Super Skills for Life: Eficacia de un programa transdiagnóstico de prevención indicada para los problemas emocionales infantiles

• Iván Fernández-Martínez ^[1] ; José P. Espada ^[1] ; Mireia Orgilés ^[1]
  1. [1] Universidad Miguel Hernández de Elche

     Universidad Miguel Hernández de Elche

     Elche, España

     
• Localización: Revista de Psicología Clínica con Niños y Adolescentes, ISSN-e 2340-8340, Vol. 6, Nº. 3, 2019 (Ejemplar dedicado a: Prevención en psicología clínica y de la salud infanto-juvenil), págs. 24-31
• Idioma: español
• DOI: 10.21134/rpcna.2019.06.3.3
• Títulos paralelos:
  • Super Skills for Life: Efficacy of a transdiagnostic indicated prevention program for childhood emotional problems
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    El programa Super Skills for Life es un protocolo de intervención cognitivo-conductual basado en el enfoque transdiagnóstico. Está dirigido a niños de 6 a 12 años con síntomas de ansiedad y/o depresión y consta de 8 sesiones de intervención. Además de los componentes que habitualmente han mostrado su eficacia para la reducción de los problemas emocionales, incluye estrategias como la activación conductual, el entrenamiento en habilidades sociales y el video-feedback con preparación cognitiva previa, que suponen un beneficio añadido. Aunque fue inicialmente creado como un programa de prevención indicada para niños anglosajones, ha sido traducido y adaptado para ser administrado a población infantil española. Los estudios de eficacia que se han llevado a cabo con niños españoles ponen de manifiesto que el programa es capaz de reducir la sintomatología emocional a corto y largo plazo, y que reduce otros síntomas presentes, como problemas de atención e hiperactividad, problemas de conducta o problemas en las relaciones sociales. El programa se encuentra en fase de evaluación para probar su eficacia en otros formatos de aplicación y con otras poblaciones mostrando hasta el momento resultados prometedores

  • English

    Super Skills for Life program is a cognitive behavioral intervention protocol based on the transdiagnostic approach. It is aimed at children 6 to 12 years showing symptoms of anxiety and / or depression and consists of 8 weekly intervention sessions. In addition to the components that have usually shown their effectiveness in reducing emotional problems, it includes components such as behavioral activation, social skills training and video-feedback with prior cognitive preparation, which represent an added benefit. Although it was initially created as an indicated prevention program for Anglo-Saxon children, it has been translated and adapted to be administered to the Spanish child population. The efficacy studies that have been carried out with Spanish children show that the program is capable of reducing short and long-term emotional symptoms, and that it reduces other symptoms, such as attention problems and hyperactivity, behavior problems or problems in social relationships. The program is been evaluating to prove its effectiveness in other application formats and with other samples showing promising results

