Disorders - Anxiety Disorders
Venturo-Conerly, K. E., Fitzpatrick, O. M., Horn, R. L., Ugueto, A. M., Weisz, J. R.
Reports on remote
psychotherapies for youth (e.g., technology-based treatment) suggest it is acceptable, feasible, and useful in overcoming logistical barriers to
treatment. But how effective is remote care? To find out, PsycINFO and PubMed were searched from 1960 through 2020, supplemented by journal searches
and reference trails, to identify randomized controlled trials of youth psychotherapy for anxiety (including obsessive-compulsive disorder and
trauma), depression, attention-deficit/hyperactivity disorder (ADHD), or conduct problems, in which all therapeutic contact occurred remotely.
Articles (N = 37) published from 1988 through 2020, reporting 43 treatment-control group comparisons, were identified. Robust variance estimation was
used to account for effect size dependencies and to synthesize overall effects and test candidate moderators. Pooled effect size was .47 (95%
confidence interval [CI: .26, .67], p < .001) at posttreatment, .44 (95% CI [.12, .76], p < .05) at follow-up-comparable to effects reported in
meta-analyses of in-person youth psychotherapy. Effects were significantly (a) larger for remote psychotherapies supported by therapeutic provider
contact (.64) than for those accessed by youths, with only logistical support (.22), (b) larger for treatments with phone contact (.65) than for
those without (.25), (c) larger for treatment of anxiety (.62) and conduct problems (.78) than ADHD (-.03), and (d) smaller for therapies involving
attention/working memory training (-.18) than for those without (.60). Among studies with therapeutic contact, effects were significantly larger when
therapists facilitated skill-building (e.g., practicing exposures or problem solving [.68]) than when therapists did not (.18). These findings
support the effectiveness of remote psychotherapies for youths, and they highlight moderators of treatment benefit that warrant attention in future
research. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
, 77(1) : 71-
84
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder), At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Technology, interventions delivered using technology (e.g. online, SMS)
Townsend, Christopher, Humpston, Clara, Rogers, Jack, Goodyear, Victoria, Lavis, Anna, Michail, Maria
Background: Recent research has investigated the use of serious games as a form of therapeutic intervention for depression
and anxiety in young people. Aims: To conduct a systematic review and meta-analysis into the effectiveness of gaming interventions for treating
either depression or anxiety in individuals aged 12-25 years. Method: An electronic search was conducted on the 30 March 2020, using PsycINFO, ISI
Web of Science Core Collection, Medline and EMBASE databases. Standardised effect sizes (Hedge's g) were calculated for between-participant
comparisons between experimental (therapeutic intervention) and control conditions, and within-participant comparisons between pre- and post-
intervention time points for repeated measures designs. Results: Twelve studies (seven randomised controlled trials (RCTs) and five non-randomised
studies) were included. For RCTs, there was a statistically significant and robust effect (g = -0.54, 95% CI -1.00 to -0.08) favouring the
therapeutic intervention when treating youth depression. For non-RCTs, using a repeated measures design, the overall effect was also strong (g = -
0.75, 95% CI -1.64 to 0.14) favouring therapeutic intervention, but this was not statistically significant. Interestingly, we found no statistically
significant effect for treating youth anxiety. Conclusions: There is preliminary evidence to suggest that gaming interventions are an effective
treatment for youth depression, but not anxiety. Further research is warranted to establish the utility, acceptability and effectiveness of gaming
interventions in treating mental health problems in young people. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
, 8 :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Service Delivery & Improvement, Other Psychological Interventions, Technology, interventions delivered using technology (e.g. online, SMS)
Tolcher, K., Cauble, M., Downs, A.
Objective: To evaluate the effects of three different
gratitude interventions on college student well-being. Participant(s): Participants were 132 college students at a university in the northwest
sampled between September 2019 and February 2020. Method(s): Participants were randomly assigned to one of three gratitude interventions (journaling,
reflection, app prompted reflection) or an activity-matched control group for 8weeks and completed baseline and post-intervention assessments of
well-being (e.g., satisfaction with life, happiness, resilience, depression, anxiety, and stress). Result(s): Participants in all three gratitude
intervention groups showed improvements in well-being over time, whereas the control group did not report any such improvements. Gratitude journaling
appeared to have the most significant positive impact on well-being and affective functioning. Conclusion(s): Gratitude interventions are simple,
easy to implement, low-cost tools that can increase overall well-being and decrease negative affect, stress, and anxiety in college students.
Journal of American college health : J
of ACH, : 1-5
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Toh, S. H. Y., Tan, J. H. Y., Kosasih, F. R., Sundermann, O.
