Disorders - Anxiety Disorders
Ziv, A., Barnea-Melamed, S., Meisman, A., Ofei-Tenkorang, N. A., O'Donnell, J., Altaye, M., Nash, J. K., Mitan, L., Gordon, C. M.
In this randomized pilot study, we examined the effects of yoga intervention on axial and peripheral bone mineral density (BMD),
disordered eating cognitions, anxiety, and depression in adolescent girls with anorexia nervosa (AN). Fifteen young women aged 13-18 years with AN or
atypical AN were randomized to either a Yoga group (n = 7), including twice-weekly yoga for 24 weeks plus standard outpatient care, or Non-Yoga group
(n = 8), who received standard outpatient care alone. Data from anthropometrics, mental health and eating behavior questionnaires, dual-energy x-ray
absorptiometry, and peripheral quantitative computed tomography measurements were obtained at baseline and 6 months. The adjunct of yoga to standard
treatment resulted in statistically significant improvement of axial BMD, depression, and disordered eating cognitions in comparison to the Non-Yoga
group. In conclusion, a gentle yoga intervention may be beneficial for improving bone and mental health in adolescent females with AN. Copyright ©
2023 Taylor & Francis.
Eating Disorders, 31(5) : 526-
532
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders, Anorexia Nervosa
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder), At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Mind-body exercises (e.g. yoga, tai chi, qigong)
Zhu,
R., Fang, Y., Li, H., Liu, Y., Wei, J., Zhang, S., Wang, L., Fan, R., Li, S., Chen, T.
Introduction: Test anxiety is a common issue among college students, which can affect their physical and
psychological health. However, effective interventions or therapeutic strategies are still lacking. This study aims to evaluate the potential effects
of Lactobacillus plantarum JYLP-326 on test anxious college students.\rMethods: Sixty anxious students were enrolled and randomly allocated to the
placebo group and the probiotic group. Both groups were instructed to take placebo and JYLP-326 products twice per day for three weeks, respectively.
Thirty unanxious students with no treatments were assigned to a regular control group. The anxiety, depression, and insomnia questionnaires were used
to measure students' mental states at the baseline and the end of this study. 16S rRNA sequencing and untargeted metabolomics were performed to
analyze the changes in the gut microbiota and fecal metabolism.\rResults: The questionnaire results suggested that JYLP-326 administration could
relieve the symptoms of anxiety, depression, and insomnia in test anxious students. The gut microbiomes of the placebo group showed a significantly
greater diversity index than the control group (p < 0.05). An increased abundance of Bacteroides and Roseburia at the genus level was observed in the
placebo group, and the relative abundance of Prevotella and Bifidobacterium decreased. Whereas, JYLP-326 administration could partly restore the
disturbed gut microbiota. Additionally, test anxiety was correlated with disordered fecal metabolomics such as a higher Ethyl sulfate and a lower
Cyclohexylamine, which could be reversed after taking JYLP-326. Furthermore, the changed microbiota and fecal metabolites were significantly
associated with anxiety-related symptoms.\rConclusion: The results indicate that the intervention of L. plantarum JYLP-326 could be an effective
strategy to alleviate anxiety, depression, and insomnia in test anxious college students. The potential mechanism underlying this effect could be
related to the regulation of gut microbiota and fecal metabolites.
Frontiers in
Immunology, 14 : 1158137
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Vitamins and supplements
Zhong, X. L., Sheng, D. L., Cheng, T. Z., Zhang, Z. W.
