Disorders - Anxiety Disorders
Eustis, E.H., Hayes-Skelton, S.A., Orsillo, S.M., Roemer, L.
The high rates of anxiety in college students and the many barriers to accessing evidence-based care in communities and on campuses indicate a clear need to explore ways to increase access to evidence-based treatments. Web-based interventions and preventions are one way to bridge this gap; they hold the potential to decrease mental health disparities and enhance student functioning. The current RCT examined the acceptability and efficacy of a 3-session web-based therapist-assisted acceptance-based behavioral intervention targeting anxiety (Surviving and Thriving During Stress) for college students versus a waitlist (WL) control condition, in a sample of racially and ethnically diverse college students. Overall, participants rated the program as helpful and acceptable. Mixed-effects regression models (MRMs) were run in SPSS to examine the effects of time, condition, and Condition x Time on outcomes and hypothesized mechanisms. Significant Condition x Time interactions for general anxiety, depression, and quality of life (QOL) emerged, suggesting that SATDS participants reported significantly greater changes on these outcomes from pre- to posttreatment versus WL. However, interaction effects were nonsignificant for anxious arousal and social anxiety. MRMs examining hypothesized mechanisms revealed significant Condition x Time interactions for experiential avoidance, decentering, and values-based living. However, interaction effects were nonsignificant for mindfulness. All significant gains were maintained at 1-month follow-up, with the exception of QOL. Results contribute to the growing literature on the acceptability and efficacy of web-based approaches, and suggest these approaches can be effective for diverse college students, and may provide a unique platform to increase access to evidence-based care. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Behavior Therapy, 49(6) : 889-903
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions (any)
, Acceptance & commitment therapy (ACT)
, Technology, interventions delivered using technology (e.g. online, SMS)
Unno, K., Furushima, D., Hamamoto, S., Iguchi, K., Yamada, H., Morita, A., Horie, H., Nakamura, Y.
Theanine, a major amino acid in green tea, exhibits a stress-reducing effect in mice and humans. Matcha, which is essentially theanine-rich powdered green tea, is abundant in caffeine. Caffeine has a strong antagonistic effect against theanine. The stress-reducing effect of matcha was examined with an animal experiment and a clinical trial. The stress-reducing effect of matcha marketed in Japan and abroad was assessed based on its composition. The stress-reducing effect of matcha in mice was evaluated as suppressed adrenal hypertrophy using territorially-based loaded stress. High contents of theanine and arginine in matcha exhibited a high stress-reducing effect. However, an effective stress-reducing outcome was only possible when the molar ratio of caffeine and epigallocatechin gallate (EGCG) to theanine and arginine was less than two. Participants (n = 39) consumed test-matcha, which was expected to have a stress-reducing effect, or placebo-matcha, where no effect was expected. Anxiety, a reaction to stress, was significantly lower in the test-matcha group than in the placebo group. To predict mental function of each matcha, both the quantity of theanine and the ratios of caffeine, EGCG, and arginine against theanine need to be verified. Copyright © 2018 by the authors. Licensee MDPI, Basel, Switzerland.
Nutrients, 10 (10)(1468) :
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative Interventions (CAM)
, Homeopathic, plant-based medicines
Alsaleh, M., Lebreuilly, R., Tostain, M., Lebreuilly, J.