BACKGROUND: Excessive stress is a major global
health concern, particularly in young adults. Short skills-focused self-guided interventions (SGIs) on smartphones are a scalable way to improve
stress-coping skills at the population level.\rOBJECTIVE: In this randomized controlled trial, we aimed to examine the possible efficacy of a
recently developed stress-coping SGI (Intellect) in improving psychological distress, relative to an active control group and 2 potential moderators
of this predicted relationship (ie, psychological mindedness [PM] and coping self-efficacy [CSE]).\rMETHODS: University students (N=321) were
randomly assigned to either an 8-day SGI on stress-coping or an active control group. Self-reported measures were obtained at baseline, after the
intervention, and at the 1-month follow-up. The primary outcome was psychological stress (Psychological Stress Measure-9). Secondary outcomes were
anxiety (Generalized Anxiety Disorder-7) and depressive symptoms (Patient Health Questionnaire-9). PM and CSE were assessed as potential moderators
at baseline.\rRESULTS: The final sample (n=264) included 188 (71.2%) female, 66 (25%) male, 7 (2.7%) nonbinary, and 3 (1.1%) others participants with
a mean age of 22.5 (SD 5.41) years. The intervention group reported significantly lower perceived stress (partial eta-squared
[etap2]=0.018; P=.03) and anxiety (etap2=0.019; P=.03) levels after intervention relative to the active control group. The
effects on perceived stress levels remained statistically significant at the 1-month follow-up (etap2=0.015; P=.05). Students with the
lowest CSE and highest PM experienced the fastest decline in perceived stress levels (beta=6.37, 95% Cl 2.98-9.75). Improvements in anxiety levels
were not observed at 1-month follow-up. Similarly, no intervention effects were found for depression levels at postintervention and follow-up
periods.\rCONCLUSIONS: This study provides evidence that the Intellect stress-coping SGI is effective in reducing perceived stress and anxiety levels
among university students. Mobile health apps are brief, scalable, and can make important contributions to public mental health.\rTRIAL REGISTRATION:
ClinicalTrials.gov NCT04978896; https://www.clinicaltrials.gov/ct2/show/NCT04978896.
JMIR
Formative Research, 6(12) : e40723
- Year: 2022
- 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), Psychoeducation, Skills training, Technology, interventions delivered using technology (e.g. online, SMS)
Thielemann, J. F. B., Kasparik, B., Konig, J., Unterhitzenberger, J., Rosner, R.
BACKGROUND: Among minors,
posttraumatic stress symptoms (PTSS) are a common consequence of traumatic events requiring trauma-focused treatment.\rOBJECTIVE: This meta-analysis
quantified treatment effects of trauma-focused cognitive behavioral therapy (TF-CBT) with PTSS as primary outcome and symptoms of depression,
anxiety, and grief as secondary outcomes.\rPARTICIPANTS AND SETTING: Inclusion criteria for individual settings: (1) patients aged between 3 and 21,
(2) at least one traumatic event, (3) minimum 8 sessions of (4) TF-CBT according to Cohen, Mannarino and Deblinger (2006, 2017), (5) a quantitative
PTSS measure at pre- and post-treatment, (6) original research only. Inclusion criteria for group settings: had to involve (1) psychoeducation, (2)
coping strategies, (3) exposure, (4) cognitive processing/restructuring, (5) contain some reference to the manual and no minimum session number was
required.\rMETHODS: Searched databases were PsychInfo, MEDLINE, Cochrane Library, PTSDPubs, PubMed, Web of Science, and OpenGrey.\rRESULTS: 4523
participants from 28 RCTs and 33 uncontrolled studies were included. TF-CBT showed large improvements across all outcomes from pre- to post-treatment
(PTSS: g = 1.14, CI 0.97-1.30) and favorable results compared to any control condition including wait-list, treatment as usual, and active treatment
at post-treatment (PTSS: g = 0.52, CI 0.31-0.73). Effects were more pronounced for group settings. We give pooled estimates adjusted for risk of bias
and publication bias, which initially limited the quality of the analyzed data.\rCONCLUSIONS: TF-CBT is an effective treatment for pediatric PTSS as
well as for depressive, anxiety, and grief symptoms. It is superior to control conditions, supporting international guidelines recommending it as a
first-line treatment.
Child Abuse &
Neglect, 134 : 105899
- Year: 2022
- Problem: Anxiety Disorders (any), Post Traumatic Stress Disorder, Depressive Disorders
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Trauma-focused cognitive behavioural therapy (TF-
CBT)
Theurel,
A., Witt, A., Shankland, R.
