Back to Annual Meeting

Back to Annual Meeting

APHA Scientific Session and Event Listing

Marla W. Deibler, PsyD, School of Dentistry, Temple University, 3223 North Broad St, Suite 300, Philadelphia, PA 19140, Michelle Mlinac, PsyD, Boston Consortium in Clinical Psychology, VA Medical Center, 940 Belmont St., Brockton, MA 02301, 774-826-3722, michellemlinac@yahoo.com, and Kaki M. York, PhD, Cardiovascular Research, Dept. of Medicine, University of Florida, 1601 SW Archer Rd, Gainesville, FL 32608.

The American Academy of Pediatric Dentistry (AAPD) describes behavior guidance as an interaction “directed toward communication and education” with the goal of “ease[ing] fear and anxiety while promoting an understanding of good dental health and the process by which it is achieved.”  However, AAPD Behavior Management Panels have noted a paucity of scientific literature examining the use of behavioral strategies in the treatment of anxious patients. Contrary to the dental literature, the psychological literature provides a wealth of evidence-based behavioral strategies to reduce anxiety. Empirically-supported cognitive-behavioral techniques (CBT) such as the use of operant conditioning (reward systems), distraction, competitive stimuli, graded exposure, and breathing/relaxation training have become increasingly included in many dental didactic curricula; however, it is unclear how the incorporation of the behavioral sciences is reflected in clinical training and practice. To assess students' training in CBT, two cohorts of third-year dental students completed a survey that assessed their familiarity with, willingness to use, and projected future use of various behavioral management strategies. Results indicated significant differences between the variety of CBT strategies students reported they have been taught and what they reported they have used or think they are likely to use in future clinical practice.  Furthermore, despite classroom instruction demonstrating empirical support for the efficacy of CBT in the treatment of anxiety, students reported a lack of clinical training in these techniques. The failure to train students in the effective treatment of dental anxiety has significant implications for patients, society, and the dental profession.

Learning Objectives:

• Identify four empirically-supported cognitive-behavioral interventions in the treatment of anxiety.
• Describe the paucity of dental literature regarding the use of cognitive-behavioral techniques in the dental setting.
• Describe ways in which the scientific psychological literature may be useful in the management of anxiety in the dental setting.
• Describe ways in which failing to include empirically-supported anxiety management techniques in dental education may affect patient oral health and the dental profession.

Keywords: Curricula, Behavioral Research

Presenting author's disclosure statement:

Not Answered