Disorders - Anxiety Disorders
Philippot, Arnaud, Dubois,
Vincent, Lambrechts, Kate, Grogna, Denis, Robert, Annie, Jonckheer, Ugo, Chakib, Wagdan, Beine, Alexandre, Bleyenheuft, Yannick, De-Volder, Anne G.
Background: Physical exercise therapy is of proven efficacy in the treatment of adults with depression, but corresponding evidence is
lacking in depressed adolescent inpatients. The aim of this study was to document the effect of add-on treatment with structured physical exercise in
a clinical population of adolescents hospitalized for depression and anxiety in a psychiatric hospital. Methods: A group of 52 adolescent inpatients
was randomly assigned to a physical exercise or control program three to four times per week over a six-week period (20 hours in total). The primary
outcome was the Hospital Anxiety Depression Scale (HADS) for evaluation of depression and anxiety symptoms. Secondary outcomes were psychological
self-assessments, diagnostic interviews, and physical examinations. Results: Six participants were lost in each group, leaving 20 inpatients each in
the intervention and control groups. A linear mixed model with F-test revealed a significant interaction in favor of physical exercise in reducing
the mean depression score (HADS-D) by 3.8 points [95% (CI), range 1.8 to 5.7], compared to a mean reduction score of 0.7 [95% (CI), range -0,7 to
2.0] in the control group. No significant interaction was found for anxiety symptoms (HADS-A). Limitations: The investigation was limited to the
six-week hospital window and the small sample size prevented exploring differences in social characteristics. Conclusion: Structured physical
exercise add-on therapy integrated into the psychiatric hospitalization of adolescents has led to a reduction in their depressive symptoms,
demonstrating its effectiveness in the care of adolescent inpatients with depression. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
, 301 : 145-153
- 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: Complementary & Alternative
Interventions (CAM), Physical activity, exercise
Phansikar, M., Mullen, S. P.
Evidence suggests that yoga can improve
executive functioning (EF) and psychological well-being, but there is no evidence whether flow-based, moderate-intensity forms of yoga can deliver
similar benefits. The purpose of this randomized controlled trial was to test the aforementioned effects of engaging in a 30-min, video-guided sun
salutation exercise (n = 25), relative to aerobic exercise (n = 22) and attentional control (n = 24). Low-active participants (Mage = 27.84; 87.3%
female), with symptoms of stress, completed psychosocial assessments and tasks assessing EF, before and after the session. Results showed a
significant group difference for state anxiety (p = .01, etap2 = 0.13) and stress (p < .05, etap2 =
0.09), in favor of the yoga group. No significant between-groups differences in EF were observed. Results suggest that video-guided, flow-based forms
of yoga can induce immediate improvements in well-being, yet extended involvement may be required to realize performance improvements in memory and
processing speed. Copyright © 2021 Elsevier Ltd
Mental
Health and Physical Activity, 22 (no pagination) :
- Year: 2022
- Problem: Anxiety Disorders (any)
- 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)
Phan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J.
M., MacKenzie, E., Atkinson-Diaz, Z., Doppelt, N., Tai,
H., Mandell, D. S., Nuske, H. J.
Objective: The
purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence
across specific outcomes for youth.\rMethods: We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the
quality of each study through a robust coding system for evidence-based guidelines. Coders rated each study numerically per study design as 1++ (RCT
with a very low risk of bias) to 4 (expert opinion) and across studies for the corresponding evidence letter grade, from highest quality ('A
Grade') to lowest quality ('D Grade') evidence.\rResults: The highest quality evidence ('A Grade') across outcomes indicated that MBSIs
increased prosocial behavior, resilience, executive function, attention and mindfulness, and decreased anxiety, attention problems/ADHD behaviors and
conduct behaviors. The highest quality evidence for well-being was split, with some studies showing increased well-being and some showing no
improvements. The highest quality evidence suggests MBSIs have a null effect on depression symptoms.\rConclusion: This review demonstrates the
promise of incorporating mindfulness interventions in school settings for improving certain youth outcomes. We urge researchers interested in MBSIs
to study their effectiveness using more rigorous designs (e.g., RCTs with active control groups, multi-method outcome assessment, and follow-up
evaluation), to minimize bias and promote higher quality-not just increased quantity-evidence that can be relied upon to guide school-based
practice.