The mental
health of university students is a serious public health issue. The alarming trend of high levels of untreated psychological distress observed during
the COVID-19 pandemic highlights the need for prevention programs. Digital tools are a promising means of delivering such programs. Web-based
programs are acceptable and effective at improving mental health problems and general mental well-being. However, the usefulness of such digital
prevention approaches to address the multiple issues raised by the COVID-19 pandemic needs to be tested. The current study assessed the effectiveness
of an 8-week online intervention, integrating a variety of evidence-based strategies for improving French university students' mental health.
Students were assigned to: (1) the online self-help program ETUCARE (n = 53), or (2) the control condition (n = 50). All the participants completed
pre- and post-intervention questionnaires that assessed mental health problems and psychological well-being. The findings revealed that, compared to
the control group, participation in the online program was associated with higher levels of psychological well-being post-test and fewer clinical
symptoms of psychological distress, anxiety, and alcohol consumption. These preliminary findings suggest that the ETUCARE program is a promising
multicomponent intervention to buffer the mental health consequences of the COVID-19 pandemic in French university students.
International Journal of Environmental Research & Public Health [Electronic
Resource], 19(16) : 22
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders, Substance Use Disorders (any)
- Type: Controlled clinical 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)
Thabrew, H., Boggiss, A. L., Lim, D., Schache, K., Morunga, E., Cao, N., Cavadino, A., Serlachius, A. S.
Objectives To evaluate the efficacy and acceptability of 'Whitu: seven ways in seven
days', a well-being application (app) for young people. Design Prospective randomised controlled trial of Whitu against waitlist control, with 45
participants in each arm. Participants 90 New Zealand young people aged 16-30 recruited via a social media advertising campaign. Setting
Participants' homes. Interventions Developed during the COVID-19 pandemic, and refined from a prototype version that was evaluated during a smaller
qualitative study, 'Whitu: seven ways in seven days' is a well-being app that, as its name suggests, contains seven modules to help young people
(1) recognise and rate emotions, (2) learn relaxation and mindfulness, (3) practice self-compassion and (4) gratitude, (5) connect with others, (6)
care for their physical health and (7) engage in goal-setting. It can be completed within a week or as desired. Main outcome measures Primary
outcomes were changes in well-being on the WHO 5-item Well-Being Index and Short Warwick-Edinburgh Mental Well-Being Scale. Secondary outcomes were
changes in depression on the Centre for Epidemiological Studies Depression Scale, anxiety on the Generalised Anxiety Disorder 7-item Scale, self-
compassion on the Self Compassion Scale-Short Form, stress on the 10-item Perceived Stress Scale, sleep on the single-item Sleep Quality Scale and
user engagement on the end-user version of the Mobile Application Rating Scale and via qualitative feedback during an online survey. Outcomes were
evaluated at baseline, 4 weeks (primary study endpoint) and 3 months, and analysed using linear mixed models with group, time and a group-time
interaction. Results At 4 weeks, participants in the Whitu group experienced significantly higher emotional (Mean difference (md) 13.19 (3.96 to
22.42); p=0.005) and mental (md 2.44 (0.27 to 4.61); p=0.027) well-being, self-compassion (md 0.56 (0.28 to 0.83); p<0.001) and sleep (md 1.13 (0.24
to 2.02); p=0.018), and significantly lower stress (md -4.69 (-7.61 to -1.76); p=0.002) and depression (md -5.34 (-10.14 to -0.53); p=0.030),
compared with the waitlist controls. Group differences remained statistically significant at 3 months for all outcomes. Symptoms of anxiety were also
lower in the intervention group at 4 weeks (p=0.096), with statistically significant differences at 3 months (md -2.31 (-4.54 to -0.08); p=0.042).
Usability of Whitu was high (subjective ratings of 4.45 (0.72) and 4.38 (0.79) out of 5 at 4 weeks and 3 months, respectively) and qualitative
feedback indicated individual and cultural acceptability of the app. Conclusions Given the evolving psychological burden of the COVID-19 pandemic,
Whitu could provide a clinically effective and scalable means of improving the well-being, mental health and resilience of young people. Replication
of current findings with younger individuals and in other settings is planned. Trial registration number Australian New Zealand Clinical Trials
Registry (ACTRN12620000516987). Copyright © 2022 Authors.
BMJ Open, 12(5) (no
pagination) :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Other Psychological Interventions, Technology, interventions delivered using technology (e.g. online, SMS)
Tejada-Gallardo, C., Blasco-
Belled, A., Alsinet, C.
