Feasibility study of the e-learning version of the “Journey of the Brave”: A universal anxiety prevention program based on cognitive behavioral therapy

Abstract

Background School-based cognitive behavioral therapy (CBT) programs could contribute toward preventing anxiety disorders in children. However, setting aside class time for such programs is difficult. Internet-based CBT (I-CBT) is an efficient way to provide CBT. However, studies on I-CBT for anxiety prevention are still scarce, including I-CBT for school-based universal prevention programs. Therefore, we developed an e-learning version of a school-based anxiety prevention CBT program “Journey of the Brave,” which was effective in Japan, to make it more flexible and accessible. This study evaluated its feasibility. Methods We conducted a single-arm study with 44 parents and children. Children aged 10–12 took the e-learning program at home. Parents and children responded to a questionnaire three times: before the learning (Pre), after the learning (Post), and three months later (FU: Follow-up). Feasibility was comprehensively evaluated through dropout rates, satisfaction and learning records, and changes in scores on psychological scales. Results Of the 44 children, 42 started the e-learning, and 32 continued it (dropout rate of 23.8%). Furthermore, 83.9% of children and 96.8% of parents responded “agree” or “somewhat agree” regarding overall satisfaction. The parent-rated the Spence Children's Anxiety Scale (SCAS) (SCAS-P) showed a significant decrease between Pre and FU (p = 0.014, 95%CI= (-9.22, -0.84)); however, the child-rated SCAS (SCAS-C) did not (p = 0.08). The Emotion‑Regulation Skills Questionnaire (ERSQ) also increased significantly between Pre and FU (p = 0.045, 95%CI= (0.18, 18.31)). Total Difficulties Score of the Strengths and Difficulties Questionnaire (SDQ) decreased significantly from Pre to Post (p = 0.025, 95%CI= (-3.62, -0.19)); however, it was not significantly different between Pre and FU (p = 0.67). Conclusion The e-learning version showed low dropout rates and high satisfaction ratings from parents and children. Moreover, this study did not rule out the possibility that the program reduced children's anxiety and improved their emotional regulation skills. Therefore, its potential and feasibility were indicated.