Disorders - Anxiety Disorders
Krispenz, A., Dickhauser, O.
[Correction Notice: An Erratum for this article was reported in Vol 9[2734] of Frontiers in Psychology (see record 2019-04327-001). In the original article, there was a mistake in Figure 1 and Figure 2 as published. The coefficients for the effects of the experimental intervention condition on thought related test anxiety were mistakenly reported as negative even though the coefficients for these effects are positive. The corrected Figure 1 and Figure 2 appear in the erratum. Because of the error mentioned above, a correction has been made to the Results, Model 1: Combined Analyses. A correction has also been made to the Results, Model 2: Differential Analyses. These corrections are explained in the erratum, and the original article has been updated.] Background and Objectives: Test anxiety can have undesirable consequences for learning and academic achievement. The control-value theory of achievement emotions assumes that test anxiety is experienced if a student appraises an achievement situation as important (value appraisal), but feels that the situation and its outcome are not fully under his or her control (control appraisal). Accordingly, modification of cognitive appraisals is assumed to reduce test anxiety. One method aiming at the modification of appraisals is inquiry-based stress reduction. In the present study (N = 162), we assessed the effects of an inquiry-based short intervention on test anxiety. Design: Short-term longitudinal, randomized control trial. Methods: Focusing on an individual worry thought, 53 university students received an inquiry-based short intervention. Control participants reflected on their worry thought (n = 55) or were distracted (n = 52). Thought related test anxiety was assessed before, immediately after, and 2 days after the experimental treatment. Results: After the intervention as well as 2 days later, individuals who had received the inquiry-based intervention demonstrated significantly lower test anxiety than participants from the pooled control groups. Further analyses showed that the inquiry-based short intervention was more effective than reflecting on a worry thought but had no advantage over distraction. Conclusions: Our findings provide first experimental evidence for the effectiveness of an inquiry-based short intervention in reducing students' test anxiety. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Frontiers in Psychology, 9 : ArtID 201
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Other Psychological Interventions
Hauken, M. A., Pereira, M., Senneseth, M.
Background: Families living with parental cancer report lack of social support. The Cancer PEPSONE Program (CPP) was developed to bridge the gap between the families and their network. Objective(s): The aims of this study were to study the effect of the CPP on children's anxiety and quality of life (QOL) and examine the association between the CPP's effect on their well parents' received social support, QOL, and psychological distress and the children's anxiety and QOL. Method(s): The CPP, a psychoeducational program for the families and their social network, was evaluated using a randomized controlled trial design. The children and their well parents completed questionnaires measuring QOL, psychological distress, and social support at baseline and after 3 and 6 months. Result(s): Thirty-five families were enrolled (18 intervention, 17 controls). The CPP stabilized the children's family function, although the family function largely (d = 0.86) decreased in the control group (P =.018). No significant effects were found on anxiety, overall QOL, or QOL subdimensions. Significant correlations were documented between the children's levels of anxiety and the well parents' received social support (r = -0.196, P <.001), QOL (r = -0.138, P <.05), and psychological distress (r = 0.166, P <.05). Conclusion(s): The CPP seems to stabilize the children's perceived family function but did not target the other outcomes. Further studies with larger samples are needed. Implications for Clinical Practice: Optimizing social network for families living with parental cancer may support the family's function. Actions should be initiated to increase the well parents' social support, QOL, and psychological distress, which may also benefit the children. Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.
Cancer Nursing, 41(6) : 473-483
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Psychoeducation
Jolstedt, M., Wahlund, T., Lenhard, F., Ljotsson, B., Mataix-Cols, D., Nord, M., Ost, L. G., Hogstrom, J., Serlachius, E., Vigerland, S.