Introduction: Mental and psychological troubles are common symptoms in students. Depression, anxiety and stress in mental and psychological troubles (MPSYT) takes a predominantly verbal form, as if talking to oneself about possible negative outcomes. We suggested that verbal depression, verbal anxiety and verbal stress may be a strategy to avoid more distressing emotional representations, such as negative thinking or images. Verbal depression, anxiety and stress lead to temporary reductions in MPSYT, it can maintain negative thought intrusions in the longer term. This suggests that verbal thinking style plays a causal role in maintaining intrusions, perhaps serving to trigger subsequent depressive and anxious episodes and psychological distress. Objective: The current study examined alternative approaches to reducing depression, anxiety and stress by allocating volunteers to conditions in which they either practiced replacing the usual form of depression, anxiety and stress with repeating phrases of Positive Thoughts (RPPT) represented verbally. This research aims to attract the attention of carers on the positive cognitions as an effective treatment against various psychological disorders among students. The objective of this study was the first to evaluate the short-term effects of the method of Repeating Phrases of Positive Thoughts (RPPT). Method: The total sample consisted of 44 students (11 men and 33 women) from the University of Caen, aged 18 to 23 years. It is composed of two groups: experimental group (21 persons aged 18 to 23 years) and control group (23 participants aged 18 to 23 years). The method of RPPT involved generating positive thoughts related or not related to MPSYT. Participants received training in the designated method and then practiced it for one week, before attending for reassessment. Results: Experimental group benefited from training, with decreases in depression, anxiety and stress, and significant differences between experimental and control groups. The results show a significant improvement in psychological disturbances throughout the experimental group (p < 0.05) and a significant reduction in stress following the RPPT protocol (p < 0.01), less anxiety (p < 0.001) and also less depression (p < 0.05). The short-term effect RPPT (repeating phrases positive thoughts) is significant. Female gender and a low score of psychological disorders have emerged as two independent variables predictive of a good response to treatment (Repeating Phrases of Positive Thoughts: RPPT). The replacement of depression anxiety or stress with different forms of positive cognitions and ideation, even when unrelated to the content of depression itself, anxiety itself or stress itself, seems to have similar beneficial effects, suggesting that any form of positive cognitions and ideation can be used to effectively counter psychological troubles. Treatment and remission of depression are implemented by repetition of positive thoughts. They allow to significantly reduce depressive symptoms, anxious and stress, with a maintained effect and significant short term and thus can improve the mental health of subjects. Conclusion: The positive cognitions can improve the treatment of depression, anxiety and stress among students, their psychological well-being and quality of life. The RPTs are proposed here as a fast treatment against MPSYT. This effective tool can be offered in therapy and has great ease of implementation. These results must be confirmed by clinical and comparative studies. The results show improved stress control capabilities, improved mood and anxiety. So RPPT of intervention has proved beneficial for students. More subjects repeat phrases with a very positive sense, more depression, anxiety and stress decreases. Unlike medicinal treatments, there is no consumption limit or adverse side effects. Considering the possible positive effects on prognosis, detection, diagnosis levels and assessment of change in psychotherapy, more studies should be addressed in this regard. Copyright © 2017 Elsevier Masson SAS
Annales Medico-Psychologiques, 176(5) : 438-447
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Other Psychological Interventions
Diaz-Gonzalez, M. C., Perez-Duenas, C., Sanchez-Raya, A., Moriana-Elvira, J. A., Sanchez-Vazquez, V.
BACKGROUND: Currently, there is a strong movement to implement mindfulness interventions with young people. The objective of this randomised clinical trial was to assess the potential effects of a mindfulness-based stress reduction (MBSR) programme for adolescent outpatients in mental health facilities in Cordoba, Spain.
METHOD: A total of 101 adolescents aged 13-16 years old, receiving psychological or psychiatric treatment for various disorders, were eligible for the study. The participants’ scores on mindfulness, self-esteem, perceived stress, state-trait anxiety and other psychological symptoms were examined at two time-points. Eighty adolescents completed the study (MBSR+TAU group = 41; TAU group = 39).
RESULTS: The MBSR+TAU group showed a statistically significant decrease in anxiety state compared to the treatment-as-usual (TAU) group. No statistically significant differences were found between groups on the other scores, but the intervention was observed to have a greater impact on the MBSR+TAU group than in the TAU group, especially in reducing symptoms of depression, anxiety, paranoia and perceived stress.
CONCLUSION: These results suggest that MBSR may be a useful adjunct treatment for adolescents in mental health facilities.
Psicothema, 30(2) : 165-170
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Mindfulness based therapy
Kim, S., Kim, H., Lee, H., Noh, D.
PURPOSE: This study aimed to examine the effects of a brief stress management intervention on depression, anxiety, suicidal ideation, and aggression among Korean male college students.
