Disorders - Anxiety Disorders
Royal, S., Keeling, S., Kelsall, N., Price, L., Fordham, R., Xydopoulos, G., Dawson, G. R., Kingslake, J., Morriss, R.
BACKGROUND: Only a
relatively low proportion of university students seek help for anxiety and depression disorders, partly because they dislike current drug and
psychological treatment options and would prefer home-based care. The aim of this study is to determine the feasibility, acceptability and cost
utility of Alpha-Stim cranial electrostimulation (CES) delivered through a nurse led primary care clinic as a daily treatment for anxiety and
depression symptoms by the student at home in contrast to usual primary care.\rMETHOD: Feasibility and acceptability of a nurse led clinic offering
Alpha-Stim CES in terms of the take up and completion of the six-week course of Alpha-Stim CES. Change in score on the GAD-7 and PHQ-9 as measures of
anxiety and depression symptoms at baseline and at 8 weeks following a course of Alpha-Stim CES. Similar evaluation in a non-randomised control group
attending a family doctor over the same period. Cost-utility analysis of the nurse led Alpha-Stim CES and family doctor pathways with participants
failing to improve following further NICE Guideline clinical care (facilitated self-help and cognitive behaviour therapy).\rRESULTS: Of 47 students
(mean age 22.1, years, 79% female opting for Alpha-Stim CES at the nurse-led clinic 46 (97.9%) completed a 6-week daily course. Forty-seven (47)
students comprised a comparison group receiving usual family doctor care. Both Alpha-Stim CES and usual family doctor care were associated with large
effect size reductions in GAD-7 and PHQ-9 scores from baseline to 8 weeks. There were no adverse effects and only one participant showed a clinically
important deterioration in the Alpha-Stim group. In the cost utility analysis, Alpha-Stim CES was a cheaper option than usual family doctor care
under all deterministic or probabilistic assumptions.\rCONCLUSION: Nurse delivered Alpha-Stim CES may be a feasible, acceptable and cheaper way of
providing greater choice and home-based care for some university students seeking help from primary care with new presentations of anxiety and
depression.
, 23(1) : 97
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Biological Interventions
(any), Other biological interventions
Rogers, J., Sicouri, G.
Anxiety and depression are common, co-occurring,
and costly mental health disorders. Cognitive bias modification aims to modify biases to reduce associated symptoms. Few studies have targeted
multiple biases associated with both anxiety and depression, and those that have lacked a control condition. This study piloted a single-session
online cognitive bias modification (known as CBM-IA) designed to target two biases associated with anxiety and depression-interpretation bias and
attribution style-in adults with varying levels of anxiety and depressive symptoms. Participants (18-26 years) with at least mild levels of
anxiety/stress and depressive symptoms on the DASS-21 were randomly allocated to an intervention (n = 23) or a control (n = 22) condition. The
training consisted of a single-session online CBM-IA to encourage positive interpretations and a positive attribution style. Interpretation bias,
attribution style, anxious and depressive mood states, and anxiety, stress and depressive symptoms improved at posttraining and at follow-up,
irrespective of condition. Changes in interpretation bias from pre- to posttraining were significantly associated with changes in anxious mood state.
CBM-IA, as implemented in this single-session pilot study, did not significantly reduce targeted biases and symptoms compared to a control condition.
This adds to the mixed evidence on the efficacy of single-session CBM-I for altering biases and symptoms. Copyright © 2022
Behavior
Therapy., :
- Year: 2022
- 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), Attention/cognitive bias
modification, Technology, interventions delivered using technology (e.g. online, SMS)
Rode, J., Edebol-Carlman, H. M. T., Konig, J., Hutchinson, A. N., Thunberg,
P., Persson, J., Brummer, R. J.
