Evaluating the Efficacy of the Coping Cat Program on Anxiety Reduction in an Elementary Student When Applied Through Group Delivery
Date of Award
Spring 11-14-2024
Document Type
Project Abstract (696 or 796 registration)
Degree Name
Master of Science in School Psychology
Department
Graduate Studies
Committee Chair
Joshua Johnson
Keywords
Anxiety Reduction, Elementary, Group, Coping Cat, Cognitive Behavioral Therapy, Academic Engagement
Abstract
This project explored the effect of Cognitive Behavioral Therapy (CBT) using the Coping Cat intervention program in a group setting to decrease anxiety levels with a second grader. Coping Cat is an effective intervention for reducing anxiety in children (Flannery-Schroeder et al., 2005). The student’s teacher and mother referred the student to the project. They identified him as having maladaptive classroom behaviors when faced with challenging academic tasks and unexpected events. More specifically, he displayed task avoidance and academic disengagement by delaying the initiation of tasks and working very slowly on assignments. The student received 60 minutes of group therapy implementing the Coping Cat program once a week for 10 weeks in a small group with two other students. After the seventh week, he could talk with the intervention provider one-on-one after each group meeting. The student’s teacher measured his progress daily using Direct Behavior Rating scales. Results showed a reduction in the student’s anxious symptoms and an increase in the student’s academic engagement with greater improvement when applying one-on-one conversation time.
Recommended Citation
Godding, Sara, "Evaluating the Efficacy of the Coping Cat Program on Anxiety Reduction in an Elementary Student When Applied Through Group Delivery" (2024). Dissertations, Theses, and Projects. 1003.
https://red.mnstate.edu/thesis/1003