DESIGN AND METHODS: In a repeated measures design, participants were assessed before, immediately after, and 3 months after the intervention. Data of 40 experimental and 32 control participants were analyzed using linear mixed models.
FINDINGS: There were significant time-by-group interaction effects for depression and trait anxiety, but not for state anxiety, suicidal ideation, and aggression.
PRACTICE IMPLICATIONS: The intervention has long-term effects for depression and trait anxiety. Future research should involve a randomized controlled trial on a larger scale.
Perspectives in Psychiatric Care, 54(1) : 88-94
- Year: 2018
- Problem: Anxiety Disorders (any), Depressive Disorders, Suicide or self-harm behaviours (excluding non-suicidal self-harm)
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Other Psychological Interventions
Barrera, M., Atenafu, E. G., Schulte, F., Nathan, P. C., Hancock, K., Saleh, A.
Objective: This study assessed the effects of a group intervention-Siblings Coping Together (SibCT)-on siblings' and caregivers' anxiety symptoms compared to controls, and potential moderators. Methods: Seventy healthy siblings of children on or off treatment (7-16 y old, 41 males) participated in a randomized controlled trial (RCT) with 2 arms/groups: SibCT (n = 41) and an attention control (CG) (n = 34). Both groups had eight 2-hour weekly sessions. EG followed SibCT's educational, social, and problem-solving activities. CG had planned games and crafts. Siblings and caregivers self-reported on anxiety symptoms at baseline, intervention end, and 3 months later. Multivariable mixed model analyses examined the intervention effect over time, and potential moderators (gender, on/off ill child's treatment). Results: No main effects of group or time were found in sibling scores. A group x gender interaction (P <.05) indicated that in the intervention group female siblings reported less total anxiety symptoms than male siblings, with no significant gender differences in the control group. Caregivers' total anxiety symptoms declined over time (P <.02). A group x on/off treatment interaction in physiological/panic subscale (P <.03) indicated that when ill child was on treatment, caregivers of siblings in SibCT reported less anxiety compared with caregivers of CG. Conclusions: There was no clear SibCT intervention effect. SibCT may benefit female siblings, and caregivers whose ill child is on active treatment. Contextual factors (gender) seem to influence psychosocial intervention in this population. Copyright © 2018 John Wiley & Sons, Ltd.
Psycho-Oncology, 27(6) : 1629-1634
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
, Problem solving therapy (PST)
Bazzano, A. N., Anderson, C. E., Hylton, C., Gustat, J.
Objective: To assess the impact of a yoga curriculum in an elementary school on student quality of life, and to assess teacher and staff perception of potential barriers to, and benefits of, introducing yoga and mindfulness into the classroom. Methods: A randomized controlled trial was utilized to assess the impact of a brief intervention on third-grade students who screened positive for symptoms of anxiety. Students were randomized to an intervention group of 20 students receiving small-group yoga/mindfulness activities for 8 weeks between October 2016 and February 2017, and a control group of 32 students receiving care as usual. The Brief Multidimensional Students' Life Satisfaction Scale-Peabody Treatment Progress Battery and the Pediatric Quality of Life Inventory (PedsQL) served as outcomes. Teachers were invited to participate in two professional development sessions about introducing yoga and mindfulness into the classroom, and completed a survey following each of the sessions. Results: In generalized estimating equation models adjusted for time, the yoga-based intervention was associated with a 14.17 unit increase in student emotional PedsQL (p-value 0.001) and a 7.43 unit increase in psychosocial PedsQL (p-value 0.01). Results were not attenuated by adjustment. Teachers and staff reported using yoga more frequently in the classroom following the second of two professional development sessions (p-value < 0.05). Perceived barriers to introducing yoga to the classroom were similar at two data collection time points, while perceived benefits remained high. Conclusion: The intervention was associated with a significant improvement in emotional and psychosocial quality of life in the intervention group when compared to the control group, suggesting that yoga/mindfulness interventions may improve symptoms of anxiety among students. Yoga/mindfulness activities may facilitate stress management among elementary school students and may be added as a complement to social and emotional learning activities. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Psychology Research and Behavior Management Vol 11 2018, ArtID 81-89, 11 :
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative Interventions (CAM)
, Psychological Interventions (any)
, Mindfulness based therapy, Mind-body exercises (e.g. yoga, tai chi, qigong)
Berghoff, C. R., Forsyth, J. P., Ritzert, T. R., Eifert, G. H., Anderson, D. A.
