Disorders - Anxiety Disorders
Li, J., Xu, C., Wan, K., Liu, Y., Liu, L.
Mindfulness-based interventions are found to have a
positive effect on an individual's mental health. Using a meta-analysis method, this study examined the effects of mindfulness-based interventions
on alleviating anxiety among Chinese college students. Using six international and two Chinese electronic databases, we comprehensively researched
literature published between 1 January 2012 and 31 December 2021. The literature was then carefully selected and classified. The literature
selection, data extraction, and quality assessment were all independently conducted by two members of the research team; any disagreements were
resolved through consultation with a third researcher. A total of 11 original articles met all the eligibility criteria and were included in the
meta-analysis. The meta-analysis revealed that mindfulness-based interventions have a positive effect on the remission of anxiety among Chinese
college students. This confirms the need to generalize mindfulness-based interventions as a form of treatment and prevention for anxiety among
Chinese college students.
, 13 : 1031398
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Mindfulness based
therapy
Li, D.
Background: As a common mental disease, mental anxiety is
the core symptom of anxiety disorder. It is mostly manifested in some different degrees of anxiety, such as tension, irritability, fear and so on. It
is very easy to be affected by external stimulating events and show certain limited behavior, emotional bias and related somatization disorders. The
phenomenon of mental anxiety of college students is more prominent, and national music education can effectively play the role of music in guiding
the emotion of individuals. Therefore, the research provides improvement suggestions for the inheritance and development of national music through
the introduction of psychology related theories, so as to give better play to the stimulating effect of music on individual positive emotions and
improve the level of psychological cognition, so as to achieve the effect of improving the mental health status of college students. Subjects and
methods: Students with mental anxiety in a university were randomly divided into \"mental health education + national music education\" group and
\"national music education\" group for three months. The simple mental state examination scale and self-rating Anxiety Scale were used to make
statistics and analysis on the mental anxiety of the subjects in the improved national music education model. Result(s): The integration and
development of mental health education and national music education can realize the dynamic monitoring and timely intervention of the psychological
status of anxious college students, and then give play to the positive psychological hint and emotional guidance of music education to individuals,
so as to improve their mental health level. Conclusion(s): With the help of introducing psychology of folk music education classroom, the teaching
design can better meet the psychological needs of college students with mental anxiety, and the proposed teaching method can effectively improve
their mental health level. Copyright © Medicinska naklada - Zagreb, Croatia.
Psychiatria Danubina, 34
(Supplement 4) : 937-942
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Psychoeducation, Creative expression: music, dance, drama, art
Levy,
H. C., Stevens, K. T., Tolin, D. F.
BACKGROUND: Cognitive
behavioral therapy (CBT) is an effective treatment for youth with anxiety and related disorders, with a 59% remission rate at post-treatment. Results
of reviews and meta-analyses indicate that treatment gains are maintained across long-term follow-up, at least in terms of symptom improvement. Less
is known about relapse, defined as patients who initially achieve remission status but then experience a return of symptoms after a follow-up
period.\rMETHOD: The current study used meta-analysis to determine the overall rate of relapse in CBT for children and adolescents (age 18 years or
younger) with anxiety and related disorders. Potential moderating factors of relapse rates, including demographic, methodological, and
clinical/intervention characteristics, were also examined. Out of a pool of 78 abstracts, 13 full-text articles were retained for meta-analysis. An
additional two articles were identified from other sources (total N = 535 patients).\rRESULTS: Results showed an overall relapse rate of 10.5%
(including comorbid autism spectrum disorder) and 8% (excluding comorbid autism spectrum disorder) across studies. Moderator analyses demonstrated
that relapse rates were higher among younger and more racially diverse samples, as well as among patients with comorbid externalizing disorders and
those taking psychiatric medications. There were no differences in relapse rates as a function of primary diagnosis.\rCONCLUSIONS: Taken together,
the findings indicate that relapse rates in CBT for anxious youth are relatively low, suggesting that treatment development and refinement efforts
should focus on improving treatment response and remission rates for this population.
