Disorders - Anxiety Disorders
Gallego, J., Aguilar-Parra, J. M., Cangas, A. J., Langer, A. I., Manas, I.
Two of the problems that currently affect a large proportion of university students are high levels of anxiety and stress experienced in different situations, which are particularly high during the first years of their degree and during exam periods. The present study aims to investigate whether mindfulness training can bring about significant changes in the manifestations of depression, anxiety, and stress of students when compared to another group undergoing a physical activity program and a control group. The sample consisted of 125 students from the Bachelor of Education Program. The measuring instrument used was the Abbreviated Scale of Depression, Anxiety and Stress (DASS-21). The results indicate that the effects of reducing the identified variables were higher for the mindfulness group than for the physical education group and for the control group F(2) = 5.91, p = .004, eta2 = .106. The total scores for all variables related to the mindfulness group decreased significantly, including an important stress reduction t(29) = 2.95, p = .006, d = .667. Mindfulness exercises and some individual relaxing exercises involving Physical Education could help to reduce manifestations of stress and anxiety caused by exams in students.
The Spanish journal of psychology, 17 : E109
- Year: 2014
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative Interventions (CAM)
, Psychological Interventions (any)
, Mindfulness based therapy, Physical activity, exercise
Goodman, R., Newman, D.
Female adolescents are typically exposed to high levels of stress, which may lead to such psychological challenges as anger, anxiety, and depression. The purpose of this study was to examine the use of oral versus digital storytelling as interventions to reduce the emotional health consequences of female adolescent stress, anger, anxiety, and depression. The study was conducted with two groups of ninth-grade females and two groups of twelfth-grade females randomly assigned to either oral or digital storytelling groups. Ninth-graders reported a greater drop in stress and depression without controlling for type of storytelling. There was a greater decrease in anxiety and anger in the digital storytelling groups without controlling for grade level. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Storytelling, Self, Society: An Interdisciplinary Journal of Storytelling Studies, 10(2) : 177-193
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Other Psychological Interventions
Levin, M. E., Pistorello, J., Seeley, J. R., Hayes, S. C.
OBJECTIVE: This study examined the feasibility of a prototype Web-based acceptance and commitment therapy (ACT) program for preventing mental health problems among college students. PARTICIPANTS: Undergraduate first-year students (N = 76) participated between May and November 2011. METHODS: Participants were randomized to ACT or a waitlist, with assessments conducted at baseline, posttherapy, and 3-week follow-up. Waitlist participants accessed the program after the second assessment. RESULTS: Program usability/usage data indicated high program acceptability. Significant improvements were found for ACT knowledge, education values, and depression with ACT relative to waitlist. Subgroup analyses indicated that ACT decreased depression and anxiety relative to waitlist among students with at least minimal distress. Within the ACT condition, significant improvements were observed from baseline to 3-week follow-up on all outcome and process measures. CONCLUSIONS: Results provide preliminary support for the feasibility of a Web-based ACT prevention program.
Journal of American College Health, 62(1) : 20-30
- Year: 2014
- 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)
Rajiah, K., Saravanan, C.
OBJECTIVE: To analyze the effect of psychological intervention on reducing performance anxiety and the consequences of the intervention on first-year pharmacy students. METHODS: In this experimental study, 236 first-year undergraduate pharmacy students from a private university in Malaysia were approached between weeks 5 and 7 of their first semester to participate in the study. The completed responses for the Westside Test Anxiety Scale (WTAS), the Kessler Perceived Distress Scale (PDS), and the Academic Motivation Scale (AMS) were received from 225 students. Out of 225 students, 42 exhibited moderate to high test anxiety according to the WTAS (score ranging from 30 to 39) and were randomly placed into either an experiment group (n=21) or a waiting list control group (n=21). RESULTS: The prevalence of test anxiety among pharmacy students in this study was lower compared to other university students in previous studies. The present study's anxiety management of psychoeducation and systematic education for test anxiety reduced lack of motivation and psychological distress and improved grade point average (GPA). CONCLUSION: Psychological intervention helped significantly reduce scores of test anxiety, psychological distress, and lack of motivation, and it helped improve students' GPA.
American journal of pharmaceutical education, 78(9) : 163
- Year: 2014
- Problem: Anxiety Disorders (any), Social phobia (social anxiety disorder)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative Interventions (CAM)
, Psychological Interventions (any)
, Psychoeducation, Other Psychological Interventions, Relaxation
Stallard, P., Skryabina, E., Taylor, G., Phillips, R., Daniels, H., Anderson, R., Simpson, N.
