The mechanisms of therapeutic change : a qualitative study of a cognitive-behavioral intervention with a parent-training component for anxious youth
| dc.contributor.advisor | Stark, Kevin Douglas | |
| dc.creator | Jones, Hannah Linley | en |
| dc.date.accessioned | 2015-02-17T21:28:03Z | en |
| dc.date.accessioned | 2018-01-22T22:27:29Z | |
| dc.date.available | 2018-01-22T22:27:29Z | |
| dc.date.issued | 2014-12 | en |
| dc.date.submitted | December 2014 | en |
| dc.date.updated | 2015-02-17T21:28:04Z | en |
| dc.description | text | en |
| dc.description.abstract | Anxiety is one of the most common psychological disorders in school-age children, which has detrimental impact on behavioral, social, and emotional functioning. Cognitive-behavioral therapy has demonstrated effectiveness in treating youth with anxiety disorders; however, little is known about how or why this intervention is beneficial. This study explores the mechanisms of therapeutic change in anxious children and adolescents by evaluating clients’ perspectives through semi-structured interviews. A qualitative research method will be used to assess the thoughts, feelings, and experiences of youth and parents who participate in a cognitive-behavioral intervention program with a parent-training component. Specifically, grounded theory will be used to collect and analyze data and generate a theory, which explains the mechanisms of positive therapeutic change. | en |
| dc.description.department | Educational Psychology | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.uri | http://hdl.handle.net/2152/28529 | en |
| dc.language.iso | en | en |
| dc.subject | Anxiety | en |
| dc.subject | Therapeutic change | en |
| dc.subject | Grounded theory | en |
| dc.title | The mechanisms of therapeutic change : a qualitative study of a cognitive-behavioral intervention with a parent-training component for anxious youth | en |
| dc.type | Thesis | en |