• Referencias bibliográficas
  • Angold, A., Costello, E. J., Messer, S. C., Pickles, A., Winder, F., & Silver, D. (1995). Development of a short questionnaire for use...
  • Balle, M., & Tortella-Feliu, M. (2010). Efficacy of a brief school-based program for selective prevention of childhood anxiety. Anxiety,...
  • Bayer, J. K., & Beatson, R. (2013). Early intervention and prevention of anxiety and depression. En R. E. Tremblay, M. Boivin, & RDeV....
  • Beesdo-Baum, K., & Knappe, S. (2012). Developmental epidemiology of anxiety disorders. Child and Adolescent Psychiatric Clinics of North...
  • Beesdo, K., Knappe, S., & Pine, D. S. (2009). Anxiety and anxiety disorders in children and adolescents: Developmental issues and implications...
  • Bennett, S., & Walkup, J. T. (2019b). Anxiety disorders in children and ado- lescents: Assessment and diagnosis. UpToDate. Recuperado...
  • Beyer, T., & Furniss, T. (2007). Child psychiatric symptoms in primary school: The second wave 4 years after preschool assessment. Social...
  • Birmaher, B., Brent, D., Chiappetta, L., Bridge, J., Monga, S., & Baugher, M. (1999). Psychometric properties of the Screen for Child...
  • Bittner, A., Egger, H. L., Erkanli, A., Costello, E. J., Foley, D. L., & Angold, A. (2007). What do childhood anxiety disorders predict?...
  • Broeren, S., Muris, P., Diamantopoulou, S., & Baker, J. R. (2013). The course of childhood anxiety symptoms: Developmental trajectories...
  • Canals, J., Voltas, N., Hernández-Martínez, C., Cosi, S., & Arija, V. (2019). Prevalence of DSM-5 anxiety disorders, comorbidity, and...
  • Clark, D. A., & Taylor, S. (2009). The Transdiagnostic Perspective on Cognitive-Behavioral Therapy for Anxiety and Depression: New Wine...
  • Craske, M. G. (2012). Transdiagnostic treatment for anxiety and depression. Depression and Anxiety, 29, 749-753. doi:10.1002/da.21992
  • Cummings, C. M., Caporino, N. E., & Kendall, P. C. (2014). Comorbidity of anxiety and depression in children and adolescents: 20 years...
  • Diego-Castaño, S., Prieto-Moya, J., Hermosín, N., & Orgilés, M. (2019). Eficacia del programa Super Skills en población clínica: un estudio...
  • Dozois, D. J. A., Seeds, P. M., & Collins, K. A. (2009). Transdiagnostic approaches to the prevention of depression and anxiety. Journal...
  • Essau, C. A., & Ollendick, T. H. (2013). The Super Skills for Life Programme. London, Reino Unido: University of Roehampton.
  • Essau, C. A., Conradt, J., Sasagawa, S., & Ollendick, T. H. (2012b). Prevention of anxiety symptoms in children: A universal school-based...
  • Essau, C. A., Olaya, B., Sasagawa, S., Pithia, J., Bray, D., & Ollendick, T. H. (2014). Integrating video-feedback and cognitive preparation,...
  • Fernández-Martínez, I., Morales, A., Espada, J. P., Essau, C. A., & Orgilés, M. (2019). Effectiveness of the program Super Skills for...
  • Garber, J., & Weersing, V. R. (2010). Comorbidity of anxiety and depression in youth: Implications for treatment and prevention. Clinical...
  • Garber, J., Brunwasser, S. M., Zerr, A. A., Schwartz, K. T., Sova, K., & Weersing, V. R. (2016). Treatment and Prevention of Depression...
  • García-Escalera, J., Chorot, P., Valiente, R. M., Reales, J. M., & Sandín, B. (2016). Efficacy of transdiagnostic cognitive behavioral...
  • García-Escalera, J., Valiente, R. M., Chorot, P., Ehrenreich-May, J., Kennedy, S. M., & Sandín, B. (2017). The Spanish version of the...
  • Ghandour, R. M., Sherman, L. J., Vladutiu, C. J., Ali, M. M., Lynch, S. E., Bitsko, R. H., & Blumberg, S. J. (2019). Prevalence and treatment...
  • Goodman, R. (1997). The strengths and difficulties questionnaire: a research note. The Journal of Child Psychology and Psychiatry, 38, 581-586....
  • Goodman, R. (2001). Psychometric Properties of the Strengths and Difficulties Questionnaire. Journal of the American Academy of Child &...
  • Horowitz, J. L., & Garber, J. (2006). The prevention of depressive symptoms in children and adolescents: A meta-analytic review. Journal...
  • Huber, L., Plötner, M., & Schmitz, J. (2019). Social competence and psychopathology in early childhood: A systematic review. European...
