Training Graduate Students on the Anxiety Disorders Interview Schedule for Children-Parent Report

• In Event: Training School Professionals in the Field of Child and Adolescent Mental Health

Abstract

Anxiety disorders in childhood are associated with problems in many domains of functioning, including academic achievement (Ost & Treffers, 2001). Anxiety disorders, with a lifetime prevalence of 28%, is a condition with childhood onset that may be prevented with early detection (Kessler et al., 2005). Unfortunately, childhood anxiety disorders often go undetected and untreated.

An estimated 70% of children and youth struggling with mental health issues will not receive any mental health care (USDHHS, 1999). There is an urgency to implement not only effective forms of treatment, but to address early identification and prevention during childhood and adolescents. There is an increasing emphasis on the need for graduate interns and clinicians to provide assessment services. However, many internship training directors report that students do not have the skills to conduct assessments (Clemence & Handler, 2001).

This study evaluated a training program for the Anxiety Disorders Interview Schedule for Children– Parent Report (ADIS-IV-C/P; Silverman & Albano, 1996). Participants included 25 graduate students at a university in western Canada. The training program included teaching background knowledge on anxiety, interdisciplinary collaboration, modeling, practice, supervision, and interrater reliability. Participants conducted a minimum of ten hours of interviews over a 2-3 month period. Following the completion of the project, participants were invited to complete an online survey, evaluating the training program.

Results from the survey showed that 96% - 100% of participants agreed or strongly agreed that the training program provided training, information, and/or experience that would not have otherwise been available in the program. Ninety six to 100% agreed or strongly agreed that the training program contributed to their knowledge of assessing and diagnosing anxiety disorders

Results suggest that graduate students find training in assessment important to their career and that specific training in assessment is not adequately included in applied psychology programs. Implications for graduate level training in psychodiagnostic assessment and the delivery of child and youth mental health services will be addressed. Future directions in research will also be discussed.

References
Clemence, A. J., & Handler, L. (2001). Psychological assessment on internship: A survey of training directors and their expectations for students. Journal of Personality Assessment, 76(1), 18-47.

Kessler, R. C., Demler, O., Frank, R. G., Olfson, M., Pincus, H., Walters, E., et al. (2005). Prevalence and treatment of mental disorders, 1990 to 2003. The New England Journal of Medicine, 352, 2515-1523.

Ost, L., & Treffers, P. D. (2001). Onset, course, and outcome for anxiety disorders in children. In W. Silverman & P. D. Treffers (eds.). Anxiety Disorders in Children & Adolescents. Cambridge, UK: 293-312.

Silverman, W. K. & Albano, A. M. (1996). The anxiety disorders interview schedule for children for DSM-IV: Child and parent versions. San Antonia, TX, Psychological Corporation.

U.S. Department of Health and Human Services. (1999). Mental health: A report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration.

Authors

• Christine Yu, The University of British Columbia

• Lynn D. Miller, The University of British Columbia

• Karen Hamill, The University of British Columbia

• Heather Baker, The University of British Columbia

• Angela Herle, The University of British Columbia