| Course | PSYC 645 Developmental Psychopathology (PSYC645) |
|---|---|
| Module/Week | 2 |
| Assignment | Treatment Evaluation Presentation |
| Paper type | Narrated presentation of about six minutes, eleven slides with narration script and reference slide |
| Length | about 875 words, 3 double-spaced pages plus title page and references. Course guide: per the course guide, a 5 to 7 minute narrated PowerPoint or Prezi that summarizes and evaluates at least 3 intervention strategies for 1 childhood or adolescent disorder from the textbook, at least 1 of them biblically based, integrating the textbook, at least 1 Scripture citation and at least 3 additional peer-reviewed primary sources |
| Format | APA 7 student paper |
| Points | 100 |
| School | Liberty University Online |
| Program | MS in Psychology |
| Where it sits | Module/Week 2 in Liberty's published PSYC 645 course guide; current sections can differ |
| Updated | October 2026 |
Free sample paper for PSYC 645 Week 2
Treatment Evaluation Presentation: Four Interventions for Childhood Anxiety Disorders, From CBT and Sertraline to Parent-Guided and Faith-Integrated Care
[Student Name]
School of Behavioral Sciences, Liberty University
PSYC 645: Developmental Psychopathology
Treatment Evaluation Presentation (narrated)
[Instructor Name]
[Date]
The child described is a composite; the textbook, Scripture and the peer-reviewed studies are real and described from their published sources; the narration a student would record is written out as speaker notes; the requirements follow Liberty's public course guide for PSYC 645.
Treatment Evaluation Presentation: Four Interventions for Childhood Anxiety Disorders, From CBT and Sertraline to Parent-Guided and Faith-Integrated Care
Slide 1: Helping Anxious Children
- Evaluating four interventions for childhood anxiety disorders
- PSYC 645 Treatment Evaluation Presentation
- About six minutes
Speaker notes: In the next six minutes, I will evaluate four ways to treat anxiety disorders in children: individual cognitive behavioral therapy, medication, guided parent-delivered therapy and a spiritually integrated approach.
Slide 2: Childhood Anxiety Disorders
- Among the most common disorders of childhood
- Separation, generalized and social anxiety
- Fear that is excessive for age and interferes with life
Speaker notes: According to Parritz and Troy (2018), few childhood disorders are seen more often than the anxiety disorders. Some fear is normal and developmentally expected; anxiety becomes a disorder when it is excessive for the child's age, persists and interferes with school, friendships or family life.
Slide 3: Meet Mia
- Nine years old, refuses school when her mother travels
- Stomachaches every Sunday night
- Avoids sleepovers and birthday parties
Speaker notes: Mia is nine. When her mother travels for work, Mia refuses to go to school and complains of stomachaches every Sunday night. She avoids sleepovers and parties. Her family wants help that works, and they are Christians who would welcome care that respects their faith.
Slide 4: Intervention 1: Individual CBT
- Children learn to spot worried thinking and the body's alarm signals
- Gradual exposure to feared situations
- Typically 12 to 16 weekly sessions
Speaker notes: Cognitive behavioral therapy teaches children to notice anxious thoughts and physical sensations, to test whether their fears are realistic and to face feared situations step by step. Exposure, practicing the feared situation in manageable doses, is the active ingredient.
Slide 5: What the CAMS Trial Found
- 488 children aged 7 to 17 (Walkup et al., 2008)
- Response: combination 80.7%, CBT 59.7%, sertraline 54.9%, placebo 23.7%
- All three active treatments beat placebo
Speaker notes: The Child/Adolescent Anxiety Multimodal Study, reported by Walkup et al. (2008), randomly assigned 488 children with separation, generalized or social anxiety disorder to twelve weeks of CBT, sertraline, their combination or a pill placebo. Response rates were highest for the combination, and CBT and sertraline alone were similar to each other and clearly better than placebo.
Slide 6: Intervention 2: Medication
- Sertraline, a selective serotonin reuptake inhibitor
- Effective alone, most effective combined with CBT
- Side effects and monitoring required
Speaker notes: In the same trial, sertraline alone helped more than half the children. Medication requires a prescriber, follow-up for side effects and attention to warnings about suicidal thinking in young people. For a child like Mia with moderate symptoms, many clinicians would begin with CBT and add medication if progress stalls.
