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Cognitive Change and Enhanced Coping: Missing Mediational Links in Cognitive Behavior Therapy with Anxiety-Disordered Children

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Abstract

In this review, we examine the recent cognitive behavior therapy (CBT) outcome literature with anxiety-disordered children and, specifically, explore the status of cognitive change and increased coping ability as (1) specific treatment effects, and (2) possible mediators of the efficacy of CBT. In the past decade, the number of controlled CBT studies with clinically diagnosed anxiety-disordered children has increased substantially. CBT aims to restructure distorted or maladaptive cognitions and teach the anxious child to effectively use diverse coping strategies. Our review shows that in recent CBT research with anxiety-disordered children the use of domain-specific measures like cognitive and coping measures is, unfortunately, not common practice. Furthermore, only one study examined the issue of treatment mediation. Generally, recent CBT research has not been designed to test mediational issues and does not clarify whether cognitive change and enhanced coping—the presumed central components of CBT—are in fact responsible for its efficacy. Implications for the direction of future CBT research with anxiety-disordered children are discussed.

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  1. Department of Clinical Psychology, University of Amsterdam, Amsterdam, The Netherlands

    Pier J. M. Prins

  2. Department of Psychology, Virginia Polytechnic Institute and State University, The Netherlands

    Thomas H. Ollendick

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  1. Pier J. M. Prins
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  2. Thomas H. Ollendick
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Prins, P.J.M., Ollendick, T.H. Cognitive Change and Enhanced Coping: Missing Mediational Links in Cognitive Behavior Therapy with Anxiety-Disordered Children. Clin Child Fam Psychol Rev 6, 87–105 (2003). https://doi.org/10.1023/A:1023730526716

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