Early Screening for Anxiety in Kindergarten Children

• In Event: Mental Health in Young Children: Concerns and Prevention

Abstract

Schools are uniquely qualified to provide children a provision of services, including educational, social, and emotional support and are regarded as a critical context for promoting psychological well-being (Stewart, Sun, Patterson, Lemerle & Hardie, 2004). A recent shift in the perspective of educators and mental health professionals emphasizes enhancing positive psychological characteristics and preventing or reducing the risk of mental health concerns rather than repairing mental weaknesses (Clonan, Chafoules, McDougal & Riley-Tillman, 2004; Seligman & Csikszenmihalyi, 2000). The most commonly reported mental health concern among children is anxiety, which is associated with numerous psychological and educational difficulties (Ost & Treffers, 2003). Early detection and prevention of anxiety disorders may increase children’s social emotional well-being and academic success.
The present study consisted of two phases, the first in 2009 and the second in 2010, where the responses of parents of Kindergarten children attending public schools in western Canada were examined. Parents completed both a screener questionnaire and a diagnostic interview, the Anxiety Disorders Interview Schedule, Fourth Edition (ADIS-IV; Silverman & Albano, 2004), which were compared using sensitivity and specificity. Results indicate that the screener questions have a combined sensitivity of 83.3% and specificity of 82.5%, which means that asking parents two simple questions about their child in Kindergarten can help inform educational professionals decision-making regarding early intervention and prevention efforts. School-based, universal screening programs will be discussed along with implications for future research and practice in childhood anxiety.

References

Stewart, D. E., Sun, J., Patterson, C., Lemerle, K., & Hardie, M.W. (2004) Promoting and building resilience in primary school communities: Evidence from a comprehensive ‘health promoting school’ approach. International Journal of Mental Health Promotion, 6(3), 26-31.

Clonan, S.M., Chafouleas, S.M., McDougal, J.L., & Riley-Tillman, T. C. (2004). Positive psychology goes to school: Are we there yet? Psychology in the Schools, 41(1), 101-109.

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology. American Psychologist, 55(1), 5-14.

Silverman, W. K., & Albano, A. M. (2004). Anxiety Disorders Interview Schedule (ADIS-IV): Child and Parent Versions. Albany, NY: Graywind Publications.

Ost, L. G., & Treffers, P. (2003). Onset, course, and outcome for anxiety disorders in children. In W. Silverman & P. Treffers (Eds.), Anxiety disorders in children and adolescents: Research, assessment, and intervention (pp. 293–311). Cambridge, UK: Cambridge University Press.

Authors

• Ellen Shumka, The University of British Columbia

• Lynn D. Miller, The University of British Columbia

• Karen Hamill, The University of British Columbia

• Vanessa Emily Waechtler, The University of British Columbia