Disorders - Anxiety Disorders
Cobham, V., Cobham, V. E.
Objective: This study compared 3 experimental conditions: wait-list, therapist-supported bibliotherapy, and individual therapy, in the treatment of child anxiety. Method: Participants were 55 children (25 girls and 30 boys), aged 7 to 14 years diagnosed with an anxiety disorder, and their parents. Families were assigned using a modified random assignment process to 1 of the 3 conditions. The intervention evaluated in the 2 active treatment conditions was a family-focused, cognitive-behavioral program. Results: At posttreatment, participants in both treatment conditions had improved significantly on both diagnostic and questionnaire outcome measures compared with participants in the wait-list condition, with no differences demonstrated between the treatment conditions. Thus, at posttreatment, 0% of children in the wait-list condition were anxiety diagnosis free, compared with 95% in the therapist-supported bibliotherapy condition and 78.3% in the individual therapy condition. There was no significant difference between diagnostic status at posttreatment between the 2 treatment conditions. Participants assigned to a treatment condition were reassessed at 3-month and 6-month follow-up. Treatment gains were maintained in both conditions across the follow-up period. Conclusion: In light of the fact that more than 80% of anxiety-disordered children never receive treatment, these data suggest that therapist-supported bibliotherapy represents a cost-effective means of reaching a greater number of anxious children. (copyright) 2012 American Psychological Association.
Journal of Consulting & Clinical Psychology, 80(3) : 465-476
- Year: 2012
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
Essau, C. A., Conradt, J., Sasagawa, S., Ollendick, T. H.
The present study evaluated the effectiveness of a universal school-based cognitive behavior prevention program (the FRIENDS program) for childhood anxiety. Participants were 638 children, ages 9 to 12 years, from 14 schools in North Rhine-Westphalia, Germany. All the children completed standardized measures of anxiety and depression, social and adaptive functioning, coping strategies, social skills, and perfectionism before and after the 10-week FRIENDS program and at two follow-up assessments (6 and 12 months) or wait period. Children who participated in the FRIENDS program exhibited significantly fewer anxiety and depressive symptoms, and lower perfectionism scores than children in the control group at 12-month follow-up. Younger children (9-10-year-olds) displayed treatment gains immediately after the intervention, whereas older children (11-12-year-olds) showed anxiety reduction only at 6- and 12-month follow-up. Perfectionism and avoidant coping acted as mediators of pre- to postintervention changes in anxiety scores. This study provides empirical evidence for the utility of the FRIENDS program in reducing anxiety and depressive symptoms among German children. (copyright) 2011.
Behavior Therapy, 43(2) : 450-464
- Year: 2012
- Problem: Anxiety Disorders (any)
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Other Psychological Interventions
Foret, M. M., Scult, M., Wilcher, M., Chudnofsky, R., Malloy, L., Hasheminejad, N., Park, E. R.
Academic and societal pressures result in U.S. high school students feeling stressed. Stress management and relaxation interventions may help students increase resiliency to stress and overall well-being. The objectives of this study were to examine the feasibility (enrollment, participation and acceptability) and potential effectiveness (changes in perceived stress, anxiety, self-esteem, health-promoting behaviors, and locus of control) of a relaxation response (RR)-based curriculum integrated into the school day for high school students. The curriculum included didactic instruction, relaxation exercises, positive psychology, and cognitive restructuring. The intervention group showed significantly greater improvements in levels of perceived stress, state anxiety, and health-promoting behaviors when compared to the wait list control group. The intervention appeared most useful for girls in the intervention group. The results suggest that several modifications may increase the feasibility of using this potentially effective intervention in high schools. (copyright) 2011 The Foundation for Professionals in Services for Adolescents.
Journal of Adolescence, 35(2) : 325-332
- Year: 2012
- Problem: Anxiety Disorders (any)
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative Interventions (CAM)
, Psychological Interventions (any)
, Other Psychological Interventions, Positive psychology, Relaxation
Arpin-Cribbie, C., Irvine, J., Ritvo, P.
