Symposia
Dissemination & Implementation Science
Margaret E. Crane, M.A.
Temple University
Philadelphia, Pennsylvania
Julia Spandorfer, M.A.
PhD Student
Temple University
Philadelphia, Pennsylvania
Katherine Phillips, M.A.
Clinical Psychology PhD Student
Temple University
Philadelphia, Pennsylvania
Jonathan Rabner, M.A.
PhD Candidate
Temple University
Philadelphia, Pennsylvania
Anthony Leon, PhD
Patient Services Associate
University of Pennsylvania
Philadelphia, Pennsylvania
Abigail Farina, BA
Blended Case Manager
Devereux Children's Behavior Health Services
Malvern, Pennsylvania
Madison Brown, BA
Counseling Psychology Graduate Student & Graduate Teaching Assistant
Towson University
Laurel, Maryland
Philip C. Kendall, ABPP, ABPP, Ph.D.
Distinguished University Professor
Temple University
ARDMORE, PA
Background: Children’s literature can teach life lessons and effective coping strategies. As such, these books can be a way to disseminate evidence-based practices (EBPs) for mental health as a universal prevention strategy.
Method: This project conducted a thematic analysis on the presence of EBPs for youth anxiety in children’s picture books on anxiety. Analytic plan was preregistered on OSF. Potential books were identified by searching four largest online book sellers for synonyms of anxiety in the under-age 12 section. Additional books were identified through word of mouth, children’s librarians, and the APA Magination Press. Books needed to include a narrative; self-help books were excluded. After screening, four clinical psychology graduate students with advanced training in cognitive behavioral therapy for anxiety coded the books for eight EBPs for youth anxiety. The number of top 10 largest public libraries that have each book was examined as a metric of both the accessibility and popularity of a book.
Results: A total of 1640 books were screened, and 160 books were coded. Characters in the books modeled an average of 2.39 EBPs (SD = 1.71). The number of public libraries that offered a book was not significantly correlated with the number of EBPs in a book, r = -.26, p = .21. The most modeled EBP was identifying/challenging anxious thoughts (63% of books), followed by approaching-anxiety provoking situations (44%), labeling body sensations (43%), post-approach processing (25%), relaxation (24%), psychoeducation (21%), problem solving (13%), and lastly, contingency management (e.g., praise; 7%). Books written by licensed therapists were more likely to demonstrate post-approach processing, χ2(df = 2) = 18.46, q < .001. Books with self-help information at the end were more likely to model relaxation skills, χ2(df = 2) = 13.39, q = .002.
Discussion: Children’s literature books on youth anxiety model relatively few EBPs. Although approaching anxiety-provoking situations was one of the most commonly used EBPs, 56% of books with an anxious character do not model having that character face their fears–a key prevention strategy for youth anxiety. Additionally, few books demonstrate rewards and praise for caregivers, who often read stories with their children. Librarians and caregivers are encouraged to purchase books written by therapists or with self-help information in the back, given that these books are more likely to model EBPs.