Spence Children's Anxiety Scale Analysis

The Spence Children’s Anxiety Scale The Spence Children’s Anxiety Scale (SCAS; Spence, 1998) will be used as secondary outcome measures. The SCAS is a 45-item (4-point Likert scale) self - report questionnaire designed to assess children’s report about anxiety and provide information about specific types of childhood anxiety disorders (Spence, 1998). The Total Score (sum of the 38 anxiety items) ranges from 0 to 114 with higher scores indicating greater levels of anxiety. The SCAS has positive psychometric properties (Spence, Barrett, & Turner, 2003) and has been used to measure anxiety symptoms and treatment outcome with high levels of internal validity and reliability (Sofronoff et al., 2005) in anxious children.

• Session 6 emphasizes coping strategies such as coping self-talk and verbal self-direction, as well as developing appropriate actions to help cope with anxious situations.

• In Session 7, children learn how to self-evaluate and self-reward.

• Session 8 comprises reviewing concepts and skills covered in the previous sessions. During the second set of eight sessions, the child practices the newly acquired skills by using both imaginary and real life experiences with individualized situations that vary from low stress, low anxiety to high stress, high anxiety.

• In Session 9, the child practices the newly learned skills in nonstressful, low-anxiety situations that begin with imaginary experiences and progress to real-life exposure. Practice includes therapist modeling and role-plays.

• In Sessions 10 to 13, the child is exposed to imaginary and real situations that cause increasing levels of anxiety.

• In Sessions 14 and 15, children practice in high-stress, high-anxiety situations.

• The final session is used to discuss the therapy experience, to review the skills, and to encourage the child to think about how to apply the skills in everyday

Means, standard deviations, and frequencies will be reported for sample’s variables. For first hypothesis inferential data analyses will be used to test the correlation between independent variable ( coping cat program ) and dependent variable ( level of anxiety ) by using parametric test ( Regression Analyses ) to test whether children in the experimental condition will be showed a stronger decrease in anxiety symptoms at 3-months follow up compared to the control group. Inferential data analyses will be used to test second hypothesis (People who had not improved over the three month following the intervention when compared to those who had improved will have less improvement in seventy of anxiety symptoms from coping cat program) the test that will be used to compare between the mean of people who had improved and people who had not improved is parametric test (paired t – test). To test third hypothesis on a 5-point Likert scale, any item with a mean value above 3 will be considered as a factor that contributes positively to decrease anxiety level.

Possible Limitation of