This study assessed the effectiveness of a web-based cognitive behavioral intervention (CBT) in reducing perfectionism and psychological distress in post-secondary students. Participants assessed as high in perfectionism (n=77) were randomized to one of three 10-week, web-based, intervention conditions (no treatment [NT], general stress management [GSM], or CBT). Results indicated the CBT condition was effective in reducing perfectionism, and supported a pattern of significantly greater improvement than observed in participants in the GSM or NT conditions. While both CBT and GSM demonstrated capacities to significantly reduce distress, for CBT participants changes in perfectionism were significantly correlated with changes in depression and anxiety. Results offer support for the effectiveness of web-based CBT in positively affecting perfectionist-related problems. Given the considerable proportion of individuals who suffer from perfectionism-related distress, the intervention's apparent effectiveness, cost-effectiveness and ease of dissemination warrant future replication studies.
Psychotherapy Research, 22(2) : 194-207
- Year: 2012
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
, Other Psychological Interventions, Technology, interventions delivered using technology (e.g. online, SMS)
Anderson, R. E., Spence, S. H., Donovan, C. L., March, S., Prosser, S., Kenardy, J.
Substantial evidence exists that positive therapy outcomes are related to the therapist-client working alliance. To report two studies that examined (1) the quality of the working alliance in online cognitive behavior therapy (CBT), with minimal therapist contact, for anxiety disorders in youth, and (2) the role of working alliance and compliance in predicting treatment outcome. Study 1 participants were 73 adolescents aged 12 to 18 years who met diagnostic criteria for an anxiety disorder, plus one or more of their parents. Participants were randomly assigned to clinic or online delivery of CBT, with working alliance being assessed for youth and parents after session 3. Study 2 participants were 132 children and adolescents aged 7 to 18 years who met diagnostic criteria for an anxiety disorder, plus one or more of their parents. Youths and parents participated in a minimally therapist-assisted online CBT program supported by brief, weekly emails and a single, short phone call. Study 1 revealed a strong working alliance for both online and clinic CBT, with no significant difference in working alliance between conditions for adolescents (F(1,73 )= 0.44, P = .51, (eta)(p) (2 )= 0.006, Cohen d = 0.15). Parents also reported high working alliance in both conditions, although a slight but significantly higher working alliance in clinic-based therapy (F(1,70 )= 6.76, P = .01, (eta)(p) (2 )= 0.09, Cohen d = 0.64). Study 2 showed a significant and substantial decrease in anxiety symptoms following online therapy (P < .001 for all outcome measures). Adolescents improved significantly more in overall functioning when working alliance (beta = .22, t(79 )= 2.21, P = .03) and therapy compliance (beta = .22, t(84 )= 2.22, P = .03) were higher, with working alliance also predicting compliance (beta = .38, F(1,80 )= 13.10, P = .01). No such relationships were evident among younger children. Working alliance is important in determining clinical outcome for online treatment for anxiety among adolescents, with minimal therapist assistance, although this was not the case for younger children. Australian New Zealand Clinical Trials Registry: ACTRN12611000900910;
Journal of Medical Internet Research, 14(3) : e88
- Year: 2012
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
, Technology, comparing delivery mode (e.g. online vs. face-to-face)
Barnes, V. A., Johnson, M. H., Williams, R. B., Williams, V. P.
The Williams LifeSkills(registered trademark) (WLS) anger and stress management workshop provides training in strategies to cope with stressful situations and build supportive relationships. The purpose of this study was to determine the impact of school-based Williams LifeSkills training on anger, anxiety, and blood pressure in adolescents. One hundred fifty-nine adolescents (mean age (plus or minus) SD = 15. 7 (plus or minus) 1. 4 years) were randomized to WLS (n = 86) or control (CTL, n = 73) groups. The WLS group engaged in twelve 50-min WLS training sessions conducted by teachers at school. Anger-in and anxiety scores decreased and anger-control scores increased in the WLS group across the six-month follow-up period compared to the CTL group (group x visit, ps < 0. 05). Daytime diastolic BP was lower across the follow-up in the WLS group (p = 0. 08). DBP was significantly lower across the follow-up period in the WLS group among those with higher SBP at baseline (p = 0. 04). These findings demonstrate beneficial impact of WLS upon self-reported anger-in, anger control, anxiety levels, and ambulatory DBP in the natural environment in healthy normotensive youth. (copyright) 2012 Society of Behavioral Medicine.
