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).

中文翻译：

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哮喘的COPE：哮喘和焦虑症儿童认知行为干预的结果。

哮喘是最常见的儿童慢性病，是导致学校缺课和教学时间减少的主要原因。患有哮喘的儿童有较高的内在性疾病风险，例如焦虑和抑郁，这会使哮喘的管理更加复杂。这项初步研究的目的是评估针对哮喘和焦虑症儿童进行手动，认知行为技能建立干预的可行性，可接受性和初步效果。本研究的设计是一组实验前/试验后的实验，为期6周的随访。本文介绍了即时的测试后随访结果。俄亥俄州一个大型公立学区的三所小学招募了8至12岁的儿童及其监护人。32名患有哮喘和焦虑症的儿童完成了为哮喘创造个人能力的创造机会（COPE）计划。照顾者完成了调查，但是他们没有参加干预。结果表明，该方案在上学期间以小组形式实施是可行的。自我报告的发现表明，分离焦虑明显降低，个人信念，儿童管理自我效能和哮喘疾病的表现增加。父母和照顾者在小儿症状检查表上报告了他们孩子的症状减轻。在基线时焦虑程度高的儿童亚组显示，干预措施后儿童的焦虑情绪有所降低，对分离和社交焦虑有较大的积极影响，对个人信念和哮喘疾病的表现分别有中等和较大的积极影响。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。