Journal of Child Psychology & Psychiatry & Allied
Disciplines, 63(3) : 252-260
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Lee, C. S., Bowman,
M., Wu, J. L.
OBJECTIVE: Self-guided
asynchronous online interventions may provide college students access to evidence-based care, while mitigating barriers like limited hours of
service. Thus, we examined the preliminary effectiveness of a 45-minute self-guided, asynchronous online, Dialectical Behavior Therapy (DBT)-informed
stress and anxiety management workshop. Participant(s): College undergraduates (N = 131) were randomized to either workshop (n = 65) or waitlist
control (n = 66) conditions. METHOD(S): Participants in the workshop condition completed baseline measures of depression, stress, and anxiety, before
completing the workshop. Participants in the waitlist control condition only completed the baseline measures. All participants were reassessed at
one-week follow-up. RESULT(S): Controlling for baseline measures, students in the workshop condition experienced significantly less stress and
greater self-efficacy to regulate stress and anxiety at follow-up, compared to waitlist controls. CONCLUSION(S): A 45- minute self-guided,
asynchronous online, DBT Skills-informed stress and anxiety management workshop may reduce stress and self-efficacy to regulate stress and
anxiety.
Trends in Psychiatry and Psychotherapy, 44(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), Dialectical behavioural therapy
(DBT), Technology, interventions delivered using technology (e.g. online, SMS)
Larsson, A., Hartley,
S., McHugh, L.
The college years are frequently understood as being a carefree time
in a young person's life, however, research suggests that these are formative and challenging times for many. The purpose of the study was to
examine the effectiveness of a brief internet intervention based on Acceptance and Commitment Therapy (ACT) for promoting general mental health among
college students. As far as can be determined, the impact of an online guided self-help version of (i) contact with the present moment, (ii)
cognitive defusion and (iii) self-as-context processes of ACT on mental health has never been tested in a student-based randomized trial. The current
study was a randomized controlled wait-list trial consisting of a 3-week intervention and a 3-week follow-up phase. Out of 174 participants, 113 were
included in the analysis. Inclusion criteria were: (1) no formal diagnosis of mental health disorders, (2) no previous experience of ACT, mindfulness
or mindfulness-based exercises, (3) over 18 years of age, and (4) currently registered as a university or college student. Participants were randomly
assigned to an ACT-based intervention (N = 87) or a wait-list control (N = 87). Neither investigators nor participants were blinded to group
assignment. The primary outcome measure was general mental health (GHQ-12). Depression, Anxiety and Stress were also measured (DASS-21) as well as
psychological flexibility (AAQ-2) at pre- and post-intervention, and 3-week follow-up. The results indicated significant improvements in general
mental health in the ACT processes group compared with the wait-list control group (p = .005, d = 0.48) at post treatment but not at follow-up. There
were no significant differences between the groups on any other outcome measures. The results from this study provide some support for the
effectiveness of a brief web-based ACT intervention to enhance general mental health. However, there were no significant comparative improvements,
but trends, for depression, anxiety or stress. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Journal of Contextual Behavioral Science, 24 : 10-
17
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Acceptance & commitment therapy
(ACT), Technology, interventions delivered using technology (e.g. online, SMS)
Lanser, I., Eisenberger, N. I.
Prosocial behavior, any behavior with the goal of
benefiting another person, has been shown to improve mood and boost overall well-being for the individual performing the action as well as the
recipient. The purpose of this study was to assess whether prosocial behavior could also reduce state loneliness. To examine this, we conducted two
experimental studies to evaluate the effect of different prosocial behaviors on loneliness and associated cognitive and affective measures. In Study
1, we operationalized prosocial behavior as gift giving, and participants (n = 286) were randomly assigned to complete either a gift giving, gift
keeping, or neutral control task. In Study 2, prosocial behavior was operationalized as writing a note of appreciation to a close other, and
participants (n = 288) were randomly assigned to complete a written note of appreciation to a close other, a written reflection of a time when they
received social support in the past, or a neutral control task. Across both studies, prosocial behavior reliably reduced state loneliness and
improved mood but was less effective at reducing negative automatic thoughts about the self. Depressive and social anxiety symptoms were explored as
possible moderators of the effects of prosocial behavior on outcome measures and were found to be significant moderators in Study 2, but not Study 1.
