Suggestions to Help Intervention

Think Exposure Tasks!

• Considering CBT with anxious youth? Think exposures.
  Kendall, P., Robin, J., Hedtke, K., Suveg, C., Flannery-Schroeder, E., & Gosch, E. (2005)
  Cognitive and Behavioral Practice, 12, 136–150.
• When considering what to do about distressing anxiety….”Think Exposures”

The Power of Non-Negative Thinking

• The role of self-statements as a mediator in treatment for youth with anxiety disorders
  Kendall, P. C., & Treadwell, K. R. H. (2007)
  Journal of Consulting and Clinical Psychology, 75(3), 380–9.
• Changes in children’s self-talk helps explain how to overcome anxiety.

Safety Seeking and Exposure Tasks

• Safety-seeking and coping behavior during exposure tasks with anxious youth
  Hedtke, K. a, Kendall, P. C., & Tiwari, S. (2009)
  Journal of Clinical Child and Adolescent Psychology, 38(1), 1–15.
• Coping with anxiety, not seeking safety, can be beneficial.

Anxiety and Autism Spectrum Disorders (ASD)

• Anxiety disorders in typically developing youth: Autism spectrum symptoms as a predictor of cognitive-behavioral treatment
  Puleo, C. M., & Kendall, P. C. (2011)
  Journal of Autism and Developmental Disorders, 41(3), 275–86.
• Involving parents, and homework, facilitates anxiety reduction for youth with ASD.

Try Not to Be “Over” Involved

• Parental responses to positive and negative emotions in anxious and non-anxious children
  Hudson, J. L., Comer, J. S., & Kendall, P. C. (2008)
  Journal of Clinical Child and Adolescent Psychology, 37(2), 303–13.
• Giving your child some control—mothers’ not solving matters for the anxious children—may be helpful.

“Transferring control” can be Helpful

• Exploring the role of parent training in the treatment of childhood anxiety
  Khanna, M. S. & Kendall, P. C. (2009)
  Journal of Consulting and Clinical Psychology, 77(5), 981–6.
• It’s a good idea for parents to grant some control to their children, and to learn some skills to manage their own anxiety

Smoothing the Trail: Being Flexible While Following the Manual

• Smoothing the trail for dissemination of evidence-based practices for youth: Flexibility within fidelity
  Kendall, P. C., & Beidas, R. S. (2007)
  Professional Psychology: Research and Practice, 38(1), 13–20.
• Considerations of ways to facilitate the implementation of evidence-based practice in community settings.

Parents Can Help Children Regulate Their Emotions

• “I’d rather not talk about it”: Emotion parenting in families of children with an anxiety disorder
  Suveg, C., Sood, E., Barmish, A., Tiwari, S., Hudson, J. L., & Kendall, P. C. (2008)
  Journal of Family Psychology, 22(6), 875–84.
• How emotions are explained and addressed by parents can help youth manage anxiety.

Flexible Applications of the Coping Cat Program

• Flexible applications of the Coping Cat Program for anxious youth
  Beidas, R. S., Benjamin, C. L., Puleo, C. M., Edmunds, J. M., & Kendall, P. C. (2010)
  Cognitive and Behavioral Practice, 17(2), 142–153.
• Describes ways to implement treatment, with flexibility, to reach different youth.

Flexibility Within Fidelity

• Flexibility within fidelity
  Kendall, P. C., Gosch, E., Furr, J. M., & Sood, E. (2008)
  Journal of the American Academy of Child and Adolescent Psychiatry, 47(9), 987–93.
• Considers and describes the essential features of effective treatment for youth anxiety.

The FEAR Plan Comes to Life

• The Coping Cat Program for anxious youth: The FEAR plan comes to life
  Podell, J. L., Mychailyszyn, M., Edmunds, J., Puleo, C. M., & Kendall, P. C. (2010)
  Cognitive and Behavioral Practice, 17(2), 132–141.
• Describes a flexible application of problem-solving (FEAR plan) with anxious youth.

Not to Be Concerned: Exposure Tasks Are OK

• In-session exposure tasks and therapeutic alliance across the treatment of childhood anxiety disorders
  Kendall, P. C., Comer, J. S., Marker, C. D., Creed, T. A., Puliafico, A. C., Hughes, A. A., Martin, E. D., et al. (2009)
  Journal of Consulting and Clinical Psychology, 77(3), 517–525.
• The therapeutic alliance, as viewed by the child, the therapist, the mother, and the father, is not damaged by the implementation of exposure tasks.