Probiotics can
alter brain function via the gut-brain axis. We investigated the effect of a probiotic mixture containing Bifidobacterium longum, Lactobacillus
helveticus and Lactiplantibacillus plantarum. In a randomized, placebo-controlled, double-blinded crossover design, 22 healthy subjects (6 m/16 f;
24.2 +/- 3.4 years) underwent four-week intervention periods with probiotics and placebo, separated by a four-week washout period. Voxel-based
morphometry indicated that the probiotic intervention affected the gray matter volume of a cluster covering the left supramarginal gyrus and superior
parietal lobule (p < 0.0001), two regions that were also among those with an altered resting state functional connectivity. Probiotic intervention
resulted in significant (FDR < 0.05) functional connectivity changes between regions within the default mode, salience, frontoparietal as well as the
language network and several regions located outside these networks. Psychological symptoms trended towards improvement after probiotic intervention,
i.e., the total score of the Hospital Anxiety and Depression Scale (p = 0.056) and its depression sub-score (p = 0.093), as well as sleep patterns (p
= 0.058). The probiotic intervention evoked distinct changes in brain morphology and resting state brain function alongside slight improvements of
psycho(bio)logical markers of the gut-brain axis. The combination of those parameters may provide new insights into the modes of action by which gut
microbiota can affect gut-brain communication and hence brain function. Copyright © 2022 by the authors.
Cells, 11(18) (no pagination) :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Vitamins and supplements
Reeder, N., Tolar-Peterson, T., Adegoye, G. A., Dickinson, E., McFatter, E.
Background: Peanuts and tree nuts contain many bioactive compounds that may
provide health benefits. There is some evidence to suggest that regular consumption of peanuts and peanut butter may improve cognitive function and
mood, however, there are no prior studies examining whether daily intake of dry roasted, skinless peanuts improves cognition. Objective(s): The
objective of this study was to determine the effect of consuming 49 g/day of peanuts for 12 weeks on cognitive function and mental health, compared
to consuming a peanut-free diet, among healthy young women. Method(s): This was a pre-post test study of 65 women (n = 32 in peanut group, n = 29 in
control group). Participants in the peanut group consumed an individually portioned pack of peanuts each day for 12 weeks. Cognitive function was
assessed using the CNS Vital Signs computerized neurocognitive test battery. Mental health was assessed using the Depression, Anxiety, and Stress
Scale (DASS-42). Differences in endpoints between groups were assessed using ANCOVA tests. Result(s): There was a significant difference between the
two groups in reaction time (6.9 points; p = 0.029), with the control group having a greater increase in scores. There was a significant within-group
effect of peanuts on processing speed, with the peanut group increasing scores by 6.3 points (95% CI: 2.7, 9.8). There was no effect of peanut
consumption on depression, anxiety, or stress scores. Conclusion(s): Further research is needed to fully understand the effect of different types of
peanut products on cognition. Copyright ©FFC 2022.
Functional Foods in Health and Disease, 12(12) : 734-747
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Dietary advice, dietary change
Redden, S. A., Patel, T. A., Cougle, J. R.
BACKGROUND AND OBJECTIVES: Perfectionism has important implications for self-worth,
personal standards, and psychopathology. The aim of this study was to test the efficacy of a novel two-week, computerized, exposure-based treatment
for perfectionism (ETP).\rMETHODS: Seventy-one university students with elevated perfectionism were randomized to either the ETP group (n = 36) or
the waitlist (WL) control group (n = 35). The ETP group was asked to complete the intervention at home, every three days for two weeks for a total of
five treatment sessions. The tasks in the ETP condition were engineered to have participants repeatedly make mistakes. All participants returned two
weeks after the baseline visit for a post-treatment assessment.\rRESULTS: Compared to WL, ETP led to lower overall perfectionism, concern over
mistakes, personal standards, depressive symptoms, social anxiety symptoms, and error sensitivity at post-treatment. No effects of treatment were
found on trait anxiety, obsessive-compulsive symptoms, or eating disorder symptoms.\rLIMITATIONS: Participants were university students of similar
age and education level, which restricts generalizability. Additionally, the study relied on a waitlist control condition.\rCONCLUSIONS: This study
provided preliminary evidence for a novel online intervention for perfectionism.
