A cognitive-behavioural psychoeducation intervention on childhood anxiety for school staff: A quantitative feasibility study

The aim of this study is to evaluate the feasibility and acceptability of a newly developed online psychoeducation intervention on childhood anxiety for school staff using a within groups pre-post design. The intervention is informed by cognitive behavioural therapy principles. Seventy six participants volunteered to attend a brief online training, and complete two brief questionnaires pre and post the training. Following the intervention, school staff reported that they were significantly less likely to respond to children's anxious behaviours with anxiety-promoting responses (i.e., sanctions, avoidance reinforcement and overprotection), and were more likely to respond with autonomy-promoting responses in line with cognitive behavioural theory (i.e., problem-solving, reward and encouragement). On average, participants found the intervention engaging, useful, suitable, appropriate and easy-to-access. Participants also reported that they felt more confident in understanding childhood anxiety and implementing anxiety strategies in their work following the intervention. Areas of development were noted regarding the drop-out rates of the online intervention. Overall, the novel, online intervention appears to be a feasible and acceptable method for those who participated. In addition, the preliminary outcomes show promise and warrant further investigation. Limitations of the study are discussed with suggestions for future research and areas for improvement. School staff reported that they were significantly more likely to respond with actions in line with Cognitive-Behavioural Theory following the psychoeducation training. School staff felt more confident in understanding childhood anxiety and implementing anxiety strategies in their work following the psychoeducation training. The novel, online psychoeducation training appears to be a feasible and acceptable method for those who participated.