Future directions and implications of these findings are discussed. Copyright © 2022 American Psychological Association
Emotion., :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Lanoye, A., Rybarczyk, B., Evans, R., Leahey, T., LaRose, J.
Anxiety sensitivity (AS)-the tendency to interpret anxiety as an aversive state-is associated with
low rates of physical activity. Previous interventions targeting AS via exercise-based interoceptive exposure have not assessed physical activity as
an outcome and are limited by brief follow-up periods. This study replicated and extended previous work by including a 6-week follow-up and assessing
physical activity. Participants were 44 sedentary young adults with elevated AS randomized to intervention (six 20-minute sessions of moderate-
intensity walking) or assessment-only control. Assessments of AS and physical activity were conducted at baseline and weeks 2 (post-treatment), 4,
and 8. Between-group change in AS and physical activity over time was assessed using hierarchical linear modeling. The intervention condition
demonstrated a marginally significant reduction in AS compared to control at week 4, which eroded by week 8. There were no significant between-group
differences for change in physical activity. Findings indicate that a brief intervention might not be sufficient to produce lasting changes in AS or
related exercise avoidance without additional treatment. Intervention effects were weaker than previous reports, which may be due to the greater
racial/ethnic diversity of the current sample. Future research should objectively measure physical activity and explore individual variability in
response.ClinicalTrials.gov identifier: NCT03128437.
, 51(3) : 257-
271
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Psychoeducation, Physical activity, exercise
Kuyken, W., Ball, S., Crane, C., Ganguli, P., Jones, B., Montero-Marin, J., Nuthall, E., Raja, A., Taylor, L., Tudor, K., Viner, R. M., Allwood, M., Aukland, L., Dunning, D., Casey, T., Dalrymple, N., De Wilde,
K., Farley, E. R., Harper,
J., Hinze, V., Kappelmann, N., Kempnich, M., Lord, L., Medlicott, E., Palmer, L., Petit, A., Philips, A., Pryor-Nitsch, I., Radley, L., Sonley, A., Shackleford, J., Tickell, A., Team, M., Blakemore, S.
J., Ukoumunne, O. C., Greenberg, M. T., Ford, T., Dalgleish, T., Byford, S., Williams, J. M.
G.
BACKGROUND: Education is broader than academic teaching. It includes teaching students social-emotional skills both directly and
indirectly through a positive school climate. OBJECTIVE(S): To evaluate if a universal school-based mindfulness training (SBMT) enhances teacher
mental health and school climate. METHOD(S): The My Resilience in Adolescence parallel group, cluster randomised controlled trial (registration:
ISRCTN86619085; funding: Wellcome Trust (WT104908/Z/14/Z, WT107496/Z/15/Z)) recruited 85 schools (679 teachers) delivering social and emotional
teaching across the UK. Schools (clusters) were randomised 1:1 to either continue this provision (teaching as usual (TAU)) or include universal SBMT.