Mindfulness, 13(7) : 1591-1613
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Mindfulness based
therapy
Peynenburg, V., Hadjistavropoulos, H., Thiessen, D., Titov, N., Dear, B.
Background: Internet-delivered cognitive behavioral therapy (ICBT) can improve access to mental health care for
students, although high attrition rates are concerning and little is known about long-term outcomes. Motivational interviewing (MI) exercises and
booster lessons can improve engagement and outcomes in face-to-face cognitive behavioral therapy. Objective(s): This study aimed to examine the use
of pretreatment MI exercises and booster lessons in ICBT for postsecondary students. Method(s): In this factorial trial (factor 1: web-based MI
before treatment; factor 2: self-guided booster lesson 1 month after treatment), 308 clients were randomized to 1 of 4 treatment conditions, with 277
(89.9%) clients starting treatment. All clients received a 5-week transdiagnostic ICBT course (the UniWellbeing course). Primary outcomes included
changes in depression, anxiety, and perceived academic functioning from before treatment to after treatment and at the 1-month and 3-month follow-
ups. Result(s): Overall, 54% (150/277) of students completed treatment and reported large improvements in symptoms of depression and anxiety and
small improvements in academic functioning after treatment, which were maintained at the 1-month and 3-month follow-ups. Pretreatment MI did not
contribute to better treatment completion or engagement, although small between-group effects favored MI for reductions in depression (Cohen d=0.23)
and anxiety (Cohen d=0.25) after treatment. Only 30.9% (43/139) of students randomized to one of the booster conditions accessed the booster.
Overall, no main effects were found for the booster. Subanalyses revealed that clients who accessed the booster had larger decreases in depressive
symptoms (Cohen d=0.31) at the 3-month follow-up. No interactions were found between MI and the booster. Conclusion(s): Rather than offering MI
before treatment, clients may experience more benefits from MI exercises later in ICBT when motivation wanes. The low uptake of the self-guided
booster limited our conclusions regarding its effectiveness. Future research should examine offering a booster for a longer duration after treatment,
with therapist support and a longer follow-up period. Copyright ©Vanessa Peynenburg, Heather Hadjistavropoulos, David Thiessen, Nickolai Titov, Blake
Dear.
Journal of Medical Internet Research, 24(9) (no
pagination) :
- 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), Cognitive & behavioural therapies (CBT), Motivational interviewing, includes Motivational Enhancing Therapy, Technology, interventions delivered using technology (e.g. online, SMS)
Petersen, J. M., Davis, C.
H., Renshaw, T. L., Levin, M. E., Twohig, M. P.
Anxiety disorders are one of the most prevalent diagnoses in youth, often resulting in impaired
social and school functioning. Research on treatments for youth anxiety is primarily based in traditional clinical settings. However, integrating
youth psychotherapies into the school environment improves access to evidence-based care. The present study is a pilot, randomized waitlist-
controlled trial of a school-based, group Acceptance and Commitment Therapy-based (ACT) intervention for adolescents with anxiety. Students at two
separate schools (N = 26) with elevated anxiety were randomized to a 12-week waitlist or to immediate treatment. Participants in the immediate
treatment condition reported statistically significant decreases in anxiety and class absences at posttreatment and follow-up compared to the
waitlist group. No statistically significant differences were found between groups for depression, psychological flexibility, positive mental health,
and student well-being. However, medium within-condition effect sizes were seen in the treatment group for all outcomes. Participants reported the
treatment as favorable with good acceptance ratings. Overall, this study supports ACT as a viable intervention for schools and other clinical
settings providing services to adolescents with anxiety. Copyright © 2022
Cognitive and
Behavioral Practice., :
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Acceptance & commitment therapy
(ACT)
Peters, W., Rice, S., Alvarez-Jimenez, M., Hetrick, S. E., Halpin, E., Kamitsis, I., Santesteban-Echarri, O., Bendall, S.
