This study examined the effects of a school-based cognitive-behavioural group intervention for anxiety in young children, Get Lost Mr Scary, on child self-reported anxiety and coping skills. Participants included 65 children (Mage = 6.50 years, SDage = 0.75) drawn from 13 public primary schools located in Western Sydney, Australia. The children participated in seven weekly 1-hour Get Lost Mr Scary sessions, and their parents attended three information sessions. The pictorial semistructured Child Anxiety and Coping Interview (CACI) was used to elicit the children's self-report of their anxiety symptoms, emotions, coping strategies, and coping efficacy before and after the 7-week intervention. Although children rated their maladaptive coping strategies as helpful, the postintervention results indicated a significant decrease in the use of maladaptive strategies such as behavioural avoidance and an increase in adaptive cognitive strategies, particularly cognitive restructuring. Consistent with parent and teacher reports, child self-reports indicated a significant reduction in anxiety and negative emotional distress. The clinical implications of the findings are discussed.

中文翻译：

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学会应对：一项 CBT 评估，探索 5-7 岁学童在应对焦虑方面的自我报告变化

这项研究调查了以学校为基础的认知行为小组干预对幼儿焦虑症的影响，Get Lost Mr Scary，对儿童自我报告的焦虑和应对技巧的影响。参与者包括来自澳大利亚西悉尼 13 所公立小学的 65 名儿童（Mage = 6.50 岁，SDage = 0.75）。孩子们参加了七次每周一次的 1 小时“迷路先生”课程，他们的父母参加了三场信息发布会。采用图画半结构化儿童焦虑与应对访谈（CACI），引出儿童在 7 周干预前后的焦虑症状、情绪、应对策略和应对效果的自我报告。尽管孩子们认为他们的适应不良应对策略有帮助，干预后的结果表明，行为回避等适应不良策略的使用显着减少，而适应性认知策略（尤其是认知重构）的使用有所增加。与家长和老师的报告一致，儿童的自我报告表明焦虑和消极情绪困扰显着减少。讨论了这些发现的临床意义。