Related Experiment Videos
Improving the psychological status of children with asthma: a randomized controlled trial
J M Perrin1, W E MacLean, S L Gortmaker
1Department of Pediatrics, Harvard Medical School, Boston, Massachusetts.
Insights
A new program improved psychological well-being and daily functioning for children with asthma. The intervention reduced the negative impact of stress on behavior, enhancing overall adjustment.
Area of Science:
- Pediatric Psychology
- Chronic Illness Management
- Behavioral Health
Background:
- Children with asthma face heightened risks for psychological difficulties.
- Chronic conditions can significantly impact a child's mental and functional status.
- Existing interventions may not fully address the psychological burden of childhood asthma.
Purpose of the Study:
- To evaluate the effectiveness of a combined education and stress management program for children with asthma.
- To assess the program's impact on psychological functioning, asthma knowledge, perceived stress, and daily activities.
- To determine if the intervention mitigates the relationship between life stress and behavioral problems.
Main Methods:
- A controlled trial involving 81 children (ages 6-14) with asthma, randomly assigned to intervention or control groups.
- Assessment using the Child Behavior Checklist (CBCL), asthma knowledge tests, life events scales, and functional status measures (school attendance, chores).
- Pre- and post-intervention data collection to compare outcomes between groups.
Main Results:
- The intervention group showed significant improvements in total Behavior Problems and Internalizing scores on the CBCL.
- Children in the intervention group experienced a significant increase in performing daily chores.
- The intervention negated the previously observed relationship between negative life events and behavioral problems in the intervention group.
Conclusions:
- The combined education and stress management program positively impacted the psychological status of children with asthma.
- The intervention enhanced children's daily functional activities, such as chore performance.
- Stress management strategies within the program likely reduced the negative influence of life events on children's adjustment.
Abstract:
Children with asthma are at special risk for problems in psychological functioning, as are children with other chronic illnesses. We conducted a controlled trial of a combined education and stress management program among children ages 6 to 14 years with asthma. Eighty-one children were randomly assigned to an intervention or a control group; 56 children completed data collection, 29 intervention and 27 control. Psychological status was assessed by the Child Behavior Checklist (CBCL) before and after the intervention, as were children's knowledge of asthma, stress (as measured by children's life events), and functional status (as indicated by such activities as school attendance, time playing with friends, and daily chore performance). Children in the intervention group had a significant improvement in the total Behavior Problems score (p less than .04) and Internalizing scale (p less than .01) on the CBCL and a significant increase in daily chores (p less than .04) compared with the control group. Before intervention, the two groups had statistically significant positive relationships between negative life events and behavior problems scores. After intervention, children in the control group still demonstrated a significant relationship between negative life events and total and Internalizing Behavior Problem scores, although participation in the intervention group negated that relationship. Children in the intervention group whose knowledge of asthma increased were more likely to report an increase in daily chores (p less than .02). We conclude that the intervention had a beneficial effect on psychological status and on children's daily activities. The effect may have occurred in part by decreasing the likelihood that perceived stress from negative life events led to poorer adjustment.