Journal of Behavior Therapy & Experimental
Psychiatry, 77 : 101771
- Year: 2022
- Problem: Anxiety Disorders (any), Obsessive Compulsive Disorder, Social phobia (social anxiety disorder), Depressive Disorders, Eating Disorders
(any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Exposure therapy, Exposure
and response prevention, Technology, interventions delivered using technology (e.g. online, SMS)
Ramaiya, M. K., McLean, C. L., Pokharel, M., Thapa, K., Schmidt, M. A., Berg, M., Simoni, J. M., Rao, D., Kohrt, B. A.
Background: Child and adolescent mental health problems are major contributors to the global burden of
disease in low- and middle-income country (LMIC) settings. To advance the evidence base for adolescent mental health interventions in LMICs, we
evaluated the feasibility and acceptability of a school-based emotion regulation prevention intervention (READY-Nepal) for adolescents who had a
recent exposure to a humanitarian disaster. Method(s): A mixed-method, non-randomized controlled trial was conducted with Nepali secondary school
students in one heavily affected post-earthquake district. Students (N = 102; aged 13 to 17 years) were enrolled in the intervention (n = 42) and
waitlist control (n = 60) conditions. Feasibility and acceptability were examined via attendance, and by qualitative interviews with a subset of
students (n = 15), teachers (n = 2), and caregivers (n = 3). Preliminary efficacy was examined on primary outcome (emotion regulation) and secondary
outcomes (anxiety symptoms, posttraumatic stress symptoms, functional impairment, resilience, coping skills), which were measured at baseline and
post-intervention (four weeks). Result(s): Delivering the intervention was feasible and acceptable, as demonstrated by low dropout (8%) and high
program attendance (6.7 of 8 sessions). Qualitative data suggested high uptake of anger regulation skills, but lower uptake of mindfulness skills.
Despite this, there were no significant differences by condition on primary or secondary outcomes at four-week follow-up. Students provided
suggestions for improvement of the program. Conclusion(s): Further research on longitudinal outcome measurement, use of alternatives to retrospective
self-report data, and rigorous development of culturally grounded models of emotion regulation is necessary to explore the utility of school-based
emotion regulation interventions in Nepal and other LMICs. Copyright © 2022 by the authors.
International Journal of Environmental Research
and Public Health, 19(21) (no pagination) :
- Year: 2022
- Problem: Anxiety Disorders (any), Post Traumatic Stress Disorder, Suicide or self-harm behaviours (excluding non-suicidal self-harm)
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Dialectical behavioural therapy
(DBT), Skills training, Other Psychological Interventions
Rakhshani, T., Hamid, S., Kamyab, A., Kashfi, S. M., Khani-Jeihooni, A.
Background: Many personality
traits of adolescents are influenced by the personality traits and parenting styles of parents; Parents grow their children in different ways based
on their cultural patterns and ideals; due to the importance of anxiety and depression in adolescents and considering the vital role of parents in
growing children, the present study was designed and conducted to investigate the effect of parenting skills training on anxiety and depression in
adolescent girls aged 12-16 years in Mahshahr city, Khuzestan province, Iran.\rMaterials and methods: This experimental study was performed on
adolescent girls aged 12-16 years in Mahshahr city, Khuzestan province, Iran, in 2020. We chose both groups of our study using a multistage cluster
sampling method. Mean anxiety and depression before, two, and six months after the intervention was measured by the test and control groups using
parenting style, anxiety, and depression questionnaires. The educational intervention program for the training group was like a WhatsApp group, and
sending messages were in the form of audio files, text messages, photos with captions, video messages, and PowerPoint presentations. Data analysis
was performed using SPSS software version 24 and using independent t-test, paired t-test, repeated measures analysis of variance, and ANOVA.