Background: Paediatric anxiety disorders are associated with substantial disability and long-term adverse consequences, but only a small proportion of affected children have access to evidence-based treatment. Internet-delivered cognitive behavioural therapy (ICBT) could help increase accessibility but needs further rigorous assessment. We aimed to assess the efficacy and cost-effectiveness of ICBT in the treatment of paediatric anxiety disorders. Method(s): We did a single-blind randomised controlled trial in a clinical research unit within the Child and Adolescent Mental Health Services in Stockholm (Sweden). Eligible participants were children aged 8-12 years with a diagnosis of a principal anxiety disorder (seperation anxiety disorder, generalised anxiety disorder, specific phobia, social anxiety disorder, or panic disorder) of at least moderate severity. We randomly allocated participants (1:1) to ICBT or internet-delivered child-directed play, an active comparator aimed to improve parent-child relationships and increase a child's self-esteem without directly targeting anxiety. Block sizes for the randomisation varied between four and six and were generated using a computer random-number generator, and the allocation was concealed from the researchers by opaque sealed envelopes. Both treatment programmes comprised 12 modules presented over 12 weeks with weekly asynchronous online therapist support, and consisted of texts, films, illustrations, and exercises. The primary outcome was severity rating of the principal anxiety disorder 12-weeks post-treatment, via the Anxiety Disorder Interview Schedule for Diagnostic and Statistical Manual of Mental Disorders-IV (a rating of at least 4 corresponds to meeting the criteria for the principal diagnosis), assessed by clinicians masked to treatment allocation. All participants were included in the primary analysis (intention-to-treat). This trial is registered at ClinicalTrials.gov, number NCT02350257. Finding(s): Between March 11, 2015, and Oct 21, 2016, 131 participants were recruited and allocated to either ICBT (n=66) or internet-delivered child-directed play (n=65). The clinician-assessed severity rating of the principal anxiety disorder improved significantly after the 12-weeks treatment period for participants in both ICBT (within-group effect size 1.22, 95% CI 0.78-1.65) and the active control (0.72, 0.44-1.00) groups. However, greater improvement was seen with ICBT than with the active control (estimated mean difference 0.79, 95% CI 0.42-1.16, p=0.002; between-group effect size 0.77, 95% CI 0.40-1.15). 29 (48%) participants in the ICBT group no longer had their principal diagnosis, compared to nine (15%) in the active control group (odds ratio 5.41, 95% CI 2.26 to 12.90, p<0.0001); the number needed to treat for ICBT to gain one additional participant in remission was three (95% CI 2.85 to 3.15). ICBT resulted in an average societal-cost saving of 493.05 (95% CI 477.17 to 508.92) per participant. No severe adverse events were reported. Interpretation(s): ICBT is an efficacious and cost-effective treatment for paediatric anxiety disorders that should be considered for implementation in routine clinical care. Funding(s): The Swedish Research Council for Health, Working Life and Welfare, and Stockholm County Council. Copyright © 2018 Elsevier Ltd
The Lancet Child and Adolescent Health, 2(11) : 792-801
- Year: 2018
- 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, interventions delivered using technology (e.g. online, SMS)
Sen, N., Tanwar, S., Jain, A.
Background: Prevous data have shown that music experience is the key to develop future therapies in order to prevent the development of cardiovascular disorders. Objective(s): The present study aimed to evaluate the effects of heart rate variability (HRV) on exposure to Indian raga with slow music with that of two control groups of pop music and no music or silence in a sample of healthy subjects. Material(s) and Method(s): Autonomic functioning, anxiety level, and subjective feeling were assessed in 149 healthy subjects, both male and female [group mean age +/- standard deviation (SD), 25.68+/-5.74] during three sessions. The three sessions were the musical session intervention with the Indian raga with slow music yoga asana before sleep at night, pop music with steady beats, and "no music session". Assessments were made before (5 min), during (10 min), and after (5 min) in each of the three states on 3 separate days. Result(s): During the Indian raga, there was a significant decrease in the low frequency (LF) power (P<0.01) and increase in the high frequency (HF) power (P<0.002) in the frequency domain analysis of the HRV spectrum. There was also a significant decrease in the mean heart rate (HR) (P<0.03) in the time domain analysis of HRV. Both frequency and time domain measures are indicative of parasympathetic activity. The anxiety level significantly (P<0.004) decreased post the Indian raga session and significantly (P<0.04) increased post the pop session. The subjective assessment of perceived feeling using the visual analog scale (VAS) comparing Indian raga with pop and silence sessions showed a significant difference of feeling positive (P<0.005). Conclusion(s): Exposure to the Indian raga with slow music yoga asana reduced sympathetic activity and/or increased vagal modulation with reduced anxiety levels and subjective assessment of perceived feeling showed positive changes.