BACKGROUND: The teaching
mode of fitness exercise prescriptions for college students in physical education conforms to the scientific principles and rules of fitness, which
can adapt to the characteristics of students' individual physiological functions and stimulate their interest in learning.\rAIM: To analyze the
effect of prescribed exercise teaching on the sports quality and mental health of college students.\rMETHODS: The participants of the study were 240
students in our class of 2021, of which 142 were men and 98 were women. The 240 students were randomly divided into an experimental group using the
exercise prescription teaching model and a control group using the conventional teaching model. The experimental and control groups were divided into
four classes of 30 students each. The teaching activities of the two teaching mode groups were strictly controlled, and the same tests were used
before and after the experiment to test the subjects' exercise quality (in-cluding standing long jump, 50 m race, 800 m race, sit-ups, sit-and-
reach), physical form (including height, weight, Ketorolai index), cardiopulmonary function (including heart rate, blood pressure, spirometry, 12-min
running distance, maximum oxygen intake) and mental health (SCL-90, including somatization, obsessive-compulsive, interpersonal, depression, anxiety,
hostility, phobia, paranoia, psychotic symptoms) to understand the effects of the exercise prescription teaching mode on students' physical and
mental health status.\rRESULTS: There were differences in the exercise scores of standing long jump, 50 m, 800 m/1000 m running, sit-ups, and sit-
and-reach in the experimental group after the experiment compared with those before the experiment, and the above indices of the experimental group
were different from those of the control group after the experiment (P < 0.05). There were differences in body weight and Ketorolai index in the
experimental group after the experiment compared to those before the experiment, and the indices of the experimental group were also different from
those of the control group after the experiment (P < 0.05). After the experiment, there were differences in spirometry, 12-min running distance, and
maximum oxygen intake in the experimental group compared to those before the experiment, and the indices of the experimental group were also
different from those of the control group after the experiment (P < 0.05). After the experiment, the indicators of somatization, interpersonal
sensitivity, depression, anxiety, and hostility in the experimental group were different from those in the pre-experimental group, and the indexes of
the experimental group were also different from those of the control group after the experiment (P < 0.05).\rCONCLUSION: Exercise prescription
teaching can mobilize college students' consciousness, enthusiasm, and initiative; expand personalities; enhance physical fitness and improve their
mental health more than the conventional fitness exercise prescription teaching method.
World Journal of Psychiatry, 13(5) : 191-
202
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Service Delivery & Improvement, Physical activity, exercise, Other service delivery and improvement
interventions
Zhang, Q., Wang, J., Neitzel, A.
Past meta-analyses in mental health interventions failed to use stringent inclusion criteria and diverse moderators, therefore, there is
a need to employ more rigorous methods to provide evidence-based and updated results on this topic. This study presents an updated meta-analysis of
interventions targeting anxiety or depression using more stringent inclusion criteria (e.g., baseline equivalence, no significant differential
attrition) and additional moderators (e.g., sample size and program duration) than previous reviews. This meta-analysis includes 29 studies of 32
programs and 22,420 students (52% female, 79% White). Among these studies, 22 include anxiety outcomes and 24 include depression outcomes. Overall,
school-based mental health interventions in grades K-12 are effective at reducing depression and anxiety (ES=0.24, p=0.002). Moderator analysis shows
that improved outcomes for studies with anxiety outcomes, cognitive behavioral therapy, interventions delivered by clinicians, and secondary school
populations. Selection modeling reveals significant publication and outcome selection bias. This meta-analysis suggests school-based mental health
programs should strive to adopt cognitive behavioral therapy and deliver through clinicians at the secondary school level where possible. Copyright ©
2022. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Journal of youth and
adolescence, 52(1) : 195-217
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other Psychological Interventions
Zhang, J., Gao, T., Li, Y., Song, Z., Cui, M., Wei, Q., Chen, Z., Peng,
F., Lyu, S.
