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Evaluation of a School-Based Tier Two Anxiety Intervention: The Worry Box Technique

Young, Katrina Olimpia Lazarte
http://orcid.org/0000-0003-0192-7601
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533570624733335

Abstract Details

2018, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
Anxiety disorders are the most commonly diagnosed mental health disorders in youth in the United States. Anxiety can have long-term adverse effects on the child's academic, social, and emotional functioning if left untreated. Children spend the majority of each day in a school setting, placing school professionals in an ideal situation to identify and provide interventions to address childhood anxiety as a part of the students' everyday routine. Due to the constraints of the school setting school-based providers often utilize less resource-intensive intervention strategies adapted from websites and social media, which may sometimes lack empirical support. The present study examined the effectiveness of a cognitive-behavioral strategy found on social media, blogs, and "Pinterest"---the worry box technique---when implemented as a tier two intervention with (n = 3) students who demonstrated elevated levels of anxiety in the school setting. Students participated in an eight-week intervention designed to teach children to compartmentalize their anxiety, focusing on their present thoughts, and addressing the identified anxious thoughts at a designated worry time. Each student completed the Multidimensional Anxiety Scale for Children 2nd Edition Self Report (MASC-2 SR; March, 2013) before and after the intervention period, and completed self-reported ratings of anxiety during each session, to measure the efficacy of the intervention. Results of the present study cannot definitively assert that the worry box technique was the primary reason for the reduction of self-reported anxiety levels in participants. Other components of the intervention were considered as possible mitigating factors to the participants' anxiety levels. Suggestions are made for future research.
Elana Bernstein, Ph.D. (Committee Chair)
Susan Davies, Ed.D. (Committee Member)
Layla Kurt, Ph.D. (Committee Member)
81 p.
Counseling Education; Counseling Psychology; Psychology; School Counseling
anxiety; school-based interventions; worry box; childhood anxiety; tier two anxiety intervention; cognitive behavioral therapy; school psychology; school counseling

Recommended Citations

Citations

  • Young, K. O. L. (2018). Evaluation of a School-Based Tier Two Anxiety Intervention: The Worry Box Technique [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533570624733335

    APA Style (7th edition)

  • Young, Katrina Olimpia. Evaluation of a School-Based Tier Two Anxiety Intervention: The Worry Box Technique. 2018. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533570624733335.

    MLA Style (8th edition)

  • Young, Katrina Olimpia. "Evaluation of a School-Based Tier Two Anxiety Intervention: The Worry Box Technique." Electronic thesis or dissertation, University of Dayton, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533570624733335

    Chicago Manual of Style (17th edition)

dayton1533570624733335
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This open access ETD is published by University of Dayton and OhioLINK.