Aim: Interpersonal trauma
exposures are associated with anxiety, depression, and substance use in youth populations (aged 12-25 years). This meta-analysis reports on the
efficacy of psychological interventions on these symptom domains in addition to post-traumatic stress. Method(s): Following PRISMA guidelines, a
search of electronic databases was performed for randomized controlled trials (RCTs) assessing interventions for young people following interpersonal
trauma exposure. Risk of bias was assessed using the Cochrane Risk of Bias tool. Data were analysed using random-effects meta-analyses. Result(s): Of
the 4832 records screened, 78 studies were reviewed, and 10 RCTs, involving 679 participants (mean age 15.6 years), were analysed. There was a large
pooled effect size for post-traumatic stress (7 studies, g = 1.43, 95% CI [0.37, 2.15], p =.002) and substance use (2 studies, g = 0.70, 95% CI [-
0.11, 1.22], p <.001) and small effect sizes for anxiety (4 studies, g = 0.30, 95% CI [0.10, 0.49], p =.003), and trend-level effect for depression
(10 studies, g = 0.27, 95% CI [0.00, 0.54], p =.052). Heterogeneity was significant for post-traumatic stress and moderate for depression.
Conclusion(s): High-quality RCTs of psychological interventions for anxiety, depression, substance use, and post-traumatic stress symptoms in young
people exposed to interpersonal trauma are scarce. While available studies show either statistically significant or trend-level efficacy for
psychological interventions in reducing these symptoms, wide confidence intervals, heterogeneity and small sample size mean that results need to be
interpreted with caution. Copyright © 2022 The Authors. Early Intervention in Psychiatry published by John Wiley & Sons Australia, Ltd.
, :
- Year: 2022
- Problem: Anxiety Disorders (any), Post Traumatic Stress Disorder, Depressive Disorders, Substance Use Disorders (any)
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any)
Peter, A., Srivastava, R., Agarwal, A., Singh, A. P.
Background: The increasing mental health problems of Indian adolescents are of great concern but child-health mental service is in
a nascent stage. Anxiety is the most common psychological problem found in school-going children. The psychological intervention for this high-risk
population at an early stage of adolescence can prevent mental health problems. Aim(s): The study aimed to assess the applicability and effectiveness
of mindfulness-based cognitive therapy (MBCT) on resilience and anxiety of early school-going adolescents with anxiety. Method(s): This study used
pre, post, and follow-up with a randomized control group design. Out of 200 samples screened by Preliminary Identification Performa and Clinical
Interview Schedule (PI&CI), General Health Questionnaire-12 (GHQ-12), Spence Children's Anxiety Scale (SCAS), and Brief Psychiatry Rating Scale
(BPRS-C), 72 samples aged between 10 to 14 were included in the final study and grouped into two equal groups through a simple randomized method.
Psychological intervention based on mindfulness (PIBM) group with N = 36 received 12 sessions of mindfulness-based intervention (MBCT-C) but only 33
completed up to follow-up. Only N = 32 in Treatment Waiting List (TWL) group completed three assessments who received parental counseling about
anxiety. The outcome measures were Child and Adolescent Mindfulness Measure (CAMM), SCAS, Bharathiar University Resilience Scale (BURS). Result(s):
The findings suggested that the PIBM group significantly improved in mindfulness and resilience, and anxiety symptoms were reduced. The effect size
observed is strong and the post hoc t-test showed significant change in variables in every assessment duration. The TWL group did not have
significant change. Thus MBCT-C is an applicable and effective intervention for a early school-going adolescent with anxiety. Copyright © 2022 Indian
Association for Child and Adolescent Mental Health, unless otherwise noted. Manuscript content on this site is licensed under Creative Commons
Licenses.
Journal of Indian Association for Child and Adolescent Mental Health, 18(2) : 176-
185
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Mindfulness based
therapy
Parajuli, N., Pradhan, B., Bapat, S.
BACKGROUND: To achieve
better academic performance, students should improve their cognitive faculties and overcome anxiety. Therefore, the present research was conducted to
assess the effect of yoga on the cognitive functions of female adolescents with low academic performance.\rMETHODS: The present study is a randomized
control trial (RCT). Eighty-nine female students in the age range of 12-14 years were randomly assigned into two groups [yoga (n = 45); physical
exercise (n = 44)] at a school setting. Both groups were assessed before and after on Raven's standard progressive matrices (RSPM), Corsi Block
Tapping Test (CBTT), Six Letter Cancellation Test (SLCT), Digit Letter Substitution Test (DLST), Stroop Color and Word Test (SCWT), and State-Trait
Anxiety Inventory for Children (STAIC).\rRESULTS: Findings of the present study showed significant (p < .05) differences in scores of forward CBTT,
SWCT, and SLCT in group x time interaction. Both the groups showed significant (p < .05) improvement in SLCT, backward scores of CBTT, and STAIC-T.