Slide 7: Intervention 3: Guided Parent-Delivered CBT
- Therapist coaches the parent, parent leads the child
- Fewer therapist hours, lower cost
- Fits families with limited access to specialists
Speaker notes: In guided parent-delivered CBT, a therapist meets mainly with the parent, who then works through CBT techniques with the child at home. Thirlwall et al. (2013) randomly assigned families of children aged 7 to 12 with anxiety disorders to a full or brief version of this treatment or to a wait-list. Children whose parents received the full version were more likely to recover from their primary anxiety disorder than children on the wait-list, with far fewer therapist hours than standard CBT.
Slide 8: Intervention 4: Spiritually Integrated Coping
- Uses the family's faith as a coping resource
- Prayer, Scripture and trust in God paired with CBT skills
- Offered only when the family wants it
Speaker notes: A biblically based approach integrates a family's faith into anxiety treatment. Philippians 4:6-7 encourages believers to bring their worries to God in prayer with thanksgiving and promises that God's peace will guard their hearts and minds (English Standard Version Bible, 2001/2016). For Mia, a therapist could pair exposure practice with a short prayer and a memorized verse as a coping statement, used before a feared step rather than as a way to avoid it.
Slide 9: Evidence for Spiritual Integration
- Randomized trial of an online spiritually integrated program (Rosmarin et al., 2010)
- Reduced worry and intolerance of uncertainty
- Adult sample; research with children is limited
Speaker notes: Rosmarin et al. (2010) tested a brief internet-delivered program that used religious beliefs and practices to address worry in a religious community and found reductions in worry and intolerance of uncertainty compared with a wait-list. The participants were adults, so the evidence for children is indirect. Spiritually integrated techniques are best used as an addition to established CBT, not a replacement.
Slide 10: Comparing the Options
- CBT: strong evidence, no side effects, needs trained therapist
- Sertraline: strong evidence, side effects, best with CBT
- Parent-guided CBT: good evidence, low cost
- Spiritual integration: limited evidence, high fit for faith families
Speaker notes: Each option has strengths, but the evidence most strongly supports CBT, with medication added when needed, while parent-guided and spiritually integrated approaches extend access and fit. The best plan depends on severity, family resources and values.
Slide 11: Recommendation for Mia
- Start with guided parent-delivered CBT including exposure
- Integrate prayer and Scripture as coping tools at the family's request
- Step up to individual CBT, then add sertraline if needed
Speaker notes: For Mia, I recommend beginning with guided parent-delivered CBT, which builds her mother's confidence and costs less, while weaving in faith-based coping the family values. If she has not improved after eight to ten weeks, the next step is individual CBT, and if symptoms remain significant, a referral for sertraline. Thank you for listening.
Slide 12: References
- Parritz and Troy (2018); Walkup et al. (2008)
- Thirlwall et al. (2013); Rosmarin et al. (2010)
- English Standard Version Bible (2001/2016)
Speaker notes: Full references appear on this slide in current APA format.
References
English Standard Version Bible. (2016). Crossway. (Original work published 2001)
Parritz, R. H., & Troy, M. F. (2018). Disorders of childhood: Development and psychopathology (3rd ed.). Cengage Learning.