\rResults: The mean and standard deviation of the age were 14.03 +/- 1.41 in the experimental group and 14.06 +/- 1.38 in the control group. Before
the educational intervention, the mean scores of anxiety and depression were not significantly different between the experimental and control groups.
In contrast two months and six months after the educational intervention, there was a significant difference in the mean scores of anxiety and
depression between the experimental and control groups (P < 0.05).\rConclusion: The findings of the present study showed that an educational
intervention on a group of mothers regarding their parenting styles has helped their adolescent daughters to handle their anxiety and depression and
also led to a decrease in their anxiety and depression scores.
Heliyon, 8(11) : e11478
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Skills training, Technology, interventions delivered using technology (e.g. online, SMS)
Radovic, A., Li, Y., Landsittel, D., Odenthal, K. R., Stein, B. D., Miller, E.
Background: Adolescents with depression or anxiety initiate mental health
treatment in low numbers. Supporting Our Valued Adolescents (SOVA) is a peer support website intervention for adolescents seen in primary care
settings and their parents with the goal of increasing treatment uptake through changing negative health beliefs, enhancing knowledge, offering peer
emotional support, and increasing parent-adolescent communication about mental health. Objective(s): This pilot study aimed to refine recruitment and
retention strategies, refine document intervention fidelity, and explore changes in study outcomes (the primary outcome being treatment uptake).
Method(s): We conducted a 2-group, single-blind, pilot randomized controlled trial in a single adolescent medicine clinic. Participants were aged 12
to 19 years with clinician-identified symptoms of depression or anxiety for which a health care provider recommended treatment. The patient and
parent, if interested, were randomized to receive the SOVA websites and enhanced usual care (EUC) compared with EUC alone. Baseline, 6-week, and 3-
month measures were collected using a web-based self-report survey and blinded electronic health record review. The main pilot outcomes assessed were
the feasibility of recruitment and retention strategies. Implementation outcomes, intervention fidelity, missingness, and adequacy of safety
protocols were documented. Descriptive statistics were used to summarize mental health service use and target measures with 2-sample t tests to
compare differences between arms. Result(s): Less than half of the adolescents who were offered patient education material (195/461, 42.2%) were
referred by their clinician to the study. Of 146 adolescents meeting the inclusion criteria, 38 completed the baseline survey, qualifying them for
randomization, and 25 (66%, 95% CI 51%-81%) completed the 6-week measures. There was limited engagement in the treatment arm, with 45% (5/11) of
adolescents who completed 6-week measures reporting accessing SOVA, and most of those who did not access cited forgetting as the reason. Changes were
found in target factors at 6 weeks but not in per-protocol analyses. At 12 weeks, 83% (15/18) of adolescents randomized to SOVA received mental
health treatment as compared with 50% (10/20) of adolescents randomized to EUC (P=.03). Conclusion(s): In this pilot trial of a peer support website
intervention for adolescents with depression or anxiety, we found lower-than-expected study enrollment after recruitment. Although generalizability
may be enhanced by not requiring parental permission for adolescent participation in the trials of mental health interventions, this may limit study
recruitment and retention. We found that implementing education introducing the study into provider workflow was feasible and acceptable, resulting
in almost 500 study referrals. Finally, although not the primary outcome, we found a signal for greater uptake of mental health treatment in the arm
using the SOVA intervention than in the usual care arm. Copyright ©Ana Radovic, Yaming Li, Doug Landsittel, Kayla R Odenthal, Bradley D Stein,
Elizabeth Miller.
JMIR Mental Health, 9(10) (no
pagination) :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder), 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)
Rackoff, G. N., Fitzsimmons-Craft, E. E., Taylor, C. B., Eisenberg, D., Wilfley, D. E., Newman, M. G.