European Heart Journal, 39 (Supplement 1) : 908
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative Interventions (CAM)
, Creative expression: music, dance, drama, art
Hall, B. J., Xiong, P., Guo, X., Sou, E. K. L., Chou, U. I., Shen, Z.
Mental disorders and sleep dysfunction are common among Chinese university students. This study aimed to evaluate a low cost scalable mindfulness intervention program to improve psychological health and sleep quality among Chinese university students. A randomized controlled trial with 101 university students (mean age 22.30 +/- 2.63, 69.31% female) was conducted. Participants were randomized into 4 groups: Group 1: control group (n = 25), Group 2: mindfulness only group (n = 27), Group 3: mindfulness + plain-text reminder group (n = 24), and Group 4: mindfulness + enhanced text reminder with animal meme group (n = 25).The mindfulness intervention consisted of two in-person guided sessions along with weekly self-guided practice for 7 weeks. The Depression, Anxiety and Stress Scale (DASS-21) and The Pittsburgh Sleep Quality Index (PSQI) were used to measure depression, anxiety, stress, and sleep dysfunction. After the intervention at week 4, compared to controls, completers in group 2, 3 and 4 (n = 42) showed significantly reduced depression (Cohen's d = 0.83), anxiety (Cohen's d = 0.84), and stress (Cohen's d = 0.75), and improved subjective sleep quality (Cohen's d = 2.00), sleep latency (Cohen's d = 0.55), and habitual sleep efficiency (Cohen's d = 0.86). The effect was maintained at week 7. Low-intensity mindfulness interventions might be a useful intervention program in university settings. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Psychiatry Research, 270 : 394-403
- Year: 2018
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions (any)
, Mindfulness based therapy, Technology, interventions delivered using technology (e.g. online, SMS)
Berger, R., Benatov, J., Cuadros, R., VanNattan, J., Gelkopf, M.
Children in Sub-Saharan Africa are living under chronic adversity due to poverty, serious health issues, physical and sexual abuse, and armed conflicts. These highly stressful conditions have deleterious effects on their mental health and socio-emotional adjustment. Since many children lack adequate access to mental health care, culturally adapted school-based resiliency programs could provide a resource to scaffold their development and promote their mental health. This study evaluated the efficacy of a universal school-based intervention in enhancing the resiliency of Tanzanian primary school children and cultivating prosocial behaviors. A total of 183 students from grades 4 to 6 were randomly assigned to either the 16-session "ERSAE-Stress-Prosocial (ESPS)" structured intervention or to a Social Study curriculum (SS) active control group. The original ESPS program was adapted by Tanzanians mental health professionals who modified the program based on local idioms of distress and indigenous practices. Students' resilience was evaluated before, after and 8 months following the intervention by assessing social difficulties, hyperactivity, somatization, level of anxiety, prosocial behaviors and school functioning as well as academic achievements and disciplinary problems. There was significant improvement on all outcome measures for the ESPS group compared to the control group post-intervention and at the 8-month follow up. The ESPS intervention was equally effective on most measures for students experiencing different adversity levels. The results indicate that a culturally adapted universal school-based intervention can be effective in enhancing Tanzanian students' resiliency and promoting prosocial behaviors. Should these results be replicated and found enduring, the modified ESPS could be a valuable mental health-promoting intervention in other low-income countries. Copyright © The Author(s) 2018.
