on broader outcome domains than just anxiety. Higher parental involvement seemed to have beneficial effects at follow-up, with improvements in general functioning and comorbid symptoms.