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El análisis de cómo se ha utilizado el marco del IASC a lo largo de la década, desde su lanzamiento en 2010, ofrece algunas reflexiones que pueden ser útiles para quienes trabajan para lograr soluciones duraderas a los desplazamientos internos.

No increased effect has been associated with parent involvement in cognitive behavioral therapy (CBT) for youths with anxiety disorders. The purpose of this study was to explore parent and therapist experiences of CBT among non-responding youths with anxiety disorders, with a primary focus on parent involvement in therapy. Interpretative phenomenological analysis was applied to 24 sets of semi-structured interviews with families and therapists of anxiety-disordered youths who had not profited from CBT with parental inclusion. From the superordinate theme parents’ difficulties acting as co-therapists, which emerged from the analyses, two master themes represented the perspectives of parents ( difficulty working together with the youth and feeling unqualified, with limited resources), and two represented the perspectives of therapists ( family dynamics stood in the way of progress and difficulty transferring control to parents). Parent and therapist experiences complemented each other, offering two different perspectives on parent difficulties as co-therapists. However, the two groups’ views on their respective roles in therapy were in conflict. Parents wished to remain being “just the parents” and for the experts to take over, while therapists wished to act as facilitators transferring the control to parents. Clinical implications are drawn for parental involvement and enhancement of treatment outcomes for likely non-responders.

The purpose of the study was to examine clinical predictors of non-response to manualized cognitive behaviour therapy (CBT) among youths (children and adolescents) with anxiety disorders, and to explore families' perspective on therapy, using a mixed methods approach. Non-response to manualized group CBT was determined among 106 youths of Danish ethnicity (7–17 years old) with a primary anxiety disorder, identified with the Clinical Global Impression of Improvement Scale at the 3-month follow-up. Twenty-four youths (22.6 %) had not responded to treatment, and a logistic regression analysis revealed that youths with a primary diagnosis of social phobia were seven times more likely not to respond, whereas youths with a comorbid mood disorder were almost four times more likely. Families of non-responding youths with primary social phobia and/or a comorbid mood disorder (n = 15) were interviewed, and data were analysed through interpretative phenomenological analysis. Two superordinate themes emerged: youths were not involved in therapy work, and manualized group format posed challenges to families. The mixed methods approach provided new perspectives on the difficulties that may be encountered by families of non-responding youths with a primary social phobia diagnosis and youths with a comorbid mood disorder during manualized group CBT. Clinical implications related to youths' clinical characteristics, and families' experience and suggestions are drawn. Copyright © 2015 John Wiley & Sons, Ltd. Key Practitioner Messages Youths with an anxiety disorder, who had a primary social phobia diagnosis and those, who had a comorbid mood disorder, were more likely not to respond to manualized group CBT. Parents of those non-responding youths often considered them as motivated to overcome their difficulties, but due to their symptomatology, they were unreceptive, reluctant and ambivalent and therefore not actively involved in therapy. The non-responding youths with social phobia felt evaluated and nervous of what others thought of them in the group. The parents of the non-responding youths with a comorbid mood disorder felt the group format placed restraints on therapists' ability to focus on their individual needs.

This case study involves a 12-year-old boy, Erik, with cognitive difficulties, who also suffered from multiple anxiety disorders (specifically, he met the diagnostic criteria of Generalized Anxiety, Specific Phobias, Social Phobia, and Separation Anxiety). Erik and his family were treated for 10 sessions over three months with the "Cool Kids " cognitive-behavioral therapy (CBT) program developed by Ronald Rapee and his colleagues (Rapee et al., 2006). The treatment took place in a university training clinic in Aarhus, Denmark. CBT was conducted in a group format, with both children and their families taking an active part, and included cognitive restructuring, gradual exposure, child management training, and skills training in areas such as assertiveness. Results show that therapy effectively reduced the child’s anxiety symptoms, as measured by the Anxiety Disorder Interview Schedule for Children and Parents (ADIS-IV P/C) and by the Spence Children's Anxiety Scale (SCAS). Additional quantitative and qualitative data indicate an overall positive therapeutic outcome, which was maintained at 3 months and 15 months after the conclusion of treatment. A primary aim of the case study was to investigate the mechanisms of change leading to success in Erik's case, focusing on the role of parental inclusion in the therapy and the necessary accommodations made to the child’s cognitive developmental level. For example, through parents’ engagement in therapy, it was possible to alter their expectations and behaviors, with Erik’s mother learning how to be less overprotective and control her own anxiety, functioning as a positive role model for her child. Furthermore, the present study stresses the significance of accommodating the treatment to the child’s cognitive developmental level, such that Erik’s cognitions were initially challenged successfully through gradual exposures and only later addressed with cognitive restructuring, aided by the treatment given to his parents and Erik’s advancing cognitive maturation.

