ABSTRACT
Anxiety disorders are one of the most common types of behavior disorders in children and adolescents, with estimates ranging from 6% to 18% of the population (Costello, Egger, & Angold, 2004). Childhood anxiety disorders are associated with an elevated risk for anxiety, depression, substance abuse, and social dysfunction in adulthood (Liebowitz, Gorman, Fyer, & Klein, 1985; Wittchen, Stein, & Kessler, 1999). Anxiety disorders in children2 can also lead to signifi cant distress in daily functioning, resulting in considerable diffi culty both academically and socially (Last, Hanson, & Franco, 1997; McGee & Stanton, 1990). For example, children with social anxiety disorder or separation anxiety may risk avoiding social interaction, attending school, and may ultimately be at risk for school failure (Albano, Marten, Holt, Heimberg, & Barlow, 1995; Beidel, Turner, & Morris, 1999). Given the challenges youth with fears and related anxieties experience during their school-age years, as well as the potentially negative consequences of such diffi culties, there is a need for the development and implementation of effective interventions within multiple contexts, including school settings.
