¿Los ajustes hechos en las escuelas mitigan la discapacidad fruto de la ansiedad por ir a la escuela en jóvenes con ansiedad social?
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides immediate free access to its content. The publication is distributed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence (CC BY-NC-ND 4.0). The rights of the works published in this journal are property of the author and they are free to distribute and disseminate the same sources as long as he correctly cites the font of publication, these acts are not for commercial purposes and no derivative works are generated.
Main Article Content
Abstract
En los Estados Unidos, la legislación garantiza que las escuelas proporcionan adaptaciones a los estudiantes con discapacidades y condiciones que perjudiquen su funcionamiento escolar. En este sentido, los estudiantes con ansiedad social, quienes se enfrentan a muchos desafíos en el contexto escolar, reciben, frecuentemente estas adaptaciones. Sin embargo, se desconoce si las adaptaciones en la escuela logran los objetivos previstos de mitigar el deterioro escolar relacionado con la ansiedad. Por tanto, el estudio actual examinó si las adaptaciones en la escuela, evaluadas como la presencia o ausencia de un Plan de Educación Individualizado (IEP) o Plan 504, moderan las asociaciones entre los síntomas de ansiedad social y el deterioro escolar relacionado con la ansiedad. También exploramos la etapa educativa (primaria vs. secundaria) como un moderador adicional de estas asociaciones e incluimos el sexo y el origen étnico de los jóvenes como covariables. Participaron 504 jóvenes con trastornos de ansiedad (55% niños; 76% l) y sus madres. A partir de los informes de las madres, encontramos asociaciones significativas entre sexo juvenil, ansiedad social y la presencia de un IEP o Plan 504 y el deterioro escolar relacionado con la ansiedad. No hubo efectos de moderación significativos. Se discuten los hallazgos con respecto al papel de las adaptaciones escolares para mitigar los problemas relacionados con la ansiedad y el deterioro escolar. Por tanto, son necesarias. más investigaciones para comprender y conocer las adaptaciones escolares con el fin de ayudar a los adolescentes, especialmente, diagnosticados con ansiedad social.
References
Achenbach, T. M. (1991). Manual for the Child Behavior Checklist/4-18 and 1991 profile. University of Vermont, Department of Psychiatry. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596.
Anderson, E.R., Jordan, J.A., Smith, A.J., & Inderbitzen-Nolan, H.M. (2009). An examination of the MASC social anxiety scale in a non-referred sample of adolescents. Journal of Anxiety Disorders, 23(8), 1098-1105. https: //doi.org/10.1016/j.janxdis.2009.07.013.
Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., Kaufman, J., & Neer, S. M. (1997). The screen for child anxiety related emotional disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child & Adolescent Psychiatry, 36(4), 545-553.
Burstein, M., He, J. P., Kattan, G., Albano, A. M., Avenevoli, S., & Merikangas, K. R. (2011). Social phobia and subtypes in the National Comorbidity Survey–Adolescent Supplement: Prevalence, correlates, and comorbidity. Journal of the American Academy of Child & Adolescent Psychiatry, 50(9), 870-880. https://doi.org/10.1016/j.jaac.2011.06.005.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Assoc., Hillsdale, NJ. Statistical power analysis for the behavioral sciences. 2nd ed. Lawrence Erlbaum Assoc., Hillsdale, NJ.
Comer, J. S., & Kendall, P. C. (2004). A symptom-level examination of parent–child agreement in the diagnosis of anxious youths. Journal of the American Academy of Child & Adolescent Psychiatry, 43(7), 878-886. https://doi.org/10.1097/01.chi.0000125092.35109.c5.
Conroy, K., Greif Green, J., Phillips, K., Poznanski, B., Coxe, S., Kendall, P. C., & Comer, J. S. (2020). School-based accommodations and supports for anxious youth: Benchmarking reported practices against expert perspectives. Journal of Clinical Child & Adolescent Psychology, 1-9. https://doi.org/10.1080/15374416.2020.1723601.
Essau, C. A., Conradt, J., & Petermann, F. (2000). Frequency, comorbidity, and psychosocial impairment of anxiety disorders in German adolescents. Journal of Anxiety Disorders, 14(3), 263-279. https://doi.org/10.1016/S0887-6185(99)00039-0.
Etkin, R. G., Lebowitz, E. R., & Silverman, W. K. (2021a). Using evaluative criteria to review youth anxiety measures, part II: Parent-report. Journal of Clinical Child & Adolescent Psychology, 50(2), 155-176.
Etkin, R. G., Shimshoni, Y., Lebowitz, E. R., & Silverman, W. K. (2021b). Using evaluative criteria to review youth anxiety measures, part I: Self-report. Journal of Clinical Child & Adolescent Psychology, 50(1), 58-76.
Etkin, R. G., Silverman, W. K., & Lebowitz, E. R. (2022). Anxiety and social functioning: The moderating roles of family accommodation and youth characteristics. Research on Child and Adolescent Psychopathology, 1-14. https://doi.org/10.1007/s10802-021-00884-z.
Ginsburg, G. S., Pella, J. E., Pikulski, P. J., Tein, J. Y., & Drake, K. L. (2020). School-based treatment for anxiety research study (STARS): A randomized controlled effectiveness trial. Journal of abnormal child psychology, 48(3), 407-417.
https://doi.org/10.1007/s10802-019-00596-5.