The purpose of the study was to examine clinical predictors of non-response to manualized cognitive behaviour therapy (CBT) among youths (children and adolescents) with anxiety disorders, and to explore families' perspective on therapy, using a mixed methods approach. Non-response to manualized group CBT was determined among 106 youths of Danish ethnicity (7-17 years old) with a primary anxiety disorder, identified with the Clinical Global Impression of Improvement Scale at the 3-month follow-up. Twenty-four youths (22.6 %) had not responded to treatment, and a logistic regression analysis revealed that youths with a primary diagnosis of social phobia were seven times more likely not to respond, whereas youths with a comorbid mood disorder were almost four times more likely. Families of non-responding youths with primary social phobia and/or a comorbid mood disorder (n = 15) were interviewed, and data were analysed through interpretative phenomenological analysis. Two superordinate themes emerged: youths were not involved in therapy work, and manualized group format posed challenges to families. The mixed methods approach provided new perspectives on the difficulties that may be encountered by families of non-responding youths with a primary social phobia diagnosis and youths with a comorbid mood disorder during manualized group CBT. Clinical implications related to youths' clinical characteristics, and families' experience and suggestions are drawn. Copyright © 2015 John WileySons, Ltd.Youths with an anxiety disorder, who had a primary social phobia diagnosis and those, who had a comorbid mood disorder, were more likely not to respond to manualized group CBT. Parents of those non-responding youths often considered them as motivated to overcome their difficulties, but due to their symptomatology, they were unreceptive, reluctant and ambivalent and therefore not actively involved in therapy. The non-responding youths with social phobia felt evaluated and nervous of what others thought of them in the group. The parents of the non-responding youths with a comorbid mood disorder felt the group format placed restraints on therapists' ability to focus on their individual needs.

Using a self-report bullying inventory, the extent and nature of bullying behaviour among primary Greek school children was investigated in a study of 1312 pupils between 8 and 12 years of age, in the greater Athens area. Overall, 14.7% of the children were self-reported as victims of bullying, 6.25% as bullies and 4.8% as both. Significantly more boys were self-identified as bullies and bully/victims. The two most common forms of bullying were 'name calling' and 'hitting and kicking'. Boy bullies engaged in more direct physical bullying, while girls bullied indirectly. There was a tendency for bullying to decrease with increasing age and take more indirect form. There was evidence of peer pressure as 33.5% reported being forced to join in bullying others.

Differences in attitudes and feelings toward bullies and bullying behaviour were investigated among 1312 pupils between 8 and 12 years of age in the greater Athens area, Greece, who completed a self-report bullying inventory. Pupils' perceptions of teachers' and parents' awareness of bullying were also examined. Fifteen per cent of bullies reported feeling 'nothing special' when they witness a bullying incident, while fewer bullies than victims reported that 'it is very unpleasant'. More boys than girls understood why some pupils bully and reported that they like bullies because they are 'cool'. According to pupils' reports teachers have talked significantly less than parents to victims and bullies/victims about bullying. Furthermore, approximately half of the pupils claimed that they do not know whether teachers are aware of bullying behaviour. It is concluded that teachers, pupils and school communities need to become sensitised to the phenomenon of bullying.

BACKGROUND: Cognitive behavioural therapy (CBT) has been found to be effective for children and adolescents (6-18 years) with anxiety disorders, but the non-response rate is high-a fact that may argue for the importance of studies on pre-treatment characteristics of children and their families that predict treatment outcome.AIMS: To provide a systematic review of clinical and demographic pre-treatment child and family predictors of treatment outcome in CBT for anxiety disorders in youth.METHOD: A systematic literature search was conducted based on electronic databases (PsycINFO, Embase and PubMed), and retrieved studies were analysed according to the box-score method of counting significant findings.RESULTS: 24 studies with a sample size ≥ 60 were located. Most studies dealt with the following predictors: child age, gender, comorbidity, symptom severity and parental psychopathology. There was some evidence that a higher degree of pre-treatment symptomatic severity and non-anxiety comorbidity predicted higher end-state severity, but not a lesser degree of improvement. There was some but inconsistent support for a negative influence of parental psychopathology.CONCLUSION: Studies on pre-treatment child and family predictors of outcome in CBT for youth anxiety disorders have until now resulted in few findings of clinical or theoretical significance.

Background. Adult-child teaching interactions have been found to help children move to higher and more advanced levels of cognitive thinking and reasoning. Aims. The investigation of whether nursery nurses offer more verbal and non-verbal instructions when interacting with 3-year-old than 4-year-old children, a dyad than a tetrad, girls than boys and as the difficulty of the task increases. Samples. Four hundred and eighty 3- and 4-year-old preschoolers (240 boys and 240 girls) of middle class background from 25 nurseries in the area of Athens, Greece, were observed interacting with 40 nursery nurses while reproducing a numerical task. Methods. Each nursery nurse interacted with a dyad and a tetrad of children of each age group while solving a task of numerical correspondence consisting of three, six, or nine elements. Each child was expected to reproduce in succession a model array of cubes that the nursery nurse presented to them. All sessions were videotaped. Results. Nursery nurses made significantly more verbal and non-verbal instructional shifts when addressing 3-year-olds, dyads, and as the level of the task became progressively more difficult. Sex was not found to significantly affect nursery nurses' behaviour. Furthermore 4-year-olds were more successful in completing the task at all levels of difficulty. Conclusions. Nursery nurses adjust both the quality and quantity of their instructions according to the demands of the children with whom they interact. Their teaching methods in small groups are influenced by variables such as age, group size and task difficulty level.

