Incorporating Video Feedback into a Cognitive-Behavioral Intervention for Treating Childhood Anxiety: Initial Findings after Delivering Super Skills for Life

Abstract

The present study examined the effectiveness of a transdiagnostic intervention programme, Super Skills for Life (SSL), in children with clinical anxiety. SSL, in addition to the principles of cognitive and behavioral therapy, also incorporates video feedback and cognitive preparation as essential components of the treatment. The program was implemented in a clinical population in an NHS community child mental health unit. The sample consisted of 23 Greek-speaking elementary school children diagnosed with at least one Anxiety Disorder (AD). Each session was held once a week for 1 hour. The program consisted of 8 sessions. Children were video-recorded during a 2-min speech task in sessions 1 and 8. All the children completed a large battery of self-reported questionnaires targeting emotional and behavioral difficulties before and after participating in the intervention. There was an immediate improvement in participants after the completion of the intervention. Regarding the behavioral indicators of anxiety during the 2-minute speech task, improvements were observed and recorded by both the children themselves and external observer assessments. Thus, behavioral improvement was detected regarding children’s social competence and self-concept from pre-treatment to post-treatment. The present study used an open clinical trial design, had a small sample size, and did not provide evidence regarding the long-term sustainability of the program’s beneficial effects after the intervention’s completion. This study provides preliminary exploratory results regarding the effect of video feedback on the improvement of social anxiety and self-perception of children with pathological anxiety. Additionally, it constitutes a useful therapeutic tool within the framework of applying SSL to this population.