College of Nursing, The Ohio State University.
School of Nursing, University of Rochester.
Sch Psychol. 2019 Nov;34(6):665-676. doi: 10.1037/spq0000310.
Asthma is the most common childhood chronic condition and a major contributor to school absences and lost instructional time. Children with asthma have a higher risk of internalizing disorders, such as anxiety and depression, which can further complicate asthma management. The purpose of this pilot study was to assess the feasibility, acceptability, and preliminary effects of a manualized, cognitive-behavioral skills-building intervention for children with asthma and anxiety. The design for this study was a one-group, pre/posttest preexperimental with a 6-week follow-up. This article presents the immediate posttest follow-up results. Children between 8 and 12 years of age and their caregivers were recruited from three elementary schools in a large public school district in Ohio. Thirty-two children with asthma and symptoms of anxiety completed the Creating Opportunities for Personal Empowerment (COPE) for Asthma program. Caregivers completed surveys, but they did not participate in the intervention. Results indicated that the program was feasible to implement in small groups during the school day. Self-reported findings indicated a significant reduction in separation anxiety and increased personal beliefs, child-management self-efficacy, and asthma illness representations. Parents and caregivers reported symptom reduction in their children on the Pediatric Symptom Checklist. The subgroup of children scoring high on anxiety at baseline showed reductions with the intervention, having large positive effect sizes for separation and social anxiety as well as medium and large positive effect sizes on the personal beliefs and asthma illness representations, respectively. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
哮喘是最常见的儿童慢性疾病之一，也是导致学生缺课和教学时间损失的主要原因。患有哮喘的儿童有更高的内化障碍风险，如焦虑和抑郁，这可能进一步使哮喘管理复杂化。本研究旨在评估针对哮喘和焦虑儿童的基于手册的认知行为技能培养干预措施的可行性、可接受性和初步效果。这项研究的设计是一个单组、前后测的预实验，有 6 周的随访。本文介绍了即时的随访结果。从俄亥俄州一个大型公立学区的三所小学招募了 8 至 12 岁的儿童及其照顾者。32 名患有哮喘和焦虑症状的儿童完成了哮喘个人赋权创造机会（COPE）项目。照顾者完成了调查，但他们没有参与干预。结果表明，该计划在学校日期间以小组形式实施是可行的。自我报告的结果表明，分离焦虑显著减轻，个人信念、儿童管理自我效能感和哮喘疾病认知得到增强。父母和照顾者报告说，他们的孩子在儿科症状清单上的症状有所减轻。在基线时焦虑得分较高的儿童亚组在干预后有所减少，其分离和社交焦虑的效果量较大，个人信念和哮喘疾病认知的效果量分别为中等和较大。（APA，2019）
