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Children evince specific fears and anxieties that may impede social and academic development at school. Following a brief discussion of normal fears and epidemiological issues, we note the basic features and methodological requirements of a cognitive-behavioral perspective. Clinical and empirical classifications of childhood anxiety disorders are examined, from which the complexity of these disorders is evident. Assessment is viewed as a multimethod, problem-solving approach. Thus, a range of specific assessment procedures is examined, including the interview, self-report instruments, other-report measures, behavioral observations, self-monitoring, and physiological assessment. In reviewing the cognitive-behavioral treatment of childhood fears and anxiety disorders, we stress the need for flexibility and integrative programs in the school setting. Although research findings on the efficacy of fear reduction procedures are encouraging, there are a number of conceptual and methodological limitations. Also, the role of teachers in identifying and managing anxious children awaits full articulation.
King et al. (Fri,) studied this question.