Objective: This pilot study aimed to explore the mechanism of the effects of Bafa
Wubu of Tai Chi (BWTC) on anxiety and depression in college students using resting-state functional magnetic resonance imaging (RS-fMRI). Method(s):
Eighteen college students (5 males and 13 females) with anxiety and depression met the study criteria and were randomly divided into an experimental
group (aged 24.20 +/- 4.07 years) and a control group (aged 22.50 +/- 5.95). The experimental group received an eight-week BWTC intervention five
times/week for 60 min/session. The control group maintained normal daily life without any exercise intervention. These students were assessed using
RS-fMRI scans, the self-rating anxiety scale (SAS), and the self-rating depression scale (SDS). Spearman correlation analysis was used, and
statistical significance was defined as a two-sided p-value of <0.05. Result(s): After the intervention, the SAS and SDS scores of the BWTC group
significantly reduced (p = 0.002; p = 0.001). Compared with the control group, the fALFF values of the right middle frontal gyrus, orbital part
(Frontal_Mid_Orb_R) (p = 0.043), right inferior occipital gyrus (Occipital_Inf_R) (p = 0.003), and right middle temporal gyrus of the temporal pole
(Temporal_Pole_Mid_R) (p = 0.003) in the BWTC group increased significantly; the fALFF values of the left middle frontal gyrus (Frontal_Mid_L) (p =
0.001) and right supplementary motor area (Supp_Motor_Area_R) (p = 0.010) in BWTC group decreased significantly. The fALFF values of
Frontal_Mid_Orb_R were significantly positively correlated with the SDS score (r = 0.852, p = 0.015) and the fALFF values of Frontal_Mid_L were
significantly negatively correlated with the SAS score (r = -0.797, p = 0.032). Conclusion(s): In this pilot study with college students, BWTC
alleviated anxiety and depression, potentially through modulating activity in the Frontal_Mid_L and Frontal_Mid_Orb_R, respectively. Copyright © 2023
Zhang, Gao, Li, Song, Cui, Wei, Chen, Peng and Lyu.
Frontiers in Physiology, 14 (no
pagination) :
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Mind-body exercises (e.g. yoga, tai chi, qigong)
Zhang, C., Zhao, J., Cao, M., Zheng, H., Han, T.
Introduction: The current state of research has indicated that a significant proportion of graduate students
experience moderate to high levels of stress, which can result in serious physical and mental health problems. To address this issue, various stress
management interventions have been implemented, among which serious games have demonstrated efficacy in reducing stress levels. Given the
advancements in modern technology, specifically virtual reality (VR) technology, the present study aimed to explore the effectiveness of a VR serious
game in reducing stress levels among graduate students. Method(s): A VR serious game was developed using Unity 3D and was performed on an HTC VIVE
headset. The study then utilized a randomized control trial design with 78 participants who were randomly assigned to one of three groups. The
experimental group participated in the VR serious game, while two different control groups participated in a mobile serious game and a traditional
breath intervention, respectively. Stress levels were measured before and after the intervention through the use of the Visual Analogue Scale (VAS)
and physiological measures including skin electrical level (SCL) and heart rate Result: The results obtained from the VAS analysis revealed that the
use of VR serious games (p = 0.02), mobile serious games (p = 0.048), and traditional breath interventions (p = 0.02) all had a statistically
significant impact on reducing anxiety in the study participants. Specifically, the VR serious game intervention resulted in a 37.5% decrease in
anxiety levels. Moreover, a significant decrease in SCL was observed only in the VR serious game group (p = 0.02), whereas no significant changes in
SCL were noted in the mobile serious game or traditional breath intervention groups. Additionally, the participants' heart rates generally showed a
decreasing trend, but only the traditional breath intervention had a statistically significant effect on heart rate (p = 0.04). The results of this
study suggest that VR serious games have a beneficial impact on alleviating anxiety in graduate students, however, further research is required to
determine whether its effects are superior to those of traditional breath interventions. Conclusion(s): In conclusion, this study provides evidence
that VR serious games can be an effective tool in managing stress levels among graduate students and can be a promising alternative to traditional
interventions and mobile serious games. Further research should focus on understanding the underlying mechanisms of VR serious games in stress
interventions. Copyright © 2023
International Journal of Psychophysiology, 188
(Supplement) : 68
- Year: 2023
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Service Delivery & Improvement, Psychological Interventions
(any), Other Psychological Interventions, Meditation, Technology, interventions delivered using technology (e.g. online, SMS)
Zaizar, E. D., Papini, S., Gonzalez-Lima, F., Telch, M. J.