Purpose: The COVID-19 pandemic has heightened the need for mental healthcare that can be delivered remotely and
at scale to college students. This study evaluated the efficacy of online self-help for stress among students during the pandemic. Method(s): College
students with moderate or higher stress (N = 585) were recruited between November 2020 and February 2021, when COVID-19 had a major impact on
colleges. Participants were randomly assigned to receive either online self-help using cognitive-behavioral therapy and positive psychology
principles to support resilience and coping with pandemic-related stressors (n = 301) or referral to usual care (n = 284). Stress (primary outcome),
depression, and anxiety (secondary outcomes) were assessed at pretreatment, one-month post-treatment, and three-month follow-up. Result(s):
Participants in the online self-help condition experienced significantly larger reductions in stress (d = -0.18, p = .035) and depression (d = -0.20,
p = .018) from pretreatment to post-treatment than participants in the referral group. Reductions in stress from pretreatment to follow-up were also
larger in the treatment versus referral group (d = -0.23, p = .005). Groups did not differ in change in anxiety. More time using the self-help
program predicted greater improvement in depression at post-treatment (d = -0.41, p = .001) and follow-up (d = -0.32, p = .007), although usage was
unrelated to change in stress or anxiety. Conclusion(s): Online self-help targeting resilience and coping during the pandemic appears efficacious for
long-term alleviation of stress and short-term alleviation of depression symptoms among the college students. Registration: ClinicalTrials.gov
(NCT04762173). Copyright © 2022 Society for Adolescent Health and Medicine
Journal of Adolescent Health, 71(2) : 157-163
- Year: 2022
- 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), Self-help, Technology, interventions delivered using technology (e.g. online, SMS)
Qi, F., Soh, K. G., Mohd-Nasirudddin, N. J., Mai, Y.
Background: Increasing studies have documented taichi's
usefulness in physical and psychological health in various participants, especially patients or the elderly. However, there is a need for a
systematic review to evaluate its effects and health benefits among college students. Objective(s):The present study aims to evaluate the current
literature surrounding the effects of taichi on physical and psychological health among college students and identify the experimental areas for
future research to establish guidelines for learning and teaching taichi in university. Method(s): The literature search involved several databases
(PubMed, EBSCOhost, Web of Science, Scopus, and China National Knowledge Infrastructure). Subsequent research utilised the Preferred Reporting Items
for Systematic Reviews and PRISMA checklist. In addition, the \"QualSyst\" tool assessed the quality of full-text articles. Result(s): A total of 22
articles were analysed, out of which eight were strong, and 14 were of moderate quality. It is challenging to conduct a meta-analysis since the
research contents were distributed differently. The general finding demonstrated that Taichi interventions have beneficial effects on college
students. For example, the physical and psychological health benefits compared to other control groups include balance, leg strength, flexibility,
cardiopulmonary functions, reducing stress, anxiety, and depression, and improving attention. However, there are some uncertain parameters in a state
of poor or no evidence, such as upper strength, mood, and psychoticism. Conclusion(s): Overall, this study shows that Taichi exercise is beneficial
for college students compared to the control group. Evidence of health benefits for females is more than males. In addition, the current evidence
showed that the effectiveness of taichi does not match some other sports such as Pilates, Yoga, Mindfulness courses, and even bodybuilding exercise.
This research analyzed the mind-body mechanism of included studies. It revealed that it is difficult for college students, as a beginner of Taichi,
to regulate an even breathing and quiet mind while maintaining low posture movements. Therefore, this study assumes that relaxation theories and
approaches of Taichi that are easier to understand and closer to Chinese traditional Taichi theory are more appropriate in the research trials
compared with coordination theory. Systematic review registration: https://www.crd.york.ac.uk/PROSPERO/, identifier CRD42021278032. Copyright © 2022
Qi, Soh, Mohd Nasirudddin and Mai.
Frontiers in Physiology, 13 (no
pagination) :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
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)
Price, M. A., Weisz, J. R., McKetta, S., Hollinsaid, N. L., Lattanner, M. R., Reid, A. E., Hatzenbuehler, M. L.
