Disorders - Anxiety Disorders
Kim, J. J., Mullen, L. M., Akers, S. W., Joseph, R. A., Bishop, L. B., Bistany, B. R., Chambers, A. C., Harvey, J. R., Houghton,
A.
Purpose of
study: The need for forgiveness education for nursing self-care and forgiveness facilitation has risen. Therefore, the present pilot study tested the
efficacy of an 8-week forgiveness bibliotherapy with a small number of undergraduate nursing students. Design of study: Matched pairs of nursing
students were randomly assigned to either the experimental group or no-contact control group. The experimental group, using 8 keys to forgiveness by
R. Enright (2015) as the treatment manual, read one chapter a week for 8 weeks and provided weekly reflections. Forgiveness and forgiveness-related
outcome measures were administered at pretest, posttest, and one-month follow-up. Finding(s): At the posttest, the experimental group had
significantly greater improvement in forgiveness compared to the control group with a large effect size, which was maintained at one month follow-up.
There was no other significant difference between the two groups. Within-group comparisons of the experimental group showed improvement in
forgiveness, anxiety, depression, and fatigue from pre to post testing periods and forgiveness, anger, anxiety, depression, and fatigue from pre to
follow-up testing periods. Conclusion(s): Use of bibliotherapy may be a cost-effective way to promote the virtue of forgiveness for students in
nursing programs.
Journal of Holistic
Nursing, : 8980101211072288
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions, Self-help
Kim, C., Song, C.
Numerous studies have reported a significant increase in stress experienced by students owing to the COVID-19 pandemic. Recently, interest in
stress management using nature-derived substances has increased. However, studies examining the effects of olfactory stimulation by fir are lacking.
The aim of this study was to investigate the physiological and psychological effects of inhaling fir essential oil. Additionally, differences between
male and female participants were com-pared. Twenty-six university students (16 female and 10 male students; mean age, 21.5 +/- 1.9 years)
participated in this study. Fir essential oil was used for olfactory stimulation, with normal room air as the control. The odor was administered for
3 min. Heart rate variability and heart rate were used as indicators of autonomic nervous system activity. The Profile of Mood States and State-Trait
Anxiety Inventory were used as psychological indicators. The ln(Low Frequency/High Frequency) ratio, which is an indicator of sympathetic nervous
activity reflecting a stressful or aroused state during stimulation with fir essential oil, was significantly lower than during the control
condition. Assessment of psychological indicators showed that the positive mood of \"vigor\" improved significantly and negative moods of \"tension-
anxiety\", \"depression\", \"anger-hostility\", \"fatigue\" and anxiety levels reduced significantly after inhaling fir essential oil compared to the
control condition. This study showed that inhalation of fir essential oil has physiologically and psychologically relaxing effects, with differences
in results depending on the sex of the participants. Copyright © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
International Journal of Environmental Research and Public Health, 19(9) (no
pagination) :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Other complementary & alternative
interventions
Khalid,
A., Haqqani, S., Williams, C.
There is
limited evidence on the efficacy of Cognitive Behavioral Therapy (CBT) based guided self-help programs to improve low mood and anxiety in Pakistani
adolescents. The aims of the current study were to assess the effectiveness of an eight week low intensity CBT-based guided self-help program, Living
Life to the Full (LLTTF) on depression, anxiety and social functioning among secondary school adolescents in Pakistan. Fifty-six participants were
randomly allocated to immediate (n = 28) and delayed access (n = 28) groups. Measures of depression, anxiety and social functioning were collected at
baseline, post intervention and three months follow-up. There were significant improvements in measures of depression (t = -3.47, p < 0.01; d = 1.0),
anxiety (t = -6.55, p < 0.001; d = 1.91) and social functioning (t = -4.28, p < 0.001) between immediate access and delayed access groups. These
differences remained significant at three months follow-up. The study suggests that the Urdu LLTTF book course delivered in classes is effective for
reducing depression and anxiety as well as improving social function among adolescents in Pakistan.
