Angelosante et al. (2009) |
Treatment description and case study (n = 2) |
12–17 |
Adolescent panic control treatment with in vivo exposures with (APE + fam) or without family involvement (APE) |
Panic disorder and agoraphobia |
Briefer and more intensive treatment to allow young people to more quickly return to developmentally important activities |
Included clinician-assisted in vivo exposures, to guide the adolescents in their execution rather than letting them do them unsupervised at home |
Parents/caregivers (in APE + fam) engaged as coaches |
Assessment of motivation pre-treatment and motivational enhancement techniques used in session |
Manual adapted to include developmentally appropriate and concrete examples, less technical language, and sentence structure was simplified |
Gradual transfer of responsibility and ownership of the treatment from clinician to the adolescent |
Cunningham et al. (2009) |
Empirical study (n = 5) |
14–16 |
Cool teens CD-ROM for anxiety disorders in adolescents (CBT) |
Anxiety |
Interactive multimedia presentation (text, audio, illustrations, cartoons, and live video) with examples and presentation relevant to adolescent clients |
Treatment delivered in a new media (computer-based treatment) suited to adolescents (allows for personal control and flexibility; reduces stigma of receiving treatment) |
Involvement of young people during content creation |
Spence et al. (2008) |
Treatment description and case study (n = 2) |
13–17 |
Online CBT for child and adolescent anxiety (BRAVE–ONLINE)—Teenage version |
Anxiety |
Interactive multimedia presentation (online, via internet) |
Visually appealing and interesting (bright, eye-catching graphics including real-life pictures) |
More complex text, examples, and stories, more advanced graphics, and interspersed with a greater number of interactive exercises (e.g., “quizzes”) than child version |
Aimed at a minimum reading level of age 12 |
Use of teenage characters as “models” for the use of coping strategies to overcome anxiety problems |
Siqueland et al. (2005) |
Empirical study (Phase i, n = 8, Phase ii, n = 11) |
12 –18 |
Cognitive behavioral and attachment-based family therapy |
Anxiety |
CBT components taught more quickly |
Cognitive therapeutic strategies emphasized |
Level of parent involvement in exposures negotiated as part of overall treatment focus of negotiating a balance of competency, autonomy, and attachment to parents |
Nauta et al. (2003) |
Empirical study (n = 79) |
7–18 |
Dutch adaptation of the Coping Cat program (Kendall 1990) |
Anxiety |
Extra workbook pages added for adolescents (e.g., less childish; more in-depth explanation and application of cognitive techniques such as challenging thoughts) |
Ginsburg and Drake (2002) |
Empirical study (n = 6) |
14–17 |
School-based group CBT for African-American adolescents |
Anxiety |
Manual adapted to be developmentally appropriate and culturally sensitive |
Adolescent-relevant examples included |
Parents not included due to time constraints and scheduling conflicts |
Kendall et al. (2002) |
Treatment manual |
14–17 |
The C.A.T Project (CBT) |
Anxiety |
Adolescent can choose their own name for the program (i.e., their own interpretation of the initials C.A.T.) |
More detailed psychoeducational material |
Reduced emphasis on affective education |
Cognitive therapeutic strategies emphasized |
Increased adolescent autonomy in the context of parental overprotection and control |
Scapillato and Manassis (2002) |
Treatment description |
12 –15 |
Group CBT |
Anxiety |
Group format |
Cohesion-building introductory group activities |
Barrett et al. (2000) |
Treatment manual |
12 –16 |
Friends for youth (CBT) |
Anxiety |
Group format |
Features age-appropriate content, activities, and illustrations |
More room for group discussion rather than didactic interaction in treatment session |
Less attention to affective education |
Emphasis on self-esteem building and friendship skills |
More attention to challenging negative thinking |
Hoffman and Mattis (2000) |
Case study (n = 2) |
13 |
Panic control treatment (CBT-based) |
Panic disorder |
Clear, simplified language and verbal and visual examples used |
Lively examples of concepts incorporated |
New terms/analogies designed to help adolescents understand and recall concepts |
Parents involved in some sessions as ‘coaches’ |
Focus on active, experiential aspects of treatment over technical psychoeducational information |
Albano (1995) |
Treatment description |
13–17 |
Cognitive-behavioral group treatment for adolescents |
Social phobia |
Group format |
Protocol was a downward extension of the adult version of the treatment |
Albano et al. (1995) |
Empirical study (n = 5) |
|
|
|
Fears and anxieties are evaluated within a developmental context |
Presentation of case formulation to increase motivation and normalize problems |
Parent involvement in four sessions (psychoeducation, how to support child) |
Inclusion of behavioral social skills training |
More modeling, role playing, and behavior shaping in the first four sessions, with a shift toward active participation later |
Use of workbooks and handouts |
Focus on typical feared situations for adolescents (‘snack time practice’) |
Ollendick (1995) |
Empirical study (multiple baseline design; n = 4) |
13–17 |
CBT |
Panic disorder with agoraphobia |
Parent involvement in exposure practice |