Translational Behavioral Medicine, 2(4) : 401-410
- Year: 2012
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Skills training, Other Psychological Interventions
Morag, Inbar, Glickman, Shlomit
Background: Threat‐related attention biases have been implicated in the etiology and maintenance of anxiety disorders. As a result, attention bias modification (ABM) protocols have been employed as treatments for anxious adults. However, they have yet to emerge for children. A randomized, double‐blind placebo‐controlled trial was conducted to examine the efficacy of an ABM protocol designed to facilitate attention disengagement from threats, thereby reducing anxiety and stress vulnerability in children. Methods: Participants were 34 chronically high‐anxious 10‐year‐olds. An emotional attention spatial cueing task was used. In the ABM condition (n = 18), threat faces never cued the targets’ locations, such that the valid–invalid ratio was 0%/100%, respectively. The valid–invalid ratio on neutral cue trials was 25%/75%, respectively. In the control condition, the valid–invalid ratio was 25%/75% for both neutral and threat faces. Anxiety and depression were measured pre‐ and post‐training and pre‐ and post‐stress induction. Results: ABM facilitated attention disengagement from threat. In response to the stressor task, children in the ABM condition reported less state anxiety relative to controls. Conclusion: Computerized attention training procedures may be beneficial for reducing stress vulnerability in anxious children. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract)
Journal of Child Psychology & Psychiatry, 52(8) : 861-869
- Year: 2011
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Attention/cognitive bias modification
Balaji, M., Andrews, T., Andrew, G., Patel, V.
Purpose To evaluate the acceptability, feasibility, and effectiveness of a population-based intervention to promote health of youth (age: 1624 years) in Goa. Methods Two pairs of urban and rural communities were selected; one of each was randomly assigned to receive a multi-component intervention and the other wait-listed. The intervention comprised educational institution-based peer education and teacher training (in the urban community), community peer education, and health information materials. Effectiveness was assessed through beforeafter population surveys at baseline and at 18 months. Outcomes were measured using a structured interview schedule with all eligible youth. Logistic regression compared each pair, adjusted for baseline differences, on prevalence of outcomes in the domains of reproductive and sexual health (RSH), violence, mental health, substance use, and help seeking for health concerns. Results In both intervention communities, prevalence of violence perpetrated and probable depression was significantly lower and knowledge and attitudes about RSH significantly higher (p < .05). The rural sample also reported fewer menstrual complaints and higher levels of help-seeking for RSH complaints by women, and knowledge and attitudes about emotional health and substance use; and, the urban sample reported significantly lower levels of substance use, suicidal behavior, sexual abuse, and RSH complaints. Although information materials were acceptable and feasible in both communities, community peer education was feasible only in the rural community. The institution-based interventions were generally acceptable and feasible. Conclusions Multicomponent interventions comprising information materials, educational-institution interventions and, in rural contexts, community peer interventions are acceptable and feasible and likely to be effective for youth health promotion. (copyright) 2011 Society for Adolescent Health and Medicine.
Journal of Adolescent Health, 48(5) : 453-460
- Year: 2011
- Problem: Anxiety Disorders (any), Depressive Disorders, Suicide or self-harm behaviours (excluding non-suicidal self-harm)
, Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Psychoeducation, Other Psychological Interventions
Baezzat, F., Izadifard, R., Sadinam, M.
Objective: In this research, the effect of cognitive behavioral therapy with problem solving skills training on reduction of symptoms of test anxiety in high school girls has been taken. Method: This research method is a kind of experimental research (pretest-pasttest with control group). The community of statistical consists of the whole students from one to third grade of high school of Fereydoonkenar (The city in the North of Iran-Mazandaram). In order to do the research, first of all thirty students with test anxiety disorder took identical tests (Test Anxiety Inventory), and then they were chosen randomly according to simple sampling method. The evaluated sample was then randomly divided into two experimental and control groups. Experimental group received cognitive-behavioral therapy with problem solving skill training in 10 sessions but control group did not received any intervention. Data was analyzed through covariance analysis (ANCOVA). Results: Research findings indicate that the symptoms of test anxiety of experimental group decreased in compare with control group. Conclusion: Results indicate that cognitive-behavioral therapy with problem solving skills training is useful and efficient strategies for reduction of test anxiety and improvement of academic performance of Students with test anxiety. It is recommended that counselors, psychologists and teacher administer cognitive-behavioral therapy with problem solving skills training for the reduction of symptoms of test anxiety and improvement of academic performance of test anxious students.