BACKGROUND: Preclinical findings suggest that transcranial infrared laser stimulation (TILS)
improves fear extinction learning and cognitive function by enhancing prefrontal cortex (PFC) oxygen metabolism. These findings prompted our
investigation of treating pathological fear using this non-invasive stimulation approach either alone to the dorsolateral PFC (dlPFC), or to the
ventromedial PFC (vmPFC) in combination with exposure therapy. METHOD(S): Volunteers with pathological fear of either enclosed spaces, contamination,
public speaking, or anxiety-related bodily sensations were recruited for this randomized, single-blind, sham-controlled trial with four arms: (a)
Exposure + TILS_vmPFC (n = 29), (b) Exposure + sham TILS_vmPFC (n = 29), (c) TILS_dlPFC alone (n = 26), or (d) Sham TILS _dlPFC alone (n = 28).
Post-treatment assessments occurred immediately following treatment. Follow-up assessments occurred 2 weeks after treatment. RESULT(S): A total of
112 participants were randomized [age range: 18-63 years; 96 females (85.71%)]. Significant interactions of Group x Time and Group x Context
indicated differential treatment effects on retention (i.e. between time-points, averaged across contexts) and on generalization (i.e. between
contexts, averaged across time-points), respectively. Among the monotherapies, TILS_dlPFC outperformed SHAM_dlPFC in the initial context, b = -13.44,
95% CI (-25.73 to -1.15), p = 0.03. Among the combined treatments, differences between EX + TILS_vmPFC and EX + SHAM_vmPFC were non-significant
across all contrasts. CONCLUSION(S): TILS to the dlPFC, one of the PFC regions implicated in emotion regulation, resulted in a context-specific
benefit as a monotherapy for reducing fear. Contrary to prediction, TILS to the vmPFC, a region implicated in fear extinction memory consolidation,
did not enhance exposure therapy outcome.
Psychological medicine, 53(3) : 908-917
- Year: 2023
- Problem: Anxiety Disorders (any), Social phobia (social anxiety disorder), Specific
Phobia
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Biological Interventions
(any), Other biological interventions, Psychological Interventions
(any), Exposure therapy, Exposure
and response prevention
Yosep, I., Suryani, S., Mediani, H. S., Mardhiyah, A., Maulana, I.
The learning method has changed from offline to online since Coronavirus Disease 2019 pandemic cause mental health problems
in students such as stress, anxiety, and even depression. Interventions to reduce mental health problems in adolescents need to be carried out
digitally to reduce the transmission of Coronavirus Disease 2019. The purpose of this study is to explore methods of digital therapy to reduce
symptoms of anxiety and depression among students during the Coronavirus Disease 2019. A scoping review study design was used in this study. Database
the study from CINAHL, PubMed, and Scopus databases. This study used PRISMA Extension for Scoping Reviews (PRISMA-ScR) and for quality appraisal used
JBI Quality Appraisal. The inclusion criteria for articles in this study are full text, randomized control trial or quasi-experiment research design,
English language, students sample, and the publication period during COVID-19 pandemic (2019-2022). There were found 13 articles discussing digital
therapy and it was found that the digital therapy model to reduce anxiety and depression includes directions through digital modules, directions via
video, and asynchronous discussions via online meeting. The sample range in this study is 37-1986 students. Most of the articles come from developed
countries. Delivery services of digital therapy consist of three phases, namely psycho-education, problem-solving, and implementation of problem-
solving strategies. The authors found that there are four digital therapy methods, namely Improving psychological abilities, Bias-modification
intervention, Self-help intervention, and Mindfulness intervention. The implementation of digital therapy must still pay attention to various aspects
that affect students, so that therapists need to pay attention to physical, psychological, spiritual, and cultural aspects. Here we highlight,
digital therapy interventions are proven for improving mental health by reducing depression and anxiety levels among students during the COVID-19
pandemic by paying attention to all aspects that affect students.
