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Received: October 2, 2002 Accepted: April 3, 2003 Setting the Research and Practice Agenda for Anxiety in Children and Adolescence: A Topic Comes of Age Philip C. Kendall, Temple University Thomas H. Ollendick, Virginia Polytechnic Institute and State University Select research and practice issues that meritfurther attention are described. Specifically, we argue that the pathways for profitable re- search include studies of normative development, assessment and diagnostic considerations, the role of parents, and the ways to opti- mize the conduct and evaluation of treatment. At present, the field is too uninformed about the development of emotions (e.g., anxiety) and emotion regulation, about adolescence and particular vulnerabilities associated with adolescence, and about the longitudinal course of anxiety in youth. Improved measures, as well as a better understanding of and recommended solutions for parent-child dis- agreements are needed. How do parents maintain distressing anxiety in their children, and what is the optimal role for parents in the treatment of anxious children ? The role of parents may vary across development, and there may be differential advantages and dis- advantages for younger children, middle-aged children, and adolescents, and for the different types of anxiety disorders. Although cognitive-behavioral therapy is a probably efficacious treatment, and welt on its wa~ to becoming a well-established treatment, much more information is needed about the potential role of medications and the merits of enhancing the therapeutic alliance. Our discus- sion focuses on mapping the further evolution and maturation of the field of child anxiety. Cognitive and Behavioral Practice I 1, 65-74, 2004 107%7229/04/65 - 7451.00/0 Copyright © 2004 by Association for Advancement of Behavior Therapy. All rights of reproduction in any form reserved. T HE ARTICLES in this special series provide informed re- views and valuable critiques of topics important to the study of anxiety and its disorders in youth. Etiological fac- tors such as behavioral inhibition, insecure attachment,