Objective: To examine
whether anti-Black cultural racism moderates the efficacy of psychotherapy interventions among youth. Method(s): A subset of studies from a previous
meta-analysis of 5 decades of youth psychotherapy randomized controlled trials was analyzed. Studies were published in English between 1963 and 2017
and identified through a systematic search. The 194 studies (N = 14,081 participants; age range, 2-19) across 34 states comprised 2,678 effect sizes
(ESs) measuring mental health problems (eg, depression) targeted by interventions. Anti-Black cultural racism was operationalized using a composite
index of 31 items measuring explicit racial attitudes (obtained from publicly available sources, eg, General Social Survey) aggregated to the state
level and linked to the meta-analytic database. Analyses were conducted with samples of majority-Black (ie, >=50% Black) (n = 36 studies) and
majority-White (n = 158 studies) youth. Result(s): Two-level random-effects meta-regression analyses indicated that higher anti-Black cultural racism
was associated with lower ESs for studies with majority-Black youth (beta = -0.2, 95% CI [-0.35, -0.04], p =.02) but was unrelated to ESs for studies
with majority-White youth (beta = 0.0004, 95% CI [-0.03, 0.03], p =.98), controlling for relevant area-level covariates. In studies with majority-
Black youth, mean ESs were significantly lower in states with the highest anti-Black cultural racism (>1 SD above the mean; Hedges' g = 0.19)
compared with states with the lowest racism (<1 SD below the mean; Hedges' g = 0.60). Conclusion(s): Psychotherapies tested with samples of
majority-Black youth were significantly less effective in states with higher (vs lower) levels of anti-Black cultural racism, suggesting that anti-
Black cultural racism may be one contextual moderator of treatment effect heterogeneity. Copyright © 2021 American Academy of Child and Adolescent
Psychiatry
Journal of the American Academy of Child and Adolescent Psychiatry, 61(6) : 754-
763
- 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: Psychological Interventions
(any)
Philippot,
A., Moulin, P., Charon, M.
H., Balestra, C., Dubois, V., deTimary, P., DeVolder, A., Bleyenheuft, Y., Lambrechts, K.
Objective: We aimed to evaluate the feasibility of an
online High-Intensity Interval Training (HIIT) program on clinical psychological symptoms in higher education students in the context of the COVID-19
pandemic lockdown.\rMaterials and Methods: During the lockdown, 30 students aged 18-25 years, who had been screened previously with a cut-off score
>=5 in the Generalized Anxiety Disorder-7 (GAD-7) questionnaire, were randomly assigned to either the 4-week HIIT program with three sessions per
week conducted through online videos, or a no-intervention control group. The primary outcome was the feasibility assessment. The secondary outcome
was a psychological self-report with the 21-items Depression, Anxiety, and Stress Scale (DASS-21). Assessment and intervention were performed in
compliance with social distancing rules.\rResults: Two participants in the HIIT were lost to follow-up, leaving 13 participants vs. 15 in the control
group. We observed high adherence (87%) and complete safety for mental and physical status with the HIIT intervention delivered by online videos. The
Mann-Whitney test demonstrated a significant (group x time, P-Value = 0.046) reduction of clinical stress symptoms and a trend (group x time, P-Value
= 0.08) toward reduction of clinical depression symptoms, both favoring the HIIT group. No significant (group x time, P-Value = 0.118) interaction
was found for anxiety symptoms.\rConclusion: The online HIIT program was found to be feasible and safe in a clinical sample of young adults, who were
experiencing social and physical restrictions due to COVID-19. HIIT reduced stress and depressive symptoms and thus these preliminary results show
promise for broader application among higher education students during the present lockdown necessitated by the global COVID-19 health crisis.
Frontiers in psychiatry Frontiers Research
Foundation, 13 : 904283
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Physical activity, exercise