All outcomes measured were significantly (p < .05) improved in the yoga group except STAIC-S.\rCONCLUSION: Yoga improves general intelligence,
visuospatial working memory, and attention, as well as reduces the anxiety of students with low academic performance. Similarly, physical exercise
was also found to be improving visuospatial working memory, sustained attention, and reduce trait anxiety. However, the finding of the present study
indicated yoga to be more effective compared to physical exercise in regards to students' fluid intelligence and executive function. Improvement in
general intelligence, visuospatial working memory, and attention is expected to positively influence students' academic performance.
, 48 : 101614
- Year: 2022
- Problem: Anxiety Disorders (any)
- 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), Physical activity, exercise
Papini,
S., Jacquart, J., Zaizar, E. D., Telch, M. J., Smits, J. A. J.
Anxiety sensitivity, or
the fear of anxiety, represents an important transdiagnostic target in the prevention and treatment of anxiety disorders, which typically emerge
between childhood and early adulthood. Recent work demonstrated that single-session digital psychoeducation interventions delivered on computers in a
lab setting can effectively reduce anxiety sensitivity. This evidence suggests that digital psychoeducation interventions have potential as a
scalable and cost-effective approach to targeting anxiety sensitivity in emerging adults. Toward this aim, we developed the Anxiety Insight Modules
(AIM), which promote insights about the function of anxiety, the activating role of thoughts, the harmless nature of sensations that often co-occur
with anxiety, and the negative impact of trying to avoid anxiety. To facilitate a more accurate estimate of the potential for scalability,
participants tested AIM on their personal devices at their preferred schedule and pace without the involvement of clinicians or staff. Undergraduate
students with high levels of anxiety sensitivity (N = 159) were randomized to gain immediate access to AIM (n = 77) or to a waitlist control that
gained access to AIM after the 2-week follow-up assessment (n = 82). All of the participants who gained immediate access to AIM, as well as 91.67% of
participants in the waitlist who participated in the follow-up, completed the full set of modules, suggesting high levels of engagement. Immediate
access to AIM had a medium-to-large effect on anxiety sensitivity in a 2-week follow-up comparison with waitlist control (d = 0.57-0.76).
Participants that completed AIM showed acute reductions in anxiety sensitivity. Given this preliminary evidence of its effectiveness, further
research is warranted to determine the factors that moderate and mediate AIM's impact on anxiety sensitivity in order to optimize its delivery and
facilitate scalability. Copyright © 2022
Cognitive and Behavioral
Practice., :
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Psychoeducation, Technology, interventions delivered using technology (e.g. online, SMS)
Pang, N. T. P., Tio, V. C. S., Singh, A. S. B., Tseu, M. W. L., Shoesmith, W. D., Rahim, M. A. A., Kassim, M. A. M.
Introduction: COVID-19
has trickle-down psychological effects on multiple strata of society, particularly university students. Apart from the worry of contracting or
spreading COVID-19, Malaysian university students were also locked down on their campuses, suffering significant psychological distress. Hence, an
online mindfulness intervention was proposed to alleviate psychological distress and improve psychological flexibility and mindfulness. Method(s):
This was a quasi-experimental study with university students as participants. Intervention group participants were instructed to complete online
questionnaires which covered basic demographics and instruments assessing depression, anxiety, stress, mindfulness, psychological flexibility, and
fear of COVID-19 before and after the one-hour intervention. The control group also completed before and after questionnaires and were subsequently
crossed over to the intervention group. Repeated measures ANOVA was conducted to assess time*group effects. Result(s): 118 participants were involved
in this study. There were significant differences in anxiety (F(1,116) = 34.361, p < 0.001, partial eta-squared = 0.229) and psychological
flexibility between the two groups (F(1,116) = 11.010, p = 0.001, partial eta-squared = 0.087), while there were no differences in
depression, stress, mindfulness, or fear of COVID-19. Conclusion(s): The results of this study corroborate the efficacy of online single-session
mindfulness therapy as a viable short-term psychological intervention under financial and time constraints. Since university students are in the age
group with the highest incidence of depressive and anxiety disorders, it is crucial to utilize resources to address as many students as possible to
ensure maximum benefit. Copyright © 2022, Sociedade de Psiquiatria do Rio Grande do Sul. All rights reserved.