Journal of multidisciplinary healthcare, 16 : 1705-1719
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Other Psychological Interventions, Mindfulness based
therapy, Attention/cognitive bias
modification, Self-help, Technology, interventions delivered using technology (e.g. online, SMS)
Ying,
D., Xiang, H., Cheng, J.
Background. Anxiety disorder is a common
mental disease, which is characterized by tremors, palpitation, sweating, and other symptoms, and has become one of the main psychological problems
of college students. The psychological atmosphere is a relatively stable emotional state, which can promote emotional communication and trigger
psychological resonance. Through the creation of a good psychological atmosphere in physical education classroom teaching, this paper explores its
intervention effect on anxiety patients. Subjects and Methods. In a domestic university, 900 college students of different grades were selected by
random sampling, and the Self-rating Anxiety Scale (SAS) was filled in anonymously. After statistical results, 126 patients with anxiety disorder
were selected. Then they were randomly divided into a control group and an observation group, 68 in each group. The students in the observation group
studied in the PE class with a positive psychological atmosphere, while the students in the control group studied in the regular PE class. After one
semester of study, the anxiety level was assessed again by the SAS scale. Results. Table 1 shows the statistical results of SAS scores of the two
groups before and after physical education classroom teaching. It can be found that after the experiment, the anxiety score of the students in the
observation group decreased significantly and was lower than that of the control group, with a statistically significant difference (P < 0.05).
Conclusions. Anxiety has seriously harmed the physical and mental health of college students. The study created a positive psychological atmosphere
in physical education classroom teaching and intervened the anxiety patients. The results show that the optimized creation of a psychological
atmosphere in physical education classrooms can improve the anxiety symptoms of college students, and has certain clinical application value.
CNS Spectrums, 28(Supplement
1) : S20
- Year: 2023
- Problem: Anxiety Disorders (any)
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Yeo, G., Loo, G., Oon, M., Pang, R., Ho, D.
BACKGROUND: Emerging
adulthood (ages 19 to 25 years) is a developmental phase that is marked by increased mental health conditions, especially depression and anxiety. A
growing body of work indicates that digital peer emotional support has positive implications for the psychological functioning of emerging adults.
There is burgeoning interest among health care professionals, educational stakeholders, and policy makers in understanding the implementation and
clinical effectiveness, as well as the associated mechanism of change, of digital peer support as an intervention.\rOBJECTIVE: This randomized
controlled trial (RCT) examined the effectiveness of a digital peer support intervention over a digital platform-Acceset-for emerging adult
psychological well-being with 3 primary aims. First, we evaluated the implementation effectiveness of digital peer support training for individuals
providing support (befrienders) and of the digital platform for peer support. Second, we assessed the clinical outcomes of digital peer support in
terms of the intervening effect on emerging adult psychological well-being. Third, we investigated the mechanism of change linking the digital peer
support intervention to emerging adult psychological well-being.\rMETHODS: This RCT involving 100 emerging adults from the National University of
Singapore follows the published protocol for this trial.\rRESULTS: This RCT found effectiveness in digital peer support training-specifically,
befrienders' peer support responses demonstrating significantly higher post- than pretraining scores in selfhood (posttraining score: mean 62.83, SD
10.18, and SE 1.72; pretraining score: mean 54.86, SD 7.32, and SE 1.24; t34=3.88; P<.001). The digital peer support intervention
demonstrated clinical effectiveness in enhancing selfhood, compassion, and mindfulness and lowering depressive and anxiety symptoms among seekers in
the intervention group after the intervention (mean 7.15, SD 5.14; SE 0.88) than among seekers in the waitlist control group before the intervention
(mean 11.75, SD 6.72; SE 0.89; t89=3.44; P<.001). The effect of the intervention on seekers' psychological well-being was sustained
beyond the period of the intervention. The mechanism of change revealed that seekers' engagement with the intervention had both immediate and
prospective implications for their psychological well-being.\rCONCLUSIONS: This RCT of a digital peer support intervention for emerging adult
psychological well-being harnesses the interventional potential of 4 components of psychological well-being and elucidated a mechanism of change. By
incorporating and validating the digital features and process of a peer support platform, our RCT provides the parameters and conditions for
deploying an effective and novel digital peer support intervention for emerging adult psychological well-being in real-world settings.\rTRIAL
REGISTRATION: ClinicalTrials.gov NCT05083676; https://clinicaltrials.gov/ct2/show/NCT05083676.