Heliyon, 8(7) : e09809
- 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), Self-help
Kato, K., Matsumoto, Y., Hirano, Y.
Background: Emotional regulation is important for adolescents' adaptive development. Preventive interventions for anxiety and depression are
necessary for reducing the development of disorders later in life, and emotional regulation is a potentially relevant factor.\rObjective: We
investigated the effects of a mindfulness-based psychological education and prevention program [the Mindfulness and Awareness Program (MAP)] on the
mental health of junior high school students in Japan.\rMethods: Our MAP primarily focused on mindfulness meditation to improve emotional regulation,
thereby reducing depression and anxiety. The MAP comprised eight sessions (20 min each) administered by a school counselor in a school setting. All
participants (N = 349) were 12-13-year-old adolescents from nine classes in two Japanese schools. The program was provided to the intervention group,
wherein students were educated on emotional expression, emotional cognition, and emotional regulation. The control group received regular school
counseling services.\rResults: Compared with the control group, the intervention group showed significant improvement in emotional regulation and a
decrease in depression and generalized anxiety. The effect was greater at the follow-up assessment than at the immediate post-intervention
assessment, and greater in female students.\rConclusion: Our mental health prevention program exhibited efficacy in reducing depression and anxiety
and enhancing emotional regulation in early adolescence. Further, it appeared to be more effective for female adolescents.
, 13 : 895086
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Psychoeducation, Mindfulness based
therapy
Karyotaki, Eirini, Klein, Anke M., Ciharova, Marketa, Bolinski, Felix, Krijnen, Lisa, de-Koning, Lisa, de-Wit, Leonore, van-der-Heijde, Claudia M., Ebert, David D., Riper, Heleen, Batelaan, Neeltje, Vonk, Peter, Auerbach, Randy P., Kessler, Ronald C., Bruffaerts,
Ronny, Struijs, Sascha, Wiers, Reinout W., Cuijpers, Pim
Common mental disorders, such as depression and anxiety,
often emerge in college students during the transition into early adulthood. Mental health problems can seriously impact students' functioning,
interpersonal relationships, and academic achievement. Actively reaching out to college students with mental health problems and offering them
internet-based interventions may be a promising way of providing low-threshold access to evidence-based treatment in colleges. This randomized
controlled trial aimed to assess the effectiveness of a guided web-based transdiagnostic individually tailored Cognitive Behavioral Therapy (iCBT) in
treating college students with depression and/or anxiety symptoms. Through an online survey that screened college students' mental health, we
recruited 100 college students aged >=18 years who reported mild to moderate depression and/or anxiety symptoms and were attending colleges in the
Netherlands. Participants were randomly allocated to guided iCBT (n = 48) or treatment as usual (TAU) control (n = 52). Primary outcomes were
symptoms of depression and anxiety measured at post-treatment (7 weeks post-randomization). We also measured all outcomes at 6- and 12-months post-
randomization. All analyses were based on the intention-to-treat principle and were repeated using the complete-case sample. We found no evidence of
a difference between the effects of guided iCBT and TAU in any of the examined outcomes (i.e., symptoms of depression and anxiety, quality of life,
educational achievement, and college dropout) across all time points (p > .05). There was no evidence that effects of iCBT were associated with
treatment satisfaction and adherence. More research into transdiagnostic individually tailored iCBT is necessary. Further, future studies should
recruit larger samples to investigate possible smaller but clinically relevant effects of internet-based interventions for college students with
depression and/or anxiety. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Behaviour Research and Therapy, 150 : 1-12
- 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), Technology, interventions delivered using technology (e.g. online, SMS)
Karimipour, A., Asgari, P., Makvandi, B., Fard, R. J.
Background: Internalizing behaviors problems, such as anxiety and depression, are two common disorders in
adolescents. These problems result in negative outcomes, including dropping out of school, drug abuse, a higher risk of suicide, and other
psychological consequences. The present study aimