The Brief Coping Cat for Students Who Are Gifted and Experience Anxiety
Date of Award
2021
Degree Name
Ed.S. in School Psychology
Department
School of Education and Health Sciences
Advisor/Chair
Elana R. Bernstein
Abstract
Anxiety is a normal and appropriate response to a variety of situations. However, long-term effects of anxiety can impede daily life activities and disrupt an individual's overall well-being; this can be amplified when the child is also academically or intellectually gifted. The present study examined the effectiveness of the Brief Coping Cat, implemented in a school setting with three students who were identified gifted and demonstrated elevated levels of anxiety. Students participated in an eight-week intervention designed to increase their understanding of anxiety and teach effective coping skills through cognitive strategies and exposure tasks. Each student completed the Multidimensional Anxiety Scale for Children 2nd Edition Self Report before and after the intervention period and completed a Subject Units of Distress Scale (SUDS) during each session, to measure the efficacy of the intervention. Results indicated that the brief intervention was effective in reducing anxiety for students who were academically and intellectually gifted. Implications for school-based supports for students who are gifted and experience anxiety are discussed.
Keywords
Psychology, Educational Psychology, Mental Health, School Counseling, School Psychology, Gifted Students, Gifted Education, Anxiety, Anxiety Intervention, Brief Coping Cat, Coping Cat, School Based Interventions, Adolescent Mental Health, Cognitive Behavioral Therapy, Brief Cognitive Behavioral Therapy
Rights Statement
Copyright © 2021, author
Recommended Citation
Henry, Leanna, "The Brief Coping Cat for Students Who Are Gifted and Experience Anxiety" (2021). Graduate Theses and Dissertations. 6991.
https://ecommons.udayton.edu/graduate_theses/6991
