Helping children deal with anxiety

An intervention programme for kids with visual impairments

IT’S IMPORTANT to equip children with the necessary skills and strategies to deal with anxious feelings when they arise, and in this way prevent the onset of full-blown anxiety disorders, said Dr Lisa Visagie who recently obtained her doctorate in psychology at Stellenbosch University.

Visagie developed, implemented and evaluated a specifically tailored anxiety intervention programme for South African children with visual impairments.

The programme tries to improve on existing Cognitive Behaviour Therapy (CBT) interventions, which have proven successful in treating childhood anxiety.

“Anxiety is the most common psychological problem among youth worldwide, with an average of 12% of school-aged children reportedly experiencing significant symptoms of anxiety. This is particularly significant in terms of children with visual impairments, as they are reportedly more prone than their sighted peers todeveloping psychological difficulties, including anxiety.

“For this reason, it is important to equip these children with the necessary skills and strategies to deal with anxious feelings when they arise; and in this way prevent the onset of full-blown anxiety disorders,” said Visagie

She said 52 children aged 9-13 years with varying degrees of visual impairment from two special schools in the Western Cape took part in the anxiety intervention programme, which was tailored specifically to meet their needs. They were monitored over the course of 10 months during which their anxiety symptoms were assessed at various intervals.

“Each child received a soft-toy dog that represented her first guide dog called PAM (Positive and Motivating) after which the intervention programme was also named.

“The dog had a collar around its neck to which eight symbolic charms were attached throughout the programme to remind children of significant steps and skills which they were taught during the 10 sessions of the programme.

“Instead of employing a workbook and written activities to teach children CBT skills, the programme made use of a tangible soft-toy ‘guide dog’ which children could hold and feel. I chose to use the metaphor of a guide dog as it was felt that this would be a familiar symbol for children who have visual impairments.

“I hope that in the future the PAM programme can be expanded to reach and help more children who need it.”

This article was supplied by Stellenbosch University.

SOFT APPROACH: Visually-impaired children are more likely to suffer from anxiety. Dr Lisa Visagie is using a soft toy to equip kids to handle anxiety.