Anxiety and Internalizing Behaviors: Cognitive Behavioral Therapy in School Using The Coping Cat Program

Date of Award

Winter 12-14-2023

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Amber Visina


Coping Cat, Anxiety, School Based Mental Health, Internalizing Behaviors, Intervention


The prevalence of anxiety of youth has been on the rise. Anxiety is one of the most common pediatric mental illnesses. Additionally, after the COVID-19 pandemic, the global prevalence of anxiety has significantly increased. Untreated anxiety is associated with increased functional impairment, risk of suicide, school absenteeism, difficulties in academics, and interpersonal difficulties with family and peers. Of children who experience mental health impairments, approximately half do not receive adequate treatment, and offering school-based mental health interventions can help address this. This project evaluated the results of Coping Cat cognitive behavioral intervention in a public elementary school with a 3rd grade student experiencing symptoms of anxiety. The goal was to decrease self-reported levels of anxiety and increase self-reported use of coping skills. The student completed 6 sessions of the Coping Cat program and showed a moderate reduction of internalizing behaviors. Her self-reported usage of coping skills was not consistent. Results support the use of a brief version of Coping Cat as effective for reducing anxiety.

Abstract only: No full text available.