Data on teacher mental health and school climate were collected at prerandomisation, postpersonal mindfulness and SBMT teacher training, after
delivering SBMT to students, and at 1-year follow-up. FINDING: Schools were recruited in academic years 2016/2017 and 2017/2018. Primary analysis
(SBMT: 43 schools/362 teachers; TAU: 41 schools/310 teachers) showed that after delivering SBMT to students, SBMT versus TAU enhanced teachers'
mental health (burnout) and school climate. Adjusted standardised mean differences (SBMT minus TAU) were: exhaustion (-0.22; 95% CI -0.38 to -0.05);
personal accomplishment (-0.21; -0.41, -0.02); school leadership (0.24; 0.04, 0.44); and respectful climate (0.26; 0.06, 0.47). Effects on burnout
were not significant at 1-year follow-up. Effects on school climate were maintained only for respectful climate. No SBMT-related serious adverse
events were reported. CONCLUSION(S): SBMT supports short-term changes in teacher burnout and school climate. Further work is required to explore how
best to sustain improvements. CLINICAL IMPLICATIONS: SBMT has limited effects on teachers' mental and school climate. Innovative approaches to
support and preserve teachers' mental health and school climate are needed. Copyright © Author(s) (or their employer(s)) 2022. Re-use permitted
under CC BY. Published by BMJ.
Evidence based mental
health., 12 :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Mindfulness based
therapy
Kuchler, A., Kahlke, F., Vollbrecht, D., Peip, K., Ebert, D. D., Baumeister, H.
Objectives College is an exhilarating but stressful time often associated with mental distress. The StudiCare project offers
Internet- and mobile-based interventions (IMI) for college student mental health promotion. Within this framework, we evaluated the IMI StudiCare
Mindfulness, and examined potential moderators and mediators of effectiveness. Methods In this randomized controlled trial, 150 college students with
low to moderate mindfulness were randomly assigned to StudiCare Mindfulness or a waitlist control group (WL). StudiCare Mindfulness comprises 5
weekly online modules based on Acceptance Commitment Therapy and stress management. Assessments took place before (t0) and 6 weeks after (t1)
randomization. Primary outcome was mindfulness. Secondary outcomes were stress, depression, anxiety, quality of life, intervention satisfaction, and
adherence. Sociodemographic variables, pre-intervention symptomatology, personality traits, and attitudes towards IMI were examined as potential
moderators. Results Intention-to-treat analyses (N = 149) showed a large effect of StudiCare Mindfulness on mindfulness (d = 1.37; 95% CI: 1.01 -
1.73) compared to WL at t1 (
Mindfulness, 13(9) : 2140-2154
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Mindfulness based
therapy, Technology, interventions delivered using technology (e.g. online, SMS)
Komariah, M., Ibrahim, K., Pahria, T., Rahayuwati, L., Somantri, I.
BACKGROUND: The COVID-
19 outbreak has caused various changes in all aspects of human life, including the educational system. These changes have forced students to
undertake an adaptive process that has inevitably affected aspects of their life and psychological well-being. Adaptation of learning into online
forms in universities, including nursing, triggers depression, stress, and anxiety. The high number of incidences of stress, anxiety, and depression
in undergraduate students throughout the pandemic has made it important to prevent and deal with health approaches, such as mindfulness therapy.
\rOBJECTIVE: This research intended to examine whether an intervention based on mindfulness was effective and had the potential to become an
interference to reduce anxiety, stress, and depression in Indonesian university students.\rMETHODS: This research applied a randomized controlled
trial. One hundred and twenty-two students from Universitas Padjadjaran and other provinces in Indonesia participated in this study, with sixty-one
students in each group. A pretest and a post-test were administered before and after the intervention using the Depression Anxiety Stress Scales
(DASS-42). The intervention was carried out for 4 weeks with 15 min practice in each session.\rRESULTS: In this study, there was an effect of
mindfulness breathing meditation on decreasing the mean scores for depression, anxiety, and stress in the intervention group. However, only stress (p
= 0.007) and anxiety (p = 0.042) showed a significant difference in the post-test results of the intervention and control groups. In addition, there
was no difference in the scores of stress, anxiety, and depression for the pre-post-tests in each group based on religion.\rCONCLUSION: Mindfulness
breathing meditation has an impact on reducing stress and anxiety in students, so it could be applied to all university students in order to develop
psychosocial status and mindful attentiveness to one's needs.
