Kendall 1990 Coping Cat Cbt
Philip C. Kendall, Ph.D., ABPP, & Kristina A. Hedtke, Ph.D.,Temple University, Child and Adolescent Anxiety Disorders Clinic Empirically-supported CBT to reduce anxious distress in youth. This newest edition is a revision of the original Coping Cat Workbook by Philip Kendall that has been in use since 1992. Sixteen therapy sessions promote coping skills for dealing with anxiety. The program can be adapted for use with individual youth or with groups. Appendices include "situation cards" with three levels of difficulty, a "feelings barometer", as well as other cut-outs and a certificate of achievement. (81 pages)
kendall 1990 coping cat cbt
Empirically-supported CBT to reduce anxious distress in youth. This newest edition is a revision of the original Coping Cat Workbook by Philip Kendall that has been in use since 1992. Sixteen therapy sessions promote coping skills for dealing with anxiety. The program can be adapted for use with individual youth or with groups. Appendices include "situation cards" with three levels of difficulty, a "feelings barometer", as well as other cut-outs and a certificate of achievement. (81 pages)
Kujawa, A., Swain, J. E., Hanna, G. L., Koschmann, E., Simpson, D., Connolly, S., Fitzgerald, K. D., Monk, C. S., & Phan, K. L. (2016). Prefrontal reactivity to social signals of threat as a predictor of treatment response in anxious youth. Neuropsychopharmacology, 41(8), 1983-1990.
Coping Cat. For the treatment of anxiety, the seminar reviewed the Coping Cat manual. Coping Cat is a 16 session CBT intervention for children that addresses anxiety and has been validated in a number of clinical trials (Kendall, 1994; Kendall et al., 1997). Coping Cat includes three phases of treatment: psychoeducation regarding anxiety, skills training to manage anxiety, and then gradual exposure to anxiety provoking situations (Kendall, Kane, Howards, & Siqueland, 1990). Coping Cat works with patients to: identify anxious feelings and thoughts, apply behavioral techniques such as relaxation, and apply cognitive techniques by trying to think more positively. Coping Cat was covered over four seminar sessions.
Treatment adapted from the Coping Cat program for Australian youth. Twelve sessions focused on recognition of anxious feelings, bodily reactions to anxiety, cognitive restructuring, coping self-talk and exposure,
Parent + Child conditions are ten weekly sessions focusing on psychoeducation, relaxation skills, exposure, and social skills training. Parents received information on child anxiety, management techniques, positive parental coping skills, and communication and problem-solving skills. Parent Only condition covered same material without the child involved.
The PAM programme (Visagie 2016) is a brief CBT-based early intervention and prevention programme for anxiety, specifically tailored to meet the needs of visually impaired children between the ages of 9 and 14 years. Participants received 10 PAM group sessions over the course of 5 weeks. Sessions were delivered twice weekly and lasted approximately 45 min. Sessions were delivered in either English or Afrikaans depending on the children's language of schooling (English at school 1 and Afrikaans at school 2). During the programme, children participate in activities, which teach coping skills and problem-solving techniques, thereby helping them to deal more effectively with anxiety. Activities teach skills to identify feelings; to learn to relax, to identify unhelpful thoughts and replace them with more helpful thoughts (cognitive restructuring), how to face and overcome daily problems and challenges and how to illicit family and peer support (Barrett, Lowry-Webster & Turner 1999; Stallard et al. 2007; Visagie 2016). The programme uses a tangible soft toy dog (named PAM) with a collar and eight symbolic charms to represent key anxiety management skills. Charms include the following: (1) a heart, a reminder that feelings come from your heart; (2) a hat, a reminder that thoughts come from your head; (3) a butterfly, a reminder of how the body reacts to anxiety (i.e. the butterflies in your tummy); (4) a noodle, a reminder to use relaxation strategies to help the body relax (like a cooked noodle); (5) a musical note, a reminder to do things, which help you to relax and make you feel good (e.g. listen to music, sing a song, play a game, etc.); (6) a shoe, a reminder of the steps to take to face and solve your problems; (7) a star, a reminder to reward yourself for trying your best; and (8) a hand, a reminder to reach out for others when you need help. The format of the programme included large and small group work sessions, role plays, games, stories, activities and quizzes (more information pertaining to the programme's content can be attained on request).
Johnston, K.M., Kemps, E. & Chen, J., 2018, 'A meta-analysis of universal school-based prevention programs for anxiety and depression in children', Clinical Child and Family Psychology Review 21(4), 466-481. -018-0266-5 [ Links ]Kendall, P.C., 1990, The coping cat workbook, Temple University, Merion Station, PA.