Objective: Evaluate the incremental effects of a computerized values clarification (VC) activity on anxiety symptomology and quality of life over and above establishment of a mindfulness meditation (MM) practice. Method: Anxious participants (N = 120, Female = 86; Mage = 22.26) were randomly assigned to a 2-week, 10-min daily MM practice + control task or a 2-week, 10-min daily MM practice + VC task. Pre-assessments and post-assessments included well-established and ideographic self-report measures. Results: Overall decreases in past week and past 24-h anxiety symptom frequency, as well as increased quality of life during the previous 24-h cycle only. VC did not have a demonstrable impact on outcomes. Conclusions: Though findings are preliminary, brief VC exercises may not enhance outcomes that follow from mindfulness practice. Additional research is needed to isolate specific and shared impacts of mindfulness-based and values-based treatment strategies on anxiety symptoms and quality of life. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Journal of Clinical Psychology, 74(9) : 1387-1402
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Other Psychological Interventions, Mindfulness based therapy
Cai, W., Pan, Y., Chai, H., Cui, Y., Yan, J., Dong, W., Deng, G.
Background: A tendency to selectively process a threat to positive information may be involved in the etiology of anxiety disorders. The aim of this study is to examine whether attentional bias modification (ABM) can be used to modify high test-anxiety individuals' attention to emotional information and whether this change is related to anxiety vulnerability. Methods: Seventy-seven undergraduates were included: 28 individuals received a 5-day modified dot probe task as ABM training, 29 individuals received a 5-day classic dot probe task as placebo, and 20 individuals did not receive an intervention between the two test sections. In addition to the measure of biased attention, salivary alpha-amylase (sAA) and the visual analogue scale of anxiety were assessed as emotional reactivity to stress. Results: A repeated measurement of variance analysis and paired sample t-test indicated that the ABM group showed a significant change in attentional bias scores after the 5-day training, whereas there were no changes in the attentional bias scores in the placebo or waiting list groups. Importantly, anxiety vulnerability with attention to threats was significantly decreased in the training group. Conclusions: These results suggest that attentional bias toward threat stimuli may play an important role in anxiety vulnerability. The attentional bias modification away from the threat is effective for the individuals preparing for an exam. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
BMC Psychiatry Vol 18 2018, ArtID 1, 18 :
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Attention/cognitive bias modification
Chavira, D. A., Bustos, C., Garcia, M., Reinosa-Segovia, F., Baig, A., Ng, B., Camacho, A.
Objective: In this study, we tailor a child anxiety cognitive-behavior therapy (CBT) program to fit the needs of rural Latino/a Spanish-speaking families and examine the feasibility, acceptability, tolerability, and safety of this intervention using 2 modes of service delivery. Method: Children (n = 31; age 8-13) with anxiety disorders were recruited from primary care settings and randomized to 1 of 2 modes of parent-mediated CBT bibliotherapy: (1) telephone-delivered, therapist-assisted bibliotherapy (TTB; n = 15), and (2) a more minimal contact, self-directed, bibliotherapy condition (SB; n = 16). Independent evaluators administered a diagnostic interview at baseline and posttreatment; demographic and engagement-related questionnaires were also administered. Results: In the TTB group, 10 of 15 parents (66.7%) completed the requisite number of therapist-assisted bibliotherapy sessions, and in the SB group, 4 of 16 parents (25%) completed the requisite number of self-directed bibliotherapy modules; this comparison was significant, chi2(1) = 5.43, p = .02. In the TTB condition, treatment length and session duration were longer than reported in previous studies. Barriers that were most strongly endorsed were stressors and obstacles competing with treatment, as well as treatment demandingness. Findings revealed good satisfaction across the conditions, although ratings were significantly higher in the TTB group, F = 5.67, p = .028. Remission rates (i.e., no anxiety disorder) for those that provided posttreatment data (N = 25) were 50% and 36% for the TTB and SB groups, respectively, chi2(1) = .465, p = .50. Conclusions: Implications of these feasibility findings and suggestions for future research are discussed. (clinicaltrials.gov unique identifier: NCT01491880). (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Cultural Diversity and Ethnic Minority Psychology, 24(3) : 429-441
- Year: 2018
- Problem: Anxiety Disorders (any), Social phobia (social anxiety disorder)
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
, Self-help
Currey, J., Sharp, K.
Purpose: Previous research has shown the importance of feedback while learning a simple motor execution in a sport like baseball, but there is little research in dance. Some of the negative thinking patterns seen in dance may be related to how dancers receive feedback about their technique. Our purpose is to investigate the effectiveness of varied feedback styles, either: positive, constructive, or none, on: balance, heart rate, anxiety and motor performance in dancers. Methods: Forty-three undergraduate dance majors are placed by quasi-random design into 1 of 3 feedback groups: none, positive and constructive. Each subject learns a phrase and then receives feedback during execution of the phrase. Each subject was tested prior and post intervention for baseline heart ratelance performance and anxiety. Data is recorded for heart rate and galvanic skin response throughout the experiment. A paired t test was performed to detect statistical differences from pre-testing, feedback responses during the experiment and post testing. Significance was accepted at P<0.05. Results: 24.2% had pre-existing anxiety issues, 18.18% had a previous injury, 44.7% were first year dance students. Highest anxiety was seen post-test in the group that received "no feedback." All dancers had improved time on star balance. The "positive feedback" group had the fastest overall balance times and the "constructive feedback" group had the slowest. Conclusions: The dancers that received "no feedback" while performing had the highest anxiety levels and we believe this is due to the fact that dancers need to receive feedback, being it negative or positive, to feel like they are performing well. Significance: These results may impact how we choose to interact and provide feedback to young collegiate dancers. This study could also be replicated on athletes of all kinds to investigate the physiological response seen during different coaching methods.
Clinical Journal of Sport Medicine, 28 (2) : 215
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Biofeedback, neurofeedback, audio/video feedback
Dear, B. F., Fogliati, V. J., Fogliati, R., Johnson, B., Boyle, O., Karin, E., Gandy, M., Kayrouz, R., Staples, L. G., Titov, N.
Background: Internet-delivered cognitive behaviour therapy may increase access by young adults to evidence-based treatments for anxiety and depression. Objective: The aim of this study was to compare the efficacy of an Internet-delivered cognitive behaviour therapy intervention designed for adults aged 18-24 years, when delivered in clinician-guided versus self-guided formats. Design: The intervention, the Mood Mechanic Course, is a transdiagnostic treatment that simultaneously targets symptoms of anxiety and depression using cognitive and behavioural skills. The brief intervention comprised four lessons, delivered over 5 weeks. Following a brief telephone interview, young adults (n = 191) with symptoms of anxiety and depression were randomly allocated to either (1) clinician-guided treatment (n = 96) or (2) self-guided treatment (n = 95). Results: At post treatment, large reductions (average improvement; clinician guided vs self-guided) were observed in symptoms of anxiety (44% vs 35%) and depression (40% vs 31%) in both groups. Significant improvements were also observed in general psychological distress (33% vs 29%), satisfaction with life (18% vs 15%) and disability (36% vs 29%). No marked or consistent differences in clinical outcomes emerged between conditions at post-treatment, at 3-month or 12-month follow-up. Satisfaction was high with both treatment formats, but slightly higher for clinician-guided treatment. Conclusion: These results indicate the potential of carefully developed Internet-delivered cognitive behaviour therapy interventions for young adults with anxiety and depression provided in either self or therapist-guided format. Further large-scale research is required to determine the short- and long-term advantages and disadvantages of different models of support. Copyright © 2017, The Royal Australian and New Zealand College of Psychiatrists 2017.
Australian and New Zealand Journal of Psychiatry, 52(7) : 668-679
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
, Self-help
, Technology, interventions delivered using technology (e.g. online, SMS)