  • Kösters, M. P., Chinapaw, M. J., Zwaanswijk, M., van der Wal, M. F., & Koot, H. M. (2015). Indicated prevention of childhood anxiety and...
  • Kovacs, M. (1992). Children depression inventory CDI: manual. Nueva York: Multi-Health Systems.
  • Lyneham, H. J., Sburlati, E. S., Abbott, M. J., Rapee, R. M., Hudson, J. L., Tolin, D. F., & Carlson, S. E. (2013). Psychometric properties...
  • Mah, V. K., & Ford-Jones, E. L. (2012). Spotlight on middle childhood: Rejuvenating the ‘forgotten years’. Paediatrics & Child Health,...
  • Martinsen, K. D., Kendall, P. C., Stark, K., & Neumer S. P. (2016). Prevention of Anxiety and Depression in children: Acceptability and...
  • Martinsen, K. D., Rasmussen, L. M. P., Wentzel-Larsen, T., Holen, S., Sund, A. M., Løvaas, M. E. S., . . . Neumer, S. P. (2019). Prevention...
  • Melero, S., Morales, A., & Orgilés, M. (2019). Eficacia de la aplicación individual del programa Super Skills for Life para reducir síntomas...
  • Melton, T. H., Croarkin, P. E., Strawn, J. R., & McClintock, S. M. (2016). Comorbid Anxiety and Depressive Symptoms in Children and Adolescents:...
  • Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., … Swendsen, J. (2010). Lifetime prevalence of mental disorders...
  • Monkeviciené, O., Mishara, B. L., & Dufour, S. (2006). Effects of the Zippy’s Friends Programme on Children’s Coping Abilities During...
  • Morales, A., Rodríguez, M., Melero, S., Espada, J. P., & Orgilés, M. (2018). Effects of video-feedback and cognitive preparation for improving...
  • Nauta, M. H., Scholing, A., Rapee, R. M., Abbott, M., Spence, S. H., & Waters, A. (2004). A parent report measure of children’s anxiety....
  • Orgilés, M., Fernández-Martínez, I., Espada, J. P., & Morales, A. (2019). Spanish version of Super Skills for Life: Shortand long-term...
  • Orgilés, M., Fernández-Martínez, I., Morales, A., & Espada, J. P. (2018). Cultural adaptation of the Super Skills for Life program for...
  • Papalia, F. (2012). Desarrollo humano (12a. ed.). México: McGraw-Hill.
  • Polanczyk, G., Salum, G., Sugaya, L., Caye, A., & Rohde, L. (2015). Annual Research Review: A meta-analysis of the worldwide prevalence...
  • Pophillat, E., Rooney, R. M., Nesa, M., Davis, M. C., Baughman, N., Hassan, S., & Kane, R. T. (2016). Preventing internalizing problems...
  • Rapee, R. M. (2018). Anxiety disorders in children and adolescents: Nature, development, treatment and prevention. En J. M. Rey (Ed.), IACAPAP...
  • Rodríguez-Menchón, M., Espada, J. P., & Morales, A. (2019). Eficacia del programa transdiagnóstico Super Skills for Life en niños con...
  • Rohde, P., Lewinsohn, P. M., Klein, D. N., Seeley, J. R., & Gau, J. M. (2013). Key characteristics of major depressive disorder occurring...
  • Romero, K., Canals, J., Hernández-Martínez, C., Jané, M. C., Viñas, F., & Domènech-Llaberia, E. (2010). Comorbidity between SCARED anxiety...
  • Silverman, W. K., Pina, A. A., & Viswesvaran, C. (2008). Evidence-based psychosocial treatments for phobic and anxiety disorders in children...
  • Spence, S. H., Zubrick, S. R., & Lawrence, D. (2018). A profile of social, separation and generalized anxiety disorders in an Australian...
  • Stallard, P., Skryabina, E., Taylor, G., Phillips, R., Daniels, H., Anderson, R., & Simpson, N. (2014). Classroom-based cognitive behaviour...
  • Stockings, E. A., Degenhardt, L. Dobbins, T., Lee, Y. Y., Erskine, H. E., Whiteford, H. A., & Patton, G. (2016). Preventing depression...
  • Teubert, D., & Pinquart, M. (2011). A meta-analytic review on the prevention of symptoms of anxiety in children and adolescents. Journal...
  • Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M., & Christensen, H. (2017). School-based depression and anxiety prevention programs...
  • Wolgensinger, L. (2015). Cognitive behavioral group therapy for anxiety: Recent developments. Dialogues in Clinical Neuroscience, 17, 347-351.
  • Wong, M. (2015). Voices of children, parents and teachers: how children cope with stress during school transition. Early Child Development...