Ginsburg, G. S., Pella, J. E., DeVito, A., & Chan, G. (2021). Child avoidance of anxietyprovoking situations in the classroom and teacher accommodation. Journal of Psychologists and Counsellors in Schools, 1-11. https://doi.org/10.1017/jgc.2021.30.
Green, J. G., Comer, J. S., Donaldson, A. R., Elkins, R. M., Nadeau, M. S., Reid, G., & Pincus, D. B. (2017). School functioning and use of school-based accommodations by treatment-seeking anxious children. Journal of Emotional and Behavioral Disorders, 25(4), 220-232. https://doi.org/10.1177/1063426616664328.
Individuals with Disabilities Education Improvement Act of 2004. 20 U.S.C. § 1400 et seq. Kessler, R. C., Petukhova, M., Sampson, N. A., Zaslavsky, A. M., & Wittchen, H. U. (2012). Twelve‐month and lifetime prevalence and lifetime morbid risk of anxiety and mood disorders in the United States. International Journal of Methods in Psychiatric Research, 21(3), 169-184. https://doi.org/10.1002/mpr.1359.
Killu, K., Marc, R., & Crundwell, A. (2016). Students with anxiety in the classroom: Educational accommodations and interventions. Beyond Behavior, 25(2), 30–40. https://doi.org/10.1177/107429561602500205.
Kitt, E. R., Lewis, K. M., Galbraith, J., Abend, R., Smith, A. R., Lebowitz, E. R., ... & Gee, D. G. (2022). Family accommodation in pediatric anxiety: Relations with avoidance and self-efficacy. Behaviour Research and Therapy, 154. https://doi.org/10.1016/j.brat.2022.104107.
Langley, A. K., Falk, A., Peris, T., Wiley, J. F., Kendall, P. C., Ginsburg, G., ... & Piacentini, J. (2014). The child anxiety impact scale: Examining parent-and child-reported impairment in child anxiety disorders. Journal of Clinical Child & Adolescent Psychology, 43(4), 579-591. https://doi.org/10.1080/15374416.2013.817311.
Lebowitz, E. R., Panza, K. E., & Bloch, M. H. (2016). Family accommodation in obsessivecompulsive and anxiety disorders: A five-year update. Expert Review of Neurotherapeutics, 16(1), 45-53. https://doi.org/10.1586/14737175.2016.1126181.
Lebowitz, E. R., Scharfstein, L., & Jones, J. (2015). Child-report of family accommodation in pediatric anxiety disorders: Comparison and integration with mother-report. Child Psychiatry & Human Development, 46(4), 501-511.
Leigh, E., & Clark, D. M. (2018). Understanding social anxiety disorder in adolescents and improving treatment outcomes: Applying the cognitive model of Clark and Wells (1995). Clinical Child and Family Psychology Review, 21(3), 388-414.
LoCurto, J., Pella, J. E., Chan, G., & Ginsburg, G. S. (2021). Caregiver report of the utilization of school-based services and supports among clinically anxious youth. Journal of Emotional and Behavioral Disorders, 29(2), 93–104. https://doi.org/10.1177/1063426620942155.
March, J. (2013). Multidimensional anxiety scale for children 2nd edition (MASC-2). MultiHealth Systems. https://psycnet.apa.org/doi/10.1037/t05050-000.
Masia Warner, C., Colognori, D., Brice, C., Herzig, K., Mufson, L., Lynch, C., ... & Klein, R. G. (2016). Can school counselors deliver cognitive‐behavioral treatment for social anxiety effectively? A randomized controlled trial. Journal of Child Psychology and Psychiatry, 57(11), 1229-1238. https://doi.org/10.1111/jcpp.12550.
Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., ... & Swendsen, J. (2010). Lifetime prevalence of mental disorders in US adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49(10), 980-989. https://doi.org/10.1016/j.jaac.2010.05.017.
Nail, J. E., Christofferson, J., Ginsburg, G. S., Drake, K., Kendall, P. C., McCracken, J. T.,... & Sakolsky, D. (2015). Academic impairment and impact of treatments among youth with anxiety disorders. Child Youth Care Forum, 44(3), 327–342.
https://doi.org/10.1007/s10566-014-9290-x.
Racine, N., McArthur, B. A., Cooke, J. E., Eirich, R., Zhu, J., & Madigan, S. (2021). Global prevalence of depressive and anxiety symptoms in children and adolescents during COVID-19: A meta-analysis. JAMA pediatrics, 175(11), 1142-1150. doi:10.1001/jamapediatrics.2021.2482.
Section 504 of the Rehabilitation Act of 1973. 29 U.S.C. § 794. Shimshoni, Y., Shrinivasa, B., Cherian, A. V., & Lebowitz, E. R. (2019). Family accommodation in psychopathology: A synthesized review. Indian Journal of Psychiatry, 61(Suppl 1), S93-S103. https://doi.org/10.4103%2Fpsychiatry.IndianJPsychiatry_530_18.
Soohinda, G., & Sampath, H. (2016). Social phobia among school students-prevalence, demographic correlates and socio-academic impairment. Journal of Indian Association for Child and Adolescent Mental Health-ISSN 0973-1342, 12(3), 211-229.
Wehby, J. H., Lane, K. L., & Falk, K. B. (2003). Academic instruction for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11(4), 194-197. https://doi.org/10.1177%2F10634266030110040101.