JMIR Mental Health, 10 : e43956
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Other Psychological Interventions, Technology, interventions delivered using technology (e.g. online, SMS)
Yang, L., Na, L., Xiang-Rui, J.
Aims: In this study a web-based
mindfulness cultivation program was implemented to investigate its effectiveness on the addiction symptoms and negative emotions of college students
with social network addiction. Method(s): A total of 66 students were recruited and randomly divided into the intervention group or the control
group. Participants in the intervention group received a web-based mindfulness cultivation program including the group training and self-cultivating.
The primary outcome was addiction level, and the secondary outcome was anxiety, depression and perceived stress. Repeated measures analysis of
variance were utilized to analyze the differences between the control and intervention group over the course of the intervention and the follow-up.
Result(s): There were significant interaction effects on addiction level (F = 39.39, P <.00), anxiety (F = 31.17, P <.00), depression (F = 37.93, P
<.00) and perceived stress (F = 22.04, P <.00). Conclusion(s): A web-based mindfulness cultivation program could improve the addiction level and
negative emotions of college students with social network addiction. Copyright © 2023 Lippincott Williams and Wilkins. All rights reserved.
Medicine (United States), 102
(9) : E33022
- Year: 2023
- 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), Mindfulness based
therapy, Technology, interventions delivered using technology (e.g. online, SMS)
Wuthrich, V.
M., Zagic, D., Dickson, S. J., McLellan, L. F., Chen, J. T., Jones, M. P., Rapee, R. M.
This systematic review and meta-analysis aimed to
examine the effectiveness of psychological interventions for internalising disorders in youth when delivered in routine settings. Secondary aims were
to examine the effectiveness of cognitive behavioural therapy and determine moderators of treatment response. The study was pre-registered (PROSPERO
2020 CRD42020202776). Databases were systematically searched (PsycINFO, Medline, Embase, PubMed, ERIC) in December 2022 and screened according to the
PRISMA 2020 statement. Inclusion: School aged participants (4-18 years) with a primary internalising disorder; psychotherapy delivered in a routine
setting (e.g. outpatient clinic, school) by setting staff; compared psychotherapy to any control in a randomised controlled trial; reported pre-to-
post or pre-to-follow-up comparisons on the primary disorder according to child, parent or independent evaluator report; and was published in
English. Risk of bias was assessed using the ROB 2.0 Cochrane tool. Results were synthesised using random effects to pool estimates. Risk ratios were
used to analyse dichotomous data and standardised mean differences (SMD) for continuous data. Forty-five studies were included (N = 4901
participants; M = 13 years; range 8-16; SD = 2.5). Nine used waitlist control, 17 treatment as usual, 4 placebo; 15 compared psychotherapy to active
control. Psychotherapy was associated with small significant effects pre- to post-treatment compared to non-active controls for anxiety (SMD = - 0.24
to 0.50) and depression (SMD = - 0.19 to 0.34) with effects differing by informant. Psychotherapy led to small significant pre-to-post-benefits in
youth internalising disorders in routine settings. Results are limited by reporter type and follow-up.
Clinical Child &
Family Psychology Review, 14 : 14
- Year: 2023
- Problem: Anxiety Disorders (any), Obsessive Compulsive Disorder, Post Traumatic Stress Disorder, Depressive Disorders
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any)