European Child & Adolescent Psychiatry, 20 : S136
- Year: 2011
- 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)
, Skills training
Ando, M.
This study evaluated the impact of a preventive intervention program focused on self-understanding and interpersonal interactions to prevent psychosocial distress among Japanese university students. Two hundred and twenty-two undergraduate students were divided into a treatment group and a control group to complete Time 1 and Time 2 surveys. The intervention program included eleven weekly sessions covering self-understanding, self-control, interpersonal relationships, problem solving, conflict resolution, and stress management. Both female and male students in the treatment group reported a significant increase in social self-efficacy in interpersonal relationships from Time 1 to Time 2, but no significant changes were noted in the control group. Anxiety significantly decreased from Time 1 to Time 2, and no difference in depression was noted in the female treatment group, although anxiety and depression significantly increased in the female control group. The intervention program effectively prevented some aspects of psychosocial distress. (copyright) 2010 The Foundation for Professionals in Services for Adolescents.
Journal of Adolescence, 34(5) : 929-940
- Year: 2011
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Other Psychological Interventions
Kramer, D. N., Landolt, M. A.
Background: Single traumatising events are associated with an elevated rate of psychological disorders in children and adolescents. To date, it remains unclear whether early psychological interventions can reduce longer term psychological maladjustment. Objective: To systematically review the literature to determine the characteristics and efficacy of early psychological interventions in children and adolescents after a single, potentially-traumatising event. Design: Systematic searches were conducted of all relevant bibliographic databases. Studies on early psychological interventions were included if the first session was conducted within 1 month of the event. Two independent observers assessed each study for eligibility, using pre-determined inclusion and exclusion criteria, and rated the study's methodological quality. A meta-analysis was conducted on the group effects between individuals allocated to intervention versus control groups. Hence, effect sizes (ES) and confidence intervals were computed as well as heterogeneity and analogue-to-the ANOVA analyses. Results: Seven studies (including four randomised controlled trials) met the inclusion criteria. Depending on the specific outcome variable (e.g., dissociation, anxiety and arousal), small to large beneficial ES were noted. Although the meta-analysis revealed unexplained heterogeneity between the ES of the included studies, and although studies varied greatly with regards to their methodological quality and the interventions tested, findings suggest that early interventions should involve psycho-education, provide individual coping-skills and probably involve some kind of trauma exposure. Also, a stepped procedure that includes an initial risk screen and the provision of multiple sessions to those children at risk may be a promising strategy. Conclusions: To date, research on the effectiveness of early interventions in children after a potentially traumatising event remains scarce. However, our review suggests that early interventions may be helpful. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
European Journal of Psychotraumatology, 2(7858) :
- Year: 2011
- Problem: Anxiety Disorders (any), Post Traumatic Stress Disorder
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention)
, Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
, Psychological debriefing, Psychoeducation
Aaron, R. E., Rinehart, K. L., Ceballos, N.
The current study examined the therapeutic utility of creative endeavors for the reduction of anxiety among undergraduate college students enrolled in a public university in the United States. Students were randomly assigned to participate in one of three conditions: an individual art project (n = 30), a group art project (n = 30), or a non-art control project (n = 30). An overall within-subjects effect of anxiety was noted in which participants reported reduced anxiety levels following intervention. A statistical interaction showed that anxiety was reduced by both individual and group arts interventions, but not by the control condition in which participants completed puzzles. The extent of anxiety reduction did not differ between the individual and group conditions. In conclusion, although presently underutilized, arts interventions may be a viable form of anxiety-reduction among college students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Arts & Health: An International Journal of Research, Policy and Practice, 3(1) : 27-38
- Year: 2011
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative Interventions (CAM)
, Creative expression: music, dance, drama, art