Background: Anxiety in children is common, impairs everyday functioning, and increases the risk of severe mental health disorders in adulthood. We investigated the effect of a classroom-based cognitive behaviour therapy prevention programme (FRIENDS) on anxiety symptoms in children. Methods: Preventing Anxiety in Children though Education in Schools (PACES) is a three-group parallel cluster randomised controlled trial. Interventions were given between September, 2011, and July, 2012, with schools as the unit of allocation and individual participants as the unit of analysis. We enrolled state-funded junior schools in southwest England. We sent information to all eligible schools (state-funded junior schools in southwest England) inviting them to enrol in the study. School year groups were assigned by computer-generated randomisation (1:1:1) to receive either school-led FRIENDS (led by teacher or school staff member), health-led FRIENDS (led by two trained health facilitators), or usual school provision. Children were not masked to treatment allocation. The allocated programme was given to all students (aged 9-10 years) in the school year (ie, universal delivery) as part of the school curriculum as nine, 60 min weekly sessions. Outcomes were collected by self-completed questionnaire administered by researchers masked to allocation. Primary outcome was symptoms of anxiety and low mood at 12 months assessed by the Revised Child Anxiety and Depression Scale (RCADS 30). Analyses were intention to treat and accounted for the clustered nature of the design. The study is registered, number ISRCTN23563048. Findings: 45 schools were enrolled: 14 (n = 497 children) were randomly assigned to school-led FRIENDS, 14 (n = 509) to health-led FRIENDS, and 12 (n = 442) to usual school provision. 1257 (92%) children completed 12 month assessments (449 in health-led FRIENDS, 436 in school-led FRIENDS, and 372 in usual school provision). We recorded a difference at 12 months in adjusted mean child-reported RCADS scores for health-led versus school-led FRIENDS (19.49 [SD 14.81] vs 22.86 [15.24]; adjusted difference -3.91, 95% CI -6.48 to -1.35; p = 0.0004) and health-led FRIENDS versus usual school provision (19.49 [14.81] vs 22.48 [15.74]; -2.66, -5.22 to -0.09; p = 0.043). We noted no differences in parent or teacher ratings. Training teachers to deliver mental health programmes was not as effective as delivery by health professionals. Interpretation: Universally delivered anxiety prevention programmes can be effective when used in schools. However, programme effectiveness varies depending on who delivers them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
The Lancet Psychiatry, 1(3) : 185-192
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
, Other service delivery and improvement interventions
Afshari, A., Neshat-Doost, H. T., Maracy, M. R., Ahmady, M. K., Amiri, S.
Background: Emotion-focused cognitive behavioral therapy (ECBT) is a new form of CBT with emotion regulation components. Th is form of treatment is suggested to be employed to improve dysregulation of anxiety and other kind of emotions in anxious children. Th is study observed and compared the eff ectiveness of CBT and ECBT on anxiety symptoms; sadness and anger management; and cognitive emotion regulation strategies in children with separation anxiety disorder (SAD). Materials and Methods: Th is study is a randomized clinical trial. Subjects were 30 children from 9 to 13-years-old (15 girls and 15 boys) with diagnosis of SAD, being randomly assigned to CBT, ECBT, and control groups (five girls and five boys in each group). Subject children in CBT group participated in 10-h weekly sessions within Coping Cat manual; whereas, subject children in ECBT group contributed in 12-h weekly sessions within ECBT. Th e control group received no treatment. Th e Screen for Child Anxiety Related Emotional Disorders (SCARED; child and parent forms), Children's Emotion Management Scale (CEMS; anger and sadness forms), and Cognitive Emotion Regulation Questionnaire (CERQ) tests administered to all subjects in pretest, posttest, and the follow-up measurement (3 months later). Analysis of covariance (ANCOVA) repeated measure and Kruskal-Wallis were applied to analyze data by Statistical Package for Social Sciences (SPSS) software package (v. 20). Results: CBT and ECBT; demonstrated no significant diff erence in reducing separation anxiety and total anxiety symptoms from parent and children's reports. ECBT eff ectively increased anger coping and decreased negative cognitive strategies and dysregulation of anger in children, both in posttest and follow-up. Also, ECBT reduced sadness dysregulation and increased sadness coping, though these significant advantages were lost in 3 months later follow-up. CBT reduced negative cognitive strategies in follow-up and increased sadness coping in posttest. None of treatments aff ected on anger and sadness inhibition and positive cognitive coping in separation anxious children. Conclusion: ECBT, in comparison with CBT; eff ectively improved emotion regulation strategies in children with separation anxiety.
Journal of Research in Medical Sciences, 19(3) : 221-227
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
Challen, A. R., Machin, S. J., Gillham, J. E.