Transcultural Psychiatry, 55(6) : 821-845
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Other Psychological Interventions
Lo, K., Waterland, J., Todd, P., Gupta, T., Bearman, M., Hassed, C., Keating, J. L.
Effects of interventions for improving mental health of health professional students has not been established. This review analysed interventions to support mental health of health professional students and their effects. The full holdings of Medline, PsycINFO, EBM Reviews, Cinahl Plus, ERIC and EMBASE were searched until 15th April 2016. Inclusion criteria were randomised controlled trials of undergraduate and post graduate health professional students, group interventions to support mental health compared to alternative education, usual curriculum or no intervention; and post-intervention measurements for intervention and control participants of mindfulness, anxiety, depression, stress/distress or burnout. Studies were limited to English and short term effects. Studies were appraised using the PEDro scale. Data were synthesised using meta-analysis. Four comparisons were identified: psychoeducation or cognitive-behavioural interventions compared to alternative education, and mindfulness or relaxation compared to control conditions. Cognitive-behavioural interventions reduced anxiety (-0.26; -0.5 to -0.02), depression (-0.29; -0.52 to -0.05) and stress (0.37; -0.61 to -0.13). Mindfulness strategies reduced stress (-0.60; -0.97 to -0.22) but not anxiety (95% CI -0.21 to 0.18), depression (95% CI -0.36 to 0.03) or burnout (95% CI -0.36 to 0.10). Relaxation strategies reduced anxiety (SMD -0.80; 95% CI -1.03 to -0.58), depression (-0.49; -0.88 to -0.11) and stress (-0.34; -0.67 to -0.01). Method quality was generally poor. Evidence suggests that cognitive-behavioural, relaxation and mindfulness interventions may support health professional student mental health. Further high quality research is warranted.
Advances in health sciences education : theory and practice, 23(2) : 413-447
- Year: 2018
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention)
, Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
, Psychoeducation, Mindfulness based therapy
Salum, G. A., Petersen, C. S., Jarros, R. B., Toazza, R., Desousa, D., Borba, L. N., etal.
Background: The objective of this study is to assess group differences in symptom reduction between individuals receiving group cognitive behavioral therapy (G-CBT) and attention bias modification (ABM) compared to their respective control interventions, control therapy (CT), and attention control training (ACT), in a 2 x 2 factorial design. Method(s): A total of 310 treatment-naive children (7-11 years of age) were assessed for eligibility and 79 children with generalized, separation or social anxiety disorder were randomized and received G-CBT (n = 42) or CT (n = 37). Within each psychotherapy group, participants were again randomized to ABM (n = 38) or ACT (n = 41) in a 2 x 2 factorial design resulting in four groups: G-CBT + ABM (n = 21), G-CBT + ACT (n = 21), CT + ABM (n = 17), and CT + ACT (n = 20). Primary outcomes were responder designation as defined by Clinical Global Impression-Improvement (CGI-I) scale (<=2) and change on the Pediatric Anxiety Rating Scale (PARS). Result(s): There were significant improvements of symptoms in all groups. No differences in response rates or mean differences in PARS scores were found among groups: G-CBT + ABM group (23.8% response; 3.9 points, 95% confidence interval [CI]-0.3 to 8.1), G-CBT + ACT (42.9% response; 5.6 points, 95% CI 2.2-9.0), CT + ABM (47.1% response; 4.8 points 95% CI 1.08-8.57), and CT + ACT (30% response; 0.8 points, 95% CI-3.0 to 4.7). No evidence or synergic or antagonistic effects were found, but the combination of G-CBT and ABM was found to increase dropout rate. Conclusion(s): We found no effect of G-CBT or ABM beyond the effects of comparison groups. Results reveal no benefit from combining G-CBT and ABM for anxiety disorders in children and suggest potential deleterious effects of the combination on treatment acceptability. Copyright © 2018 Mary Ann Liebert, Inc. publishers.
