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In this workshop, Dr. Silverman discusses the research supporting cognitive-behavioral strategies for anxiety problems in children. First, she illustrates assessment procedures for the diagnosis of anxiety disorders through case examples. She also describes the ways in which DSM-IV anxiety disorder symptoms present in children. Next, she demonstrates cognitive-behavioral treatment techniques that have been found to be effective for children with anxiety. Lastly, she details methods for constructing effective exposure sessions that can apply to youth with various anxiety disorders.

Companion Child and Parent Interviews are designed to help you diagnose children with emotional disorder, where anxiety is a prominent component. Problem behaviors and diagnoses include school refusal behavior, separation anxiety, social phobia, specific phobia, panic disorder, agoraphobia, OCD, and PTSD. Assessment of ADHD allow for differentiation of inattentive type, hyperactive-impulsive type, and combined type. Interview questions in the Child Interview are specifically designed to be sensitive and understandable at varied age levels.

The Child and Parent Interview Schedules for the...

For many years, anxiety and phobie disorders ofchildhoodand adolescence were ignored by clinicians and researchers alike. They were viewed as largely benign, as problems that were relatively mild, age-specific, and transitory. With time, it was thought, they would simply disappear or "go away"-that the child or adolescent would magically "outgrow" them with development and that they would not adversely affect the growing child or adolescent. As a result ofsuch thinking, it was concluded that these "internalizing" problems were not worthy or deserving of our concerted and careful...

For many years, anxiety and phobie disorders ofchildhoodand adolescence were ignored by clinicians and researchers alike. They were viewed as largely benign, as problems that were relatively mild, age-specific, and transitory. With time, it was thought, they would simply disappear or "go away"-that the child or adolescent would magically "outgrow" them with development and that they would not adversely affect the growing child or adolescent. As a result ofsuch thinking, it was concluded that these "internalizing" problems were not worthy or deserving of our concerted and careful...