The
effectiveness of multicomponent positive psychology interventions (MPPIs) on adolescents' mental health has been studied with the use of standard
procedures throughout the scientific literature. However, little is known about the potential mechanisms underlying the network structure of mental
health following the dual-factor model after an MPPI. We relied on network analysis to explore the reorganization of the connections between mental
health indicators after a school-based MPPI. Adolescents from two high schools in Spain were randomly allocated to the 6-week intervention group
(n=85) or to the control group (n=135). Network analysis showed that the relations between the two differentiated network dimensions of mental health
(i.e. well-being and psychological distress) changed after the intervention. Unlike control participants, emotional well-being was negatively
associated with depression and stress, while psychological well-being was positively related to stress after the intervention. The present study
supports the viability of the network approach in analyzing the connections between mental health indicators as defined by the dual-factor model and
the contribution of MPPIs to change the complex pattern of relations between the dimensions of well-being and psychological distress. Copyright ©
2022 The Authors. Applied Psychology: Health and Well-Being published by John Wiley & Sons Ltd on behalf of International Association of Applied
Psychology.
, 24 :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions, Positive
psychology
Tefagh, S., Mokaberinejad, R., Shakiba, M., Jafari, M., Salehi, M., , Khayatkashani, M., Shakeri, N.
Ethnopharmacological relevance: Ustukhuddus Alavi is a polyherbal formula which is introduced by Persian
medicine scholars. It is traditionally used to treat brain disorders and is claimed to do so by preprocessing and cleansing the waste products from
the brain. According to Persian medicine, the disposal of brain waste products is necessary for optimal cognitive performance. Aim of the study:
Sustaining optimal cognitive performance is crucial for ideal quality of life and higher academic achievements in high school students. The objective
of this study was to determine the effects of this multi-component herbal product on the cognitive performance and salivary cortisol levels of
adolescent female students. Material(s) and Method(s): The effect of a 6-week randomly assigned Ustukhuddus Alavi versus placebo administration on
cognitive performance was assessed by the paced auditory serial addition test (PASAT) at the baseline and after the 3- and 6-week intake of
Ustukhuddus Alavi or placebo and the one-month follow-up in 86 healthy female high school students in grades 10 and 11. Additionally, we measured the
levels of salivary cortisol of the students pre- and post-intervention. Result(s): Significant mean difference between the Ustukhuddus Alavi and
placebo groups in three of the paced auditory serial addition test (PASAT) subscales, namely mental health (p-value = 0.006), sustained attention
(p-value = 0.001) and mental fatigue (p-value = 0.001), were observed after six weeks. We also found a significant difference between the mean
salivary cortisol level of the two groups after the intervention (p-value = 0.047). Conclusion(s): These findings reveal that the intake of the
multi-ingredient herbal product Ustukhuddus Alavi for six weeks can be helpful for cognitive function and cortisol levels in female high school
students. These positive effects seem to be related to the increase in sustained attention and the decrease in mental fatigue. Copyright © 2022
Elsevier B.V.
, 288 (no pagination) :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Homeopathic, plant-based medicines
Sunita., Lata, M. Mondal, H., Kumar,
M., Kapoor, R., Gandhi, A.
Background Medical
education is a rigorous formal education with a vast syllabus. Burnout and stresses are common among medical students and more prominent in females.
Female medical students suffer from a higher level of stress than male medical students. For the improvement of physical and mental health,
meditation, pranayama, and yoga are some of the ancient techniques. Meditation is a technique of focusing the mind on a target like an object,
activity, or any thought. Pranayama is an ancient yogic practice focusing on the breath. Yoga is a combination of physical, mental, and spiritual
dimensions that has the potential to improve mental and physical health. Objective This study aimed to find the effect of meditation, pranayama, and
yoga on the improvement of mental health among female undergraduate medical students. Materials and methods This was an interventional study. A total
of 105 females with a median age of 19 years (first quartile - third quartile: 18-20) first-year undergraduate medical students were recruited for
this study. They were randomly allocated to control, meditation, pranayama, and yoga groups. The control group did not practice any form of
meditation, pranayama, or yoga. The rest of the group practiced a designated program for their group, six days a week for 12 weeks. The anxiety,
depression, anger, and sense of well-being were assessed by a validated self-administered questionnaire developed by the Defence Institute of
Physiology and Allied Sciences, New Delhi before starting the study, at six weeks, and at 12 weeks after the intervention. Inter-group levels of
anxiety, depression, anger, and well-being were compared by the Kruskal-Wallis test with Dunn's posthoc test. Intra-group parameters at baseline, at
six weeks, and at 12 weeks after the intervention was tested by Friedman's test. Result The age (years) (p = 0.07), height (cm) (p = 0.98), and
weight (kg) (p = 0.26) of participants among groups were similar. Anxiety, depression, and anger significantly decreased after six weeks in all three
intervention groups. A further decrement was seen after 12 weeks of meditation, pranayama, and yoga. The maximum effect was seen in the yoga group. A
sense of well-being was improved after practicing all types of interventions. However, meditation was found to increase a sense of well-being to the
highest level compared to pranayama and yoga. Conclusion Introduction and sustainment of meditation, pranayama, and yoga programs for first-year
female undergraduate medical students may help reduce anxiety, depression, and anger and promote a sense of well-being. Although a six-week program
helps to improve mental health, a 12-week program helps in further improvement. A yoga program is more effective for improving the mental health of
the students in comparison with pranayama and meditation.