Journal of Child and Adolescent Psychopharmacology, 28(9) : 620-630
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
, Attention/cognitive bias modification
McKinnon, A., Keers, R., Coleman, J. R. I., Lester, K. J., Roberts, S., Arendt, K., etal.
BACKGROUND: Several delivery formats of cognitive behaviour therapy (CBT) for child anxiety have been proposed, however, there is little consensus on the optimal delivery format. The primary goal of this study was to investigate the impact of the child's primary anxiety diagnosis on changes in clinical severity (of the primary problem) during individual CBT, group CBT and guided parent-led CBT. The secondary goal was to investigate the impact of the child's primary anxiety diagnosis on rates of remission for the three treatment formats. METHOD(S): A sample of 1,253 children (5-12 years; Mage = 9.3, SD = 1.7) was pooled from CBT trials carried out at 10 sites. Children had a primary diagnosis of generalised anxiety disorder (GAD), social anxiety disorder (SoAD), specific phobia (SP) or separation anxiety disorder (SAD). Children and parents completed a semistructured clinical interview to assess the presence and severity of DSM-IV psychiatric disorders at preintervention, postintervention and follow-up. Linear mixture modelling was used to evaluate the primary research question and logistic modelling was used to investigate the secondary research question. RESULT(S): In children with primary GAD, SAD or SoAD, there were no significant differences between delivery formats. However, children with primary SP showed significantly larger reductions in clinical severity following individual CBT compared to group CBT and guided parent-led CBT. The results were mirrored in the analysis of remission responses with the exception that individual CBT was no longer superior to group CBT for children with a primary SP. The difference between individual and group was not significant when follow-up data were examined separately. CONCLUSION(S): Data show there may be greater clinical benefit by allocating children with a primary SP to individual CBT, although future research on cost-effectiveness is needed to determine whether the additional clinical benefits justify the additional resources required. Copyright © 2018 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.
Journal of Child Psychology & Psychiatry, & Allied Disciplines, 59(7) : 763-772
- Year: 2018
- Problem: Anxiety Disorders (any), Generalized Anxiety Disorder, Social phobia (social anxiety disorder)
, Specific Phobia
- Type: Controlled clinical trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions (any)
, Cognitive & behavioural therapies (CBT)
, Other service delivery and improvement interventions
Liu, M., Cao, Y.
Objectives: Recently, there has been an escalating trend in Chinese adolescents' psychological problems, which include emotional problems such as anxiety, stress and so on. As predicted by World Health Organization, by 2020 there will be an increase of 50% in the number of adolescents with psychological problems worldwide, which ranks in the top five causes of adolescents' diseases, disabilities and deaths. Therefore, adolescents' psychological problems demand immediate attention. As a mind-body exercise, sun-style tai chi chuan originated in China, and is characterized by slow gentle motions including physical and respiratory movements. Extensive research indicates that Sun-style tai chi chuan is conducive to the mind and body. In addition, if people do tai chi exercise often, it is also beneficial for people's health as well. This paper aims to investigate the impact of Sun-style tai chi chuan on college students' anxiety, stress as well as explore the relationship between psychological resilience and anxiety and stress respectively. Method(s): 50 participants were selected from Zunyi Normal College, Zunyi Medical College. Randomly divided the 50 participants into Tai chi Group (Sun-style Tai chi chuan) and the Control Group (Health Education) and signed informed consents. The Tai chi Group practices three times a week for 12 weeks (1 hour each time by aerobic exercise) after mastering the basics of Sun-style Tai chi chuan and both two groups could not attend other exercise but Sun-style tai chi chuan after the intervention. We conducted pre- and post- tests of the two groups by means of the Self-Rating Anxiety Scale (SAS), Stress Scale for College Students (SSCS) and the Connor-Davidson Resilience Scale (CD-RISC). Result(s): 12-week Sun-style Tai chi chuan can alleviate college students' stress level, but has no significant difference in easing anxiety. In addition, psychological resilience is negatively correlated to anxiety and stress respectively. Conclusion(s): The results of the Sun-style Tai chi chuan intervention indicate that it is beneficial to mitigate college students' stress, but not significantly in anxiety, this may be partially attributed to the short experimental duration. The experimental results would be more significant if the duration were 24 or 48 weeks. In addition, the result provides certain evidence that the intervention of other exercise for people suffering from mental problem would be extremely beneficial.