Rosmarin, D. H., Pargament, K. I., Pirutinsky, S., & Mahoney, A. (2010). A randomized controlled evaluation of a spiritually integrated treatment for subclinical anxiety in the Jewish community, delivered via the Internet. Journal of Anxiety Disorders, 24(7), 799-808. https://doi.org/10.1016/j.janxdis.2010.05.014
Thirlwall, K., Cooper, P. J., Karalus, J., Voysey, M., Willetts, L., & Creswell, C. (2013). Treatment of child anxiety disorders via guided parent-delivered cognitive-behavioural therapy: Randomised controlled trial. British Journal of Psychiatry, 203(6), 436-444. https://doi.org/10.1192/bjp.bp.113.126698
Walkup, J. T., Albano, A. M., Piacentini, J., Birmaher, B., Compton, S. N., Sherrill, J. T., Ginsburg, G. S., Rynn, M. A., McCracken, J., Waslick, B., Iyengar, S., March, J. S., & Kendall, P. C. (2008). Cognitive behavioral therapy, sertraline, or a combination in childhood anxiety. New England Journal of Medicine, 359(26), 2753-2766. https://doi.org/10.1056/NEJMoa0804633
What the PSYC 645 Week 2 instructions ask
The Treatment Evaluation Presentation carries 100 points in Module/Week 2 of PSYC 645 and is submitted alongside the second quiz, after the textbook's third and fourth chapters, the second Wilmshurst case and two presentations. Students build a narrated PowerPoint or Prezi lasting five to seven minutes on one disorder of childhood or adolescence covered in the textbook. The presentation must summarize and evaluate at least three different intervention strategies, and at least one technique or intervention must be biblically based. Sources must include the textbook, at least one Scripture citation and at least three additional peer-reviewed, primary studies. Grading covers content, narration, aesthetics and current APA format.
How this PSYC 645 Week 2 example is built
The opening slides introduce childhood anxiety disorders as described by Parritz and Troy and present Mia, a composite nine-year-old who refuses school when her mother travels. Two slides cover individual CBT and the results of the CAMS trial by Walkup and colleagues, and one covers sertraline and combination treatment from the same trial. Two slides present guided parent-delivered CBT and Thirlwall and colleagues' trial. Two slides describe a biblically based, spiritually integrated approach, with Rosmarin and colleagues' trial and Philippians 4:6-7. A comparison slide weighs effectiveness, cost and fit, and a recommendation slide proposes a stepped plan for Mia. Narration is written as speaker notes, and a reference slide closes the deck.
PSYC 645 Week 2 grading rubric: where the points go
The Treatment Evaluation Presentation is graded on content, narration, aesthetics and APA format. Content earns credit when at least three interventions are summarized accurately and evaluated against evidence, including their limits, and when one biblically based approach is presented thoughtfully with research where available. Primary studies must be described with enough detail to judge them, such as sample, comparison and outcome. Narration should be clear, well paced and within five to seven minutes, explaining rather than reading slides. Aesthetics means readable, uncluttered slides. Integration of Scripture should connect to the disorder and the treatment, not stand alone at the end, and the closing recommendation should rest on the studies the deck has just reviewed.
PSYC 645 Week 2 help: mistakes that cost points
Pick a disorder with a strong research base so the evaluation can rest on primary studies, not only reviews. For each intervention, cover what it involves, what the best trial found and one limitation. Biblically based approaches have a thinner evidence base, so be honest about that while describing what research exists and how the approach could be combined with established treatment. Keep slides sparse and put detail in the narration. Time the narration; five to seven minutes is roughly 700 to 1,000 spoken words. Check that every primary source is peer reviewed and empirical, since reviews do not count toward the three, and confirm that each study tested the disorder you chose.
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PSYC 645 Week 2 questions, answered
What is the PSYC 645 Treatment Evaluation Presentation?
A 100-point Module/Week 2 narrated presentation of 5 to 7 minutes evaluating at least three interventions, one biblically based, for a childhood or adolescent disorder from the textbook.
Where can I find a free PSYC 645 Week 2 sample paper?
This page offers the full PSYC 645 Week 2 narrated presentation evaluating four treatments for childhood anxiety disorders, with the narration written out.
What is the best treatment for childhood anxiety?
In the CAMS trial of 488 children, the pairing of CBT with sertraline helped the most children, with CBT alone and sertraline alone both outperforming placebo.
Can parents deliver CBT for child anxiety?
Thirlwall and colleagues found that guided parent-delivered CBT, in which therapists coach parents to lead the work, helped children recover from anxiety disorders compared with a wait-list.
How many sources does the PSYC 645 Treatment Evaluation Presentation need?
At minimum the textbook, one Scripture citation and three further peer-reviewed primary studies, all cited in current APA format on the slides and the reference slide.
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