ABSTRACT
Anxiety disorders represent one of the most common forms of psychopathology among children and adolescents (e.g., Bernstein & Borchardt, 1991; Kashani, Orvaschel, Rosenberg, & Reid, 1989). Prevalence estimates have been reported to be as high as 21% (Kashani & Orvaschel, 1990) with most averaging around 10%. Anxiety disorders have been shown to remain stable throughout childhood and adolescence in the absence of treatment and have been associated with moderate to severe disruptions in child development and later adjustment (Mattison, 1992). Research suggests that anxious children may experience difficulties in their social and peer relations (e.g., Hartup, 1983; Strauss, Forehand, Smith & Frame, 1986), academic achievement (e.g., Benjamin, Costello, & Warren, 1990; King and Ollendick, 1989), and future emotional health (e.g., Beidel, 1991; Cantwell & Baker, 1989; Feehan, McGee, & Williams, 1993). Several researchers have noted the link between anxiety in childhood and anxiety in adulthood. For example, adults with anxiety disorders report anxiety in childhood (e.g., Öst, 1987; Sheehan, Sheehan, & Minichiello, 1981). In addition, researchers have suggested a link between separation anxiety disorder in childhood and panic and agoraphobia in adulthood (e.g., Berg, Marks, McGuire, & Lipsedge, 1974; Gittelman-Klein & Klein, 1973; Zitrin & Ross, 1988).