Basic and Clinical Pharmacology and Toxicology, 124 (Supplement 2) : 44
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
, At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative Interventions (CAM)
, Mind-body exercises (e.g. yoga, tai chi, qigong)
, Physical activity, exercise
Ismayilova, L., To-Camier, A.
Objective.-Behavioral interventions alone may be insufficient for improving mental health in low-income countries. This study tests the effects of economic intervention, alone and in combination with a family-focused component, on the mental health of children and women living in ultra-level poverty. Methods.- Funded by the Network of European Foundations, this three-arm cluster-RCT included 10-15 year-old children and women from 360 ultra-poor households from twelve villages in Burkina Faso. Villages were randomized (4 villages/120 households per arm) to the wait-list arm, the economic intervention (Trickle Up/TU arm), or to the economic strengthening plus family coaching component (TU+ arm). Intervention effects were tested using repeated-measures mixed-effects regressions. Results.- At 12 months, compared to the control arm, mothers from both intervention groups receiving economic intervention demonstrated a reduction in the PHQ-9 depression score (Cohen's d =-0.67, P = .001 and d =-0.48, P = .005) and the GAD-7 anxiety score (d =-0.64, P = .001 and d =-0.51, P = .002), maintaining effects at24months. However, only children from theTU+showeda reduction in depressive symptoms at 12 months (medium effect size d = -0.53, P = .003) and 24 months (d = -0.50, P = .004), compared to the control condition and the economic intervention alone (at 24 months d = -0.37, P = .041). At 24 months, small effect size improvements in self-esteem were detected in the TU+ group, compared to the control and TU conditions (d = 0.30 and d = 27, respectively). Trauma symptoms significantly reduced in the TU+ group at 12 months (IRR = 0.62, P = .042), compared to the control. Conclusion.- Integrating psycho-social intervention involving all family members with economic empowerment strategies may be an innovative approach for improving emotional well-being among ultra-poor families.
European Psychiatry, 48 (Supplement 1) : S90
- Year: 2018
- 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)
, Other Psychological Interventions, Other service delivery and improvement interventions
Li, C., Yin, H., Zhao, J., Shang, B., Hu, M., Zhang, P., Chen, L.
AIMS: The aim of this study was to systematically examine the efficacy of interventions aimed at improving nursing students' mental health and to identify which form of interventions was effective.
BACKGROUND: Recent research has demonstrated mental disorders in common among nursing students and may lead to adverse consequences like low self-efficacy and poor academic performance.
DESIGN: According to the recommendations of the Cochrane Collaboration, a systematic review and meta-analysis was conducted.
DATA SOURCES: PubMed, EMBase, the Cochrane central register of randomized controlled trials, PsycINFO and Web of Science were used to identify potential studies (January 1990-April 2017).
REVIEW METHODS: A systematic review of the literature and meta-analysis of randomized controlled trials on the efficacy of interventions on reducing mental disorders in nursing students. Review Manager version 5.3 was used to obtain pooled results.
RESULTS: Twelve studies with a total sample size of 651 participants met the inclusion criteria. Interventions included psychotherapy, exercise, training programme and other forms of intervention. The results of subgroup analysis showed that depression benefit more from psychotherapy, anxiety benefit from psychotherapy and non-psychotherapy. Interventions were effective in managing stress and systolic blood pressure. Improvements on self-efficacy and diastolic blood pressure was not observed.
CONCLUSION: Psychotherapy should be chosen to reduce depression and anxiety of nursing students. There is a need for further studies should explore more potential value of psychotherapy on stress and biological change.
Journal of Advanced Nursing, 74(12) : 2727-2741
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)