Objective: The study aimed to assess the effectiveness of an 18-hr cognitive behavioral group intervention in reducing depressive symptoms (and associated outcomes) in a universal sample of students in mainstream schools in England. The intervention, the UK Resilience Programme (UKRP), was based on the Penn Resiliency Program for Children and Adolescents. Method: Students (N = 2,844; 49% female; 67% White) were ages 11-12 at 16 schools. Classes of students were assigned arbitrarily into intervention (UKRP) or control (usual school provision) conditions based on class timetables. Outcome measures were the Children's Depression Inventory (Kovacs, 1992) (depressive symptoms, primary outcome); Revised Children's Manifest Anxiety Scale (C. R. Reynolds & Richmond, 1985) (anxiety); and child-reported Goodman (1997) Strengths and Difficulties Questionnaire (behavior). Students were surveyed at baseline, postintervention, 1-year follow-up, and 2-year follow-up. Results: At postintervention, UKRP students reported lower levels of depressive symptoms than control group students, but the effect was small (d = 0.093, 95% CI [-0.178, -0.007], p =.034) and did not persist to 1-year or 2-year follow-ups. There was no significant impact on symptoms of anxiety or behavior at any point. Conclusions: UKRP produced small, short-term impacts on depression symptoms and did not reduce anxiety or behavioral problems. These findings suggest that interventions may produce reduced impacts when rolled out and taught by regular school staff. We discuss the implications of these findings for policy and for future dissemination efforts. (copyright) 2013 American Psychological Association.
Journal of Consulting & Clinical Psychology, 82(1) : 75-89
- Year: 2014
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
, Skills training
Barrera, M., Rokeach, A., Hancock, K., Schulte, F., Atenafu, E., Nathan, P.
Objectives: Childhood cancer diagnosis and treatment can result in major psychological distress in the family. Programs targeting the specific psychosocial needs of siblings are rare and examination of the effects of these interventions on sibling and parental distress has not been previously investigated. To determine if a manualized group intervention program for siblings, Siblings Coping Together (SCT), (Experimental Group, EG), improves anxiety in siblings' (directly) and parents' (indirectly) compared to a Control Group (CG). Methods: Institutional approval was obtained and participants signed consent forms. A multi-site andomized controlled trial (RCT) with repeated measures. Inclusion criteria: Siblings, ages 7 to 16 years, and one parent, of patients at least three months from diagnosis. Both groups completed 8 two-hour weekly group sessions and three assessments (T1, pre-; T2, immediately post-intervention; and T3, three months later). EG sessions followed SCT's educational, social, and therapeutic problem-solving plan through games and crafts; CG sessions focused on socializing through games and crafts. Parents and siblings completed standardized self-report measures of Anxiety (Multidimensional Anxiety Questionnaire and Multidimensional Anxiety Scale for Children). Repeated-measures ANOVAs were conducted with partial eta-squared as indices of effect size. Results: Preliminary analyses were based on 53 participants at T1 and 26 at all 3 assessment points. Parent Self-Report. Two significant group x time interactions were found: physiological panic reactions ((2 = 0.30) and social phobia ((2=0.20), suggesting improvements for parents in the EG compared to CG across time. Significant effects of time suggested both groups improved on measures of total anxiety, worry-fears, and negative affectivity ((2=0.36, 0.29, and 0.43, respectively). ChildSelf-Report. A significant group x time interaction in panic/separation suggests improvement in the EG relative to CG, maintained over time ((2=0.24). Conclusions: Preliminary findings suggest major improvements in siblings' and their parents' anxiety, sustained over time, following participation in the manualized group intervention program.
Pediatric Blood & Cancer, 61 : S161
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Other Psychological Interventions
Baghurst, T., Kelley, B. C.
The purpose of this study was to determine whether differing stress reduction interventions could alter stress levels experienced by male and female college students from the beginning to the end of a semester. Components of stress examined included overall perceived stress, test anxiety, and personal burnout. Participants (N = 531) were part of courses that during the course of a 16-week semester focused specifically on cognitive-behavioral stress management, cardiovascular fitness, generalized physical activity, or a control with no intervention. In addition to gender differences, both the stress management and physical activity groups had significantly lower levels of perceived stress, test anxiety, and personal burnout at the end of the semester. The fitness group scored significantly lower on perceived stress and personal burnout, but there was no difference in scores for test anxiety. The important ramifications of reducing stress in college students are discussed, including the pros and cons of implementing differing physical and psychological intervention modalities.
Health promotion practice, 15(3) : 438-447
- Year: 2014
- 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)
, Cognitive & behavioural therapies (CBT)
, Physical activity, exercise
Bernstein, A., Zvielli, A.
