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Exploring the longitudinal association between interventions to support the transition to secondary school and child anxiety

Neal, S., Rice, F., Ng-Knight, T., Riglin, L. and Frederickson, N. (2016) Exploring the longitudinal association between interventions to support the transition to secondary school and child anxiety Journal of Adolescence, 50. pp. 31-43.

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Abstract

School transition at around 11-years of age can be anxiety-provoking for children, particularly those with special educational needs (SEN). The present study adopted a longitudinal design to consider how existing transition strategies, categorized into cognitive, behavioral or systemic approaches, were associated with post-transition anxiety amongst 532 typically developing children and 89 children with SEN. Multiple regression analysis indicated that amongst typically developing pupils, systemic interventions were associated with lower school anxiety but not generalized anxiety, when controlling for prior anxiety. Results for children with SEN differed significantly, as illustrated by a Group × Intervention type interaction. Specifically, systemic strategies were associated with lower school anxiety amongst typically developing children and higher school anxiety amongst children with SEN. These findings highlight strategies that schools may find useful in supporting typically developing children over the transition period, whilst suggesting that children with SEN might need a more personalized approach.

Item Type: Article
Divisions : Faculty of Health and Medical Sciences > School of Psychology
Authors :
NameEmailORCID
Neal, S.
Rice, F.
Ng-Knight, T.t.ng-knight@surrey.ac.uk
Riglin, L.
Frederickson, N.
Date : 10 May 2016
DOI : 10.1016/j.adolescence.2016.04.003
Uncontrolled Keywords : Anxiety; Secondary transfer/transition; Primary/elementary school; Secondary/middle/junior high school; Special educational needs; Intervention
Depositing User : Clive Harris
Date Deposited : 20 Jun 2018 14:07
Last Modified : 20 Jun 2018 14:10
URI: http://epubs.surrey.ac.uk/id/eprint/847103

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