(PS3-D78) Feasibility of a Virtual Space-based Psychoeducation Class as an Early Intervention for Childhood Anxiety

Since the start of the COVID-19 pandemic, rates of childhood anxiety have nearly doubled, effecting 20.5% of youth worldwide (Benton et al., 2021). Untreated anxiety disorders are associated with poor academic, social, and emotional functioning and constitute greater risk for severe mental health disorders in adulthood (Mundy et al., 2022; Essau et al., 2014). Despite availability of effective treatment, most youth with anxiety disorders do not receive services (Child Mind Institute, 2018). Common barriers include: limited availability of providers, long waitlists, cost, time constraints, and transportation difficulties (Radez et al., 2021). Early intervention has the potential to change the trajectory of childhood anxiety by preventing the onset and worsening of symptoms (Lawrence et al., 2017). Digital health interventions that increase access to early care are strongly needed. There is growing evidence that parent-based interventions for childhood anxiety can be as effective, and potentially even more so, than child-delivered interventions (Creswell et al., 2022). Special attention has been given to the role of parental accommodation in childhood anxiety, with research demonstrating that reductions in parental accommodation are associated with greater treatment outcomes (Lebowitz et al., 2013; Salloum et al., 2018). Digital health interventions that are parent-based and target parental accommodation may serve as a powerful tool to mitigate risk for pediatric anxiety and offer a time-limited, cost-effective option for preventative care. The present study aims to assess the feasibility of a 6-week, parent psychoeducational class, adapted from the evidence-based treatment known as Supportive Parenting for Anxious Childhood Emotions (SPACE, Lebowitz et al., 2020). The study will investigate whether parent participation will lead to a reduction in self-reported family accommodation, symptoms of parent and child anxiety, parenting stress, and improvements in compassion for oneself and others. Participants will include a diverse group of parents who consent to study participation upon registering for the class offered virtually through a parenting center at an academic hospital. To date, eight parents have participated. A total of four classes will be offered between February 2023 to August 2023 with an anticipated N = 40. Parent measures include: Parenting Stress Index (PSI-4; Abidin, 1995), Screen for Childhood Anxiety Related Emotional Disorders (SCARED; Birmaher et al., 1997, 1999), Family Accommodation Scale (FASA; Lebowitz et al., 2013), Generalized Anxiety Disorder-7 (GAD-7; Spitzer et al., 2006) Compassion Scale (CS; Pommier et al., 2019), and Self-Compassion Scale Short Form (SCS-SF; Raes et al., 2011). Qualitative and quantitative data analysis, including a series of t-tests and ANOVAs will be used to assess study aims. Results, clinical implications, and directions for future research will be discussed regarding the feasibility of this type of intervention and its potential impact on improving access to care and reducing parent and child anxiety, stress, and improving compassion for oneself and others.