Siegmund Cornelia Beate, Zink Julia, Porst Patricia Theresa, Weniger Max, McDonald Maria, Knappe Susanne, Roessner Veit, Beesdo-Baum Katja
Behavioral Epidemiology, Institute of Clinical Psychology and Psychotherapy, TUD Dresden University of Technology, Chemnitzer Straße 46, 01187, Dresden, Germany.
Department of Child and Adolescent Psychiatry, Faculty of Medicine, TUD Dresden University of Technology, Dresden, Germany.
BMC Psychol. 2025 Sep 8;13(1):1005. doi: 10.1186/s40359-025-03392-7.
Disruptive behavior and emotional problems - especially anxiety - are common in children and frequently co-occur. However, the role of co-occurring emotional problems in disruptive behavior intervention response is unclear. This study aimed to compare the effectiveness of an indicated prevention program in children with disruptive behavior problems with vs. without co-occurring emotional problems.
Children were screened for disruptive behavior and emotional problems during routine health check-ups and - if indicated - were offered a child-centered group prevention program. For children with disruptive behavior the "Baghira training" was administered. Training effectiveness was compared between participating children with vs. without emotional problems regarding disruptive behavior and emotional problems and anxiety in particular. Outcomes were measured before and after the training, and at six months follow-up using linear mixed effect model regression analyses.
Overall, regarding disruptive behavior, children with and without co-occurring emotional problems profited equally from the Baghira training and training effectiveness was independent of the pre-training level of anxiety. However, there were few indications for greater disruptive behavior symptom reduction in children with co-occurring emotional problems. Overall, the Baghira training had little to no effect on the examined emotional problems/anxiety measures, except the Strengths and Difficulties Questionnaire emotional problems score strongly decreased in children with co-occurring emotional problems.
The effectiveness of the Baghira training is not negatively affected by co-occurring emotional problems/anxiety. However, as emotional problems/anxiety do not simultaneously improve, an additional training targeting these problems for respective children seems necessary.
破坏性行为和情绪问题——尤其是焦虑——在儿童中很常见，且经常同时出现。然而，同时出现的情绪问题在破坏性行为干预反应中的作用尚不清楚。本研究旨在比较针对有和没有同时出现情绪问题的破坏性行为问题儿童的一种针对性预防计划的效果。
在常规健康检查期间对儿童进行破坏性行为和情绪问题筛查，如有需要，为其提供以儿童为中心的团体预防计划。对于有破坏性行为的儿童，实施“巴希拉训练”。比较参与训练的有和没有情绪问题的儿童在破坏性行为、情绪问题尤其是焦虑方面的训练效果。在训练前后以及六个月随访时使用线性混合效应模型回归分析来测量结果。
总体而言，在破坏性行为方面，有和没有同时出现情绪问题的儿童从巴希拉训练中受益相同，训练效果与训练前的焦虑水平无关。然而，几乎没有迹象表明同时出现情绪问题的儿童在破坏性行为症状减少方面更明显。总体而言，巴希拉训练对所检查的情绪问题/焦虑测量指标几乎没有影响，不过同时出现情绪问题的儿童在优势与困难问卷中的情绪问题得分大幅下降。
巴希拉训练的效果不会受到同时出现的情绪问题/焦虑的负面影响。然而，由于情绪问题/焦虑并没有同时得到改善，似乎有必要针对这些儿童的这些问题进行额外的训练。