Cureus, 14(9) : e28915
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Meditation, Mind-body exercises (e.g. yoga, tai chi, qigong)
Sun, Y., Kang, Y.
Background: College students' minds are not yet mature, and they are prone to anxiety
in the face of academic or life setbacks. Long term anxiety will cause serious problems in students' mental health, which will lead to emotional
disorders. Affective disorder, also known as mood disorder, is a kind of long-term, serious emotional or mood change disease caused by various
reasons. Affective disorder will greatly affect the normal life and study of college students, and have an adverse impact on their studies and
employment after graduation. Therefore, based on the theory of positive psychology, the study analyzes the students' anxiety factors and emotional
barriers, and uses the digital media communication that integrates the traditional Chinese culture to intervene the students' psychology, alleviate
the students' anxiety, and alleviate the students'emotional barriers. Subjects and methods: In a university, 60 students who signed up for the
experiment were selected as the experimental objects. Using computer information technology to achieve random grouping, two classes were obtained,
which were recorded as the class A and the class B. Among them, the class A used digital media communication that integrated Chinese traditional
culture to intervene students' emotions; The class B used general digital media to interfere with students' emotions. At the end of the experiment,
the intervention effects of the two intervention methods were evaluated by using the scale tool. Result(s): After a period of intervention, the
experimental results show that the digital media communication integrating Chinese traditional culture can better intervene students' psychology and
alleviate their emotional barriers. Conclusion(s): College students' minds are not yet mature, and they are prone to anxiety in the face of academic
or life setbacks, leading to emotional disorders. Digital media communication can help students release their emotions, alleviate anxiety, and then
alleviate emotional disorders. But the traditional digital media communication has many defects. The study proposes to use the digital media
communication which integrates the traditional Chinese culture to intervene students' psychology and alleviate students' anxiety. The experimental
results show that digital media communication, which integrates Chinese traditional culture, can better intervene students' psychology and alleviate
their emotional barriers. Copyright © Medicinska naklada - Zagreb, Croatia.
Psychiatria Danubina, 34(Supplement 4) : 1064-
1069
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Other Psychological Interventions, Technology, interventions delivered using technology (e.g. online, SMS)
Somers, K., Spruit, A., Stams, G. J., Vandevelde, S., Lindauer, R., Assink, M.
Children can develop post-traumatic stress disorder (PTSD) and
mental health symptoms after traumatic events. This meta-analysis evaluated the influence of moderators of cognitive behavioural trauma treatment
(CBTT) with caregiver involvement in traumatized children. A total of 28 studies were included, with 23 independent samples and 332 effect sizes,
representing the data of 1931 children (M age = 11.10 years, SD = 2.36). Results showed a significant medium overall effect (d = 0.55, t = 2.478, p =
0.014), indicating CBTT with caregiver involvement was effective in treating PTSD (d = 0.70), with somewhat smaller effect sizes for internalizing,
externalizing, social, cognitive and total problems (0.35 < d > 0.48). The positive treatment effect was robust; we found somewhat smaller effect
sizes at follow-up (d = 0.49) compared to post-test (d = 0.57) assessments. Furthermore, several sample (i.e. child's age, gender, and trauma
event), programme (i.e. the duration of treatment, number of sessions), study (i.e. control condition, type of instrument, informant, type of
sample), and publication (i.e. publication year and impact factor) characteristics moderated the treatment outcomes of the child. In sum, the results
of our meta-analysis might help to improve the effectiveness of cognitive behavioural trauma treatment for youth with PTSD, and guide the development
of innovative trauma interventions that involve caregivers. Implications for theory and practice are discussed.
European Child & Adolescent
Psychiatry, 30 : 30
- Year: 2022
- 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), Trauma-focused cognitive behavioural therapy (TF-
CBT)