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Themes for illness impact
Source publication
Background
Anxiety spectrum disorders are the most prevalent psychopathology among children and adolescents. Qualitative research in childhood anxiety disorders can provide valuable insights regarding interventions. The objectives of this study were to examine the child's perspectives on the subjective experience of concerns, the impact of the symp...
Context in source publication
Context 1
... themes emerged in the areas of achievement, interpersonal difficulties, self-esteem, and self-efficacy. Impact on academic and nonacademic achievement, as well as interpersonal difficulties in family, peer, and social setting, emerged during analysis [ Table 1]. A few examples are provided below: ...Citations
... Second, "Knock-on effects, generalization of skills" represented indirect behavioral outcomes, such as improved educational functioning, "giving exams without fear" (Kandasamy et al., 2019); improved financial management, "being more careful with finances" (Jones et al., 2020); and being physically more active, "[I] became in better shape… there was less time to think when I was active" (Bru et al., 2013). ...
Objective
This qualitative review sought to explore how young people (YP) conceptualize positive outcomes from cognitive‐behavioral therapy (CBT) and what YP perceive to be the facilitators and barriers to positive outcomes.
Methods
A systematic literature search was conducted in June 2021 using six online databases. Studies were included if qualitative data were collected from participants who were aged up to 25, had internalizing mental health difficulties, and had received in‐person CBT from trained practitioners.
Results
Nineteen studies were included. The Gough Weight of Evidence framework was used to assess methodological and topical quality and relevance. A thematic synthesis identified 34 conceptualizations of positive outcomes, 57 facilitators, and 49 barriers. Descriptive and analytical themes were identified. In line with the review's pragmatic perspective, the latter were worded as practice recommendations: acknowledge YP's perspectives on outcomes, teach tangible CBT techniques, balance autonomy and support, frame CBT as “upskilling,” explore nuanced barriers to engagement, and consider the power of group dynamics.
Conclusions
This review established the range of YP's views about positive outcomes from CBT, as well as facilitators and barriers to achieving these. Findings should prompt CBT practitioners to reflect and consider how their practice might be shaped through reports from YP as experts by experience.
Children and adolescents (henceforth “children”) with both attention-deficit/hyperactivity disorder (ADHD) and anxiety experience greater difficulties than children with either alone, though qualitative methodologies are yet to be used to understand the challenges this population experience. We aimed to explore parent-reported daily impacts of co-occurring anxiety in children with ADHD (aged 8–13 years). Participants were enrolled in a trial evaluating an adapted anxiety intervention and were eligible if their child met diagnostic criteria for ADHD plus separation, social, and/or generalized anxiety disorder. A baseline measure of life impacts associated with child anxiety captured situations parents reported were difficult, due to their child’s anxiety. Reflexive thematic analysis of free-text responses ( N = 203) facilitated new insights via inductively generating key themes. Three overarching themes highlighted (1) child difficulties with everyday situations and processes due to their anxiety; (2) the nature of the child’s anxiety being pervasive and unrelenting; and (3) the strain placed on the child’s family system. This study enhances understanding of daily impacts associated with co-occurring anxiety and ADHD and may contribute to an improved understanding of support needs. Results reiterate the need to identify co-occurring difficulties in children with ADHD and support both children and their families.
