ABSTRACT
This study examined research attrition in clinical service settings by comparing psychotherapy research completers and dropouts in a private therapy practice. Seventy-seven children 7-12 years old enrolled in the Resilience Builder Program(®) (RBP), a manualized group therapy created and administered in a private practice. Children had social impairments, and most were diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and/or anxiety disorders. Results found that compared to completers, research dropouts had significantly greater social deficits, disruptive behavior problems, affective problems, medication use, and were more likely to be ethnic minorities. We discuss implications for research recruitment and retention in clinical service settings.
Subject(s)
Biomedical Research , Mental Disorders/therapy , Patient Dropouts/psychology , Patient Dropouts/statistics & numerical data , Psychotherapy , Resilience, Psychological , Treatment Outcome , Adolescent , Child , Cross-Sectional Studies , Female , Humans , Male , Maryland , Mental Disorders/epidemiology , Mental Disorders/psychology , Private Practice , Psychotherapy, Group/statistics & numerical dataABSTRACT
This report examines the relationship between treatment response in children with ASD and parents' affective symptomatology. This study examined 29 children with ASD in a manualized group psychotherapy program, Resilience Builder Program® (RBP), where emotional and social functioning of parent and child were measured through pre- and post-treatment questionnaires. Greater parental symptomatology was associated with children's reduced response to RBP in resilience-based emotion regulation skills. Greater parental interpersonal sensitivity (ß = - .27, p = .024) predicted worse post-treatment scores in child communication skills, greater parental anxious symptoms (ß = - .45, p = .005) predicted worse post-treatment scores in child emotional control, and greater parental depressive (ß = .27, p = .041) and anxious symptoms (ß = .36, p = .004) predicted worse post-treatment scores in child internalizing problems.
Subject(s)
Anxiety/psychology , Autism Spectrum Disorder/psychology , Autism Spectrum Disorder/therapy , Parent-Child Relations , Parents/psychology , Psychotherapy, Group/trends , Anxiety/complications , Anxiety/diagnosis , Autism Spectrum Disorder/diagnosis , Child , Child, Preschool , Emotions , Family/psychology , Female , Humans , Male , Social Adjustment , Surveys and Questionnaires , Treatment OutcomeABSTRACT
Resilience and emotion regulation are crucial for optimal psychosocial functioning in children. This study assessed whether a group-based intervention, the Resilience Builder Program (RBP), improved student report of emotion regulation when administered in elementary schools. Sixty-seven students aged 9-12 years (M = 10.50, SD =.74; 82.1% male, 98.5% ethnic/racial minority) were randomly assigned to receive the RBP intervention immediately or following a semester delay. Participants reported their emotional control using the How I Feel scale. Students who received the RBP reported a significant increase in their emotional control and a significant decrease in negative emotion compared to those students in the delayed treatment sample who had not yet received the intervention. Further, students indicated a strongly positive perception of the therapy.