Abstract
Separation Anxiety Disorder (SAD) causes significant impairment in kindergarten studies, social functioning, and family relations among children. This paper is a case study of SAD in an eight-year-old African-American female child, named Chloe, under foster care. The paper includes an annotated bibliography and an evidence-based model recommending cognitive behavioral therapy (CBT) for the given case. The research question for this paper is: how effective is CBT in the treatment of SAD among preschool children diagnosed with SAD? Based on the findings of the annotated literature review, it is concluded that CBT is highly effective as a SAD treatment among preschool children diagnosed with anxiety disorder. Hence, it is recommended that Chloe should undergo a CBT counseling program. The initial treatment goal for Chloe is to help her recognize her anxious feelings and physical responses.

Part 3: Applying Research to a Case Study (Evidence-Based Practice)

Annotated Bibliography

Introduction

The manifestation of anxiety early in childhood is an indication of significant distress and disturbances in life. Separation Anxiety Disorder (SAD) causes significant impairment in kindergarten studies, social functioning, and family relations among children (Schneider et al., 2011). SAD has been shown to be a major risk factor for adulthood anxiety disorder, panic disorder, substance abuse, and depression. Even though SAD has an early onset, a favorable long-term prognosis, and high prevalence, the treatment of SAD in pediatric care settings remains significantly under-researched. Cognitive Behavior Therapy is recommended as the best-suited intervention for the treatment of SAD (Ruocco, Gordon & McLean, 2016; Schneider et al., 2011). This paper is a case study of SAD in an eight-year-old African-American female child, named Chloe, under foster care. The paper includes an annotated bibliography and an evidence-based model recommending CBT for the given case.

Research Question:

How effective is CBT in the treatment of SAD among preschool children diagnosed with an anxiety disorder?

Search Strategy:

The search was conducted on Google Scholar. Google Scholar was selected mainly because of its ease of access and reliability. The search was conducted through the use of the keywords/phrases: “Social Anxiety Disorder,” Cognitive Behavior Theory,” “clinical trial OR random allocation OR single-blind method.” The search results were further analyzed using the abstract, in order to ensure inclusion of the most relevant articles. The inclusion criteria were: English language articles published in and after 2010. Types of studies included randomized controlled trials and quasi-experimental researches. The type of intervention was cognitive behavioral intervention.

Annotations

Article 1: Schneider, S., Blatter-Meunier, J., Herren, C., Adornetto, C., In-Albon, T., & Lavallee, K. (2011). Disorder-specific cognitive-behavioral therapy for separation anxiety disorder in young children: a randomized waiting-list-controlled trial. Psychotherapy and psychosomatics, 80(4), 206-215.

Permalink: https://www.kli.psy.ruhr-uni-bochum.de/kkjp/team/public/Schneider Journals/2011/Schneider et al._Disorderspecific cognitive behavioral treatment.pdf

The purpose of this study was to evaluate the short-term effectiveness of a CBT program for treating SAD in children using RCT design and multi-informant approach. Additionally, the study sought to evaluate the long-term effectiveness of a SAD treatment...…may be concluded that CBT is highly effective as a SAD treatment among preschool children diagnosed with anxiety disorder.

Hence, it is recommended that Chloe should undergo a CBT counseling program. For treating Chloe, an example of a counseling session would be one that is school-oriented, with the school counselor and Chloe's foster parents included in the sessions. In addition, it is suggested that the swimming guide and daycare professionals participate in the sessions.

Treatment Goals (CMHC, MCFC Only)

The initial treatment goal for Chloe is to help her recognize her anxious feelings and physical responses. This will help to calm her down and stop hurting herself by biting her nails. This is vital, as it indicates that Chloe is suffering from severe SAD. Preventing her from injuring herself is the primary goal.

Action Plan (SC Only)

The first action is to help Chloe recognize her anxious feelings and her physical response to it. A recommended strategy is creating a transition plan from home to school.

The second action plan is to help Chloe reframe her feelings. This will require helping her engage in positive physical thoughts.

The third action plan is to create a schedule that is appropriate for Chloe’s psychological level and includes adequate sleep breaks. This will help Chloe to better understand her anxious feelings, manage them, and, with time, be able to block them. Once progress is shown, the schedule can be adjusted to a normal, and even spontaneous,…