Effectiveness of the Friends for Life program in Portuguese schools: study with a sample of highly anxious children

Pereira, Ana Isabel, Marques, Teresa, Russo, Vanessa, Barros, Luísa and Barrett, P. (2014) Effectiveness of the Friends for Life program in Portuguese schools: study with a sample of highly anxious children. Psychology in the Schools, 51 6: 647-657. doi:10.1002/pits.21767


Author Pereira, Ana Isabel
Marques, Teresa
Russo, Vanessa
Barros, Luísa
Barrett, P.
Title Effectiveness of the Friends for Life program in Portuguese schools: study with a sample of highly anxious children
Journal name Psychology in the Schools   Check publisher's open access policy
ISSN 1520-6807
0033-3085
Publication date 2014-07-01
Year available 2014
Sub-type Article (original research)
DOI 10.1002/pits.21767
Open Access Status Not Open Access
Volume 51
Issue 6
Start page 647
End page 657
Total pages 11
Place of publication Hoboken, NJ, United States
Publisher John Wiley & Sons
Language eng
Formatted abstract
The FRIENDS for Life program is a cognitive–behavioral group program that targets anxiety in children. The main purpose of this study was to analyze the effectiveness of the Portuguese version of the FRIENDS for Life Program, which was implemented in schools to reduce anxiety problems in a group of highly anxious children. The study used a quasi-experimental research design with two groups of children, an intervention (n = 17) and a wait-list control group (n = 21), aged 8 to 12 years old. The impact of the program in reducing anxiety symptoms as assessed by children and mothers was analyzed through the Screen for Child Anxiety Related Emotional Disorders-Revised (SCARED-R). The results show a statistically significant post intervention effect on anxiety symptoms evaluated by the child, but not by the mother. The implications of these results for the prevention of anxiety disorders in Portuguese schools are discussed.
Keyword Anxiety in children
Portuguese schools
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
 
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