A sample of 75 primiparas in Athens, Greece were interviewed 3 days following birth (T1) regarding their attitudes towards maternal grandmother participation in child care. A follow-up questionnaire measuring the same attitudes and maternal separation anxiety (MSA) was answered 3–8 months later (T2). It was found that maternal grandmothers were going to assist in child care in 68% of the cases. Higher scores on the MSA subscale ‘employment-related separation concerns’ were obtained by all mothers who were not assisted in child care by the maternal grandmother and were highest among those mothers intending to work before the child was 1 year old. Mothers who intended to work as well as those who had a higher educational level had significantly lower scores on the MSA subscale ‘maternal separation anxiety’. Overall, mothers expressed favourable attitudes towards maternal grandmother participation at T1 and T2. Positive attitudes were especially observed among mothers who relied on grandmothers for child care.

Anastasia Houndoumadi piše o tome kako su dječja prava postala okvir za kreiranje projekta nadahnutog umjetnošću.

This paper responds to a commentary by Perini, Wuthrich, and Rapee (2013) on two case studies on cognitive behavioral therapy for anxious children and their parents using the "Cool Kids" treatment program (Lundkvist-Houndoumadi & Thastum, 2013a; Lundkvist-Houndoumadi & Thastum, 2013b). In our response we address the following topics: including fathers in the therapy; a stepped-care approach to treatment; treatment of non-responders; parental anxiety as a predictor of treatment response; combining group and individual formats; and inclusion of students in the treatment.

This case study involves a therapy group of four boys and two girls aged 8-12 who suffered from multiple anxiety disorders. The children and their families were treated for 10 sessions over three months with the "Cool Kids" cognitive-behavioral therapy (CBT) program developed by Rapee and his colleagues (2006). The treatment, which took place in a university training clinic in Aarhus, Denmark, was conducted in a group format, with both children and their families taking an active part, and included cognitive restructuring, gradual exposure, child management training, and skills training in areas such as assertiveness. Outcome was measured by change over time on standardized self-report measures, on diagnosis, and on an overall judgment based on all the data on a "Clinical Global Impression-Improvement of Anxiety Scale" ("CGI-I"). Four of the cases, the "responders," showed successful outcomes on standardized measures, while two, the "nonresponders," did not. This case study looks both qualitatively and quantitatively at the process and outcome of each child and family, exploring the differences between the responders and nonresponders.

Case Studies Within Psychotherapy Trials: Integrating Qualitative and Quantitative Methods presents a specific, mixed-methods approach, called the “Cases Within Trials” (CWT) model, to psychotherapy research, combining the results from a randomized clinical trial (RCT); the results of richly and qualitatively detailed systematic case studies involving contrasting outcomes drawn from the experimental condition of the RCT; and a synthesis of the two types of knowledge. Chapter 3 of the book applies this model to an RCT study of a group-based, cognitive-behavioral treatment (CBT)—called “Cool Kids/Chilled Adolescents”—for youth anxiety in Denmark. Finding a substantial statistical advantage of the CBT treatment to a waiting-list control condition, the authors then analyze and compare the positive-outcome case of Lisa with the negative-outcome case of Marius, both drawn from the CBT condition.

The study of school bullying has recently assumed an international dimension, but is faced with difficulties in finding terms in different languages to correspond to the English word bullying. To investigate the meanings given to various terms, a set of 25 stick-figure cartoons was devised, covering a range of social situations between peers. These cartoons were shown to samples of 8- and 14-year-old pupils (N = 1,245; n = 604 at 8 years, n = 641 at 14 years) in schools in 14 different countries, who judged whether various native terms cognate to bullying, applied to them. Terms from 10 Indo-European languages and three Asian languages were sampled. Multidimensional scaling showed that 8-year-olds primarily discriminated nonaggressive and aggressive cartoon situations; however, 14-year-olds discriminated fighting from physical bullying, and also discriminated verbal bullying and social exclusion. Gender differences were less appreciable than age differences. Based on the 14-year-old data, profiles of 67 words were then constructed across the five major cartoon clusters. The main types of terms used fell into six groups: bullying (of all kinds), verbal plus physical bullying, solely verbal bullying, social exclusion, solely physical aggression, and mainly physical aggression. The findings are discussed in relation to developmental trends in how children understand bullying, the inferences that can be made from cross-national studies, and the design of such studies.