Healthcare, 11(1) : 22
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Mindfulness based
therapy, Meditation
Kivlen, C., Winston, K., Mills, D., DiZazzo-Miller, R., Davenport, R., Binfet, J. T.
IMPORTANCE: The mental health crisis among college
graduate students requires cost-effective interventions to support the increasing number of students experiencing negative mental health symptoms.
\rOBJECTIVE: To assess the effects of a canine-assisted intervention (CAI) on student well-being, including quality of life (QOL), stress, anxiety,
occupational performance, and adjustment to the graduate college student role.\rDESIGN: Random assignment to a treatment or control group.\rSETTING:
College campus.\rPARTICIPANTS: A total of 104 college student participants were randomly assigned to either the treatment (n = 53) or control (n =
51) condition.\rINTERVENTION: Treatment consisted of 35-min weekly sessions over 6 wk.\rOUTCOMES AND MEASURES: QOL, stress, anxiety, and occupational
role.\rRESULTS: An analysis of covariance revealed that, compared with participants in the control condition, participants who interacted with
therapy dogs had significantly higher self-reports of QOL (p < .001) and decreased anxiety scores (p < .045). Within-subject paired t tests confirmed
significant stress reductions for participants in the treatment condition (p < .000). No significant differences in self-reports of occupational
performance or in adjustment to the graduate college student role were found.\rCONCLUSIONS AND RELEVANCE: These findings add to the body of
literature attesting to the efficacy of CAIs in supporting student well-being and optimizing learning conditions. Moreover, this study demonstrated
that graduate students in a professional program responded favorably to spending time with therapy dogs. Implications for CAIs and university mental
health programming are discussed. What This Article Adds: A CAI may be a valuable tool for students and young adults experiencing mental health
challenges, such as stress, anxiety, and decreased QOL.
American Journal of Occupational
Therapy, 76(6) : 01
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Other complementary & alternative
interventions
King, C. A., Eisenberg,
D., Pistorello, J., Coryell, W., Albucher, R. C., Favorite, T., Horwitz, A., Bonar, E. E., Epstein, D., Zheng, K.
Objective: Suicide is the second leading cause of death among college students in the United States, and the percentage of students
reporting suicidal thoughts is increasing. Nevertheless, many students at risk do not seek mental health (MH) services. This randomized controlled
trial (RCT) examined the efficacy of Electronic Bridge to Mental Health for College Students (eBridge) for increasing at-risk students' linkage to
MH services. Method(s): Students from four universities were recruited via email; 40,347 (22.6%) completed the online suicide risk screen; and 3,363
(8.3%) met criteria for randomization based on suicide risk factors and lack of current treatment (62.2% female, 35.0% male, 2.8%
transgender/nonbinary; 73.2% White, 7.0% Black, 19.9% Asian, 11.7% other; 12.4% Hispanic, 76.2% undergraduate). These students were randomized to
eBridge [personalized feedback (PF) with option of online counseling] or Control (PF). The primary outcome was linkage to MH services within 6
months. Result(s): Among students assigned to eBridge, 355 students (21.0%) posted >=1 message, and 168 (10.0%) posted >=2 messages to the counselor.
In intent-totreat analyses, there was no eBridge effect on obtaining MH services. However, within the eBridge group, students who posted >=1 message
were significantly more likely to link to MH services. Conclusion(s): eBridge shows promise for reaching a relatively small subset of college
students at risk for suicide; however, engagement in eBridge was low. This study underscores the urgent need for more effective strategies to engage
young adults in online mental health interventions Copyright © 2022. American Psychological Association
Journal of Consulting and Clinical Psychology, 90(2) : 172-183
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders, Suicide or self-harm behaviours (excluding non-suicidal self-harm), Alcohol
Use
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Motivational interviewing, includes Motivational Enhancing Therapy, Personalised feedback, normative feedback, Technology, interventions delivered using technology (e.g. online, SMS), Other service delivery and improvement
interventions