Trends in Psychiatry and Psychotherapy, 44 (no
pagination) :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Mindfulness based
therapy, Acceptance & commitment therapy
(ACT), Technology, interventions delivered using technology (e.g. online, SMS)
Ozturk,
F. O., Tekkas-Kerman, K.
BACKGROUND: Nursing
students experienced mental symptoms when they switched to distance education due to the pandemic. AIMS: This study was conducted to evaluate the
effects of online laughter therapy sessions on depression, anxiety, stress, and loneliness levels in first-year nursing students. METHOD(S): In this
randomized controlled trial, 61 healthy nursing students were randomly assigned to intervention (n = 32) and control groups (n = 29). The
intervention group received online laughter therapy twice weekly for four weeks. The control group received no intervention. The data were collected
using a demographic questionnaire, the Depression Anxiety Stress Scale, and the De Jong Gierveld Loneliness Scale at the study initiation and week
four in both groups. RESULT(S): There was no difference between the mean scores of the groups in the pre-test (p > 0.05). There was a statistically
significant difference between groups in terms of depression after online laughter therapy sessions (p < 0.05), but there was no significant
difference between anxiety, stress, and loneliness levels (p > 0.05). CONCLUSION(S): Online laughter therapy sessions significantly reduced
depression but had no effect on anxiety, stress, and loneliness. During the COVID-19 pandemic, online laughter therapy can be organized to reduce
depression levels. Copyright © 2022 Elsevier Inc. All rights reserved.
, 41 : 271-
276
- 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), Service Delivery & Improvement, Other complementary & alternative
interventions, Technology, interventions delivered using technology (e.g. online, SMS)
Omkarappa, D. B., Rentala, S., Nattala, P.
BACKGROUND Parental drinking has a direct bearing on children. Behavioral problems such
as anxiety and depression are common problems among children whose parents drink heavily. Psychosocial interventions have shown promising results for
anxiety and depression among children; however, few studies have been conducted in the context of children of parents with alcohol dependence in
India. AIM To evaluate the efficacy of psychosocial intervention for internalizing behavioral problems among children of parents with alcohol
dependence. METHODS A randomized controlled trial with a 2 x 4 factorial design was adopted with longitudinal measurement of outcomes for 6 mo. Two-
hundred and eleven children who met the eligibility criteria (at least one parent with alcohol dependence) at government high schools in Bangalore,
India, were randomized to the experimental (n = 97) or control group (n = 98). The psychosocial intervention was administered to the experimental
group in eight sessions (biweekly) over 4 wk after baseline assessment. The intervention focused on identifying and modifying negative thoughts,
replacing thinking errors with realistic alternatives, modification of maladaptive behavior, developing adaptive coping skills and building self-
esteem. The data was collected pre-intervention and at 1, 3 and 6 mo after the intervention. Data were analyzed using SPSS 28.0 version. RESULTS Mean
age of the children was 14.68 +/- 0.58 years, 60.5% were male, 56% were studying in 9th standard, 70.75% were from nuclear families, and mean family
monthly income was 9588.1 +/- 3135.2 INR. Mean duration of parental alcohol dependence was 7.52 +/- 2.94 years and the father was the alcohol-
consuming parent. The findings showed that there were significant psychosocial intervention effects in terms of decreasing anxiety and depression
scores, and increasing selfesteem level among experimental group subjects over the 6-mo interval, when compared with the control group (P < 0.001).
CONCLUSION The present study demonstrated that the psychosocial intervention was effective in reducing anxiety and depression, and increasing self-
esteem among children of parents with alcohol dependence. The study recommends the need for ongoing psychosocial intervention for these children.
Copyright © The Author(s) 2022. Published by Baishideng Publishing Group Inc. All rights reserved.
, 10(16) : 5306-5316
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)