We present an experimental investigation of a novel intervention paradigm targeting attentional bias - Attention Feedback Awareness and Control Training (A-FACT). A-FACT is grounded in the novel hypothesis that training awareness of (biased) attentional allocation will lead to greater self-regulatory control of attention and thereby ameliorate attentional bias and its maladaptive sequelae. To do so, A-FACT delivers computerized, personalized, real-time feedback regarding a person's (biased) allocation of attention concurrent with its expression. In a randomized control experimental design, we tested A-FACT relative to an active placebo control condition among anxious adults (N=40, 52.5% women, M(SD)=24.3(4) years old). We found that relative to the placebo control condition, A-FACT led to: (a) reduced levels of attentional bias to threat; (b) (non-significantly) lower rate of behavioral avoidance of exposure to an anxiogenic stressor; and (c) faster rate of emotional recovery following the stressor. The findings are discussed with respect to the novelty and significance of the proposed conceptual perspective, methodology, and intervention paradigm targeting attentional bias. (copyright) 2014 Elsevier Ltd.
Behaviour Research & Therapy, 55(1) : 18-26
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions (any)
, Attention/cognitive bias modification
, Technology, interventions delivered using technology (e.g. online, SMS)
Bin-Sayeed, M. S., Shams, T., Fahim-Hossain, S., Rahman, M. R., Mostofa, A., Fahim-Kadir, M., Mahmood, S., Asaduzzaman, M.,
Ethnopharmacological relevance Previous studies conducted on animals linked consumption of Nigella sativa L. seeds (NS) to decreased anxiety and improved memory. The present study, which was carried out at a boarding school in Bangladesh, was designed to examine probable effect of NS on mood, anxiety and cognition in adolescent human males. Materials and methods Forty-eight healthy adolescent human males aged between 14 to 17 years were randomly recruited as volunteers and were randomly split into two groups: A (n=24) and B (n=24). The treatment procedure for group A and B were one capsule of 500 mg placebo and 500 mg NS respectively once daily for four weeks. All the volunteers were assessed for cognition with modified California verbal learning test-II (CVLT-II), mood with Bond-Lader scale and anxiety with State-Trait Anxiety Inventory (STAI) at the beginning and after four weeks of either NS or placebo ingestion. Results and discussion No parameter showed statistically significant variation between A and B in measurements in the beginning, but after 4 weeks of one capsule of NS 500 mg intake, there was statistically significant variation of mood within group B but there was not statistically significant variation between group A and B. No significant variation was found in state anxiety within groups and between group A and B but in case of trait anxiety, significant variation was found within group B but not between group A and B. In case of CVLT II, there was significant variation within B in immediate short-term recall at trial 4 and 5 whereas this difference was found only in case of trial 5 between group A and B. Within group B, short term-free recall, long-term free recall and long-term cued recall had statistical difference whereas between group A and B long-term free recall and long-term cued recall had statistical difference. No parameters had significant variation within group A after placebo intake for 4 weeks. Conclusions Over the 4 weeks study period, the use of NS as a nutritional supplement been observed to- stabilize mood, decrease anxiety and modulate cognition positively. However, long term study is suggested before using NS extensively. (copyright) 2014 Elsevier Ireland Ltd.
Journal of Ethnopharmacology, 152(1) : 156-162
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative Interventions (CAM)
, Homeopathic, plant-based medicines
Barbosa, Peter, Raymond, Gaye, Zlotnick, Cheryl, Wilk, James, Toomey, Robert, Mitchell, James
Introduction: Graduate healthcare students experience significant stressors during professional training. Mindfulness-Based Stress Reduction (MBSR) is a behavioural intervention designed to teach self-regulatory skills for stress reduction and emotion management. This study examines the impact of MBSR training on students from five healthcare graduate programs in a quasi-experimental trial.; Methods: A total of 13 students completed the MBSR program and were compared with 15 controls. Both groups answered validated questionnaires measuring anxiety, burnout and empathy at baseline, at conclusion of the course (week 8) and 3 weeks post-course completion (week 11).; Results: Significant decrease in anxiety at weeks 8 and 11 compared with baseline (P<0.001 and P<0.01, respectively) was observed using the Burns Anxiety Inventory. Significant increase in empathy at week 8 (P<0.0096) was observed using the Jefferson Scale of Physician Empathy. Week 11 demonstrated a decrease in empathy from baseline (not statistically significant) across all subjects. No significant differences in burnout scores at weeks 8 and 11 were observed between those in the intervention and control groups.; Conclusions: These results provide supportive evidence of MBSR as a behavioural intervention to reduce anxiety and increase empathy among graduate healthcare students.;
Education for Health, 26(1) : 9-14
- Year: 2013
- Problem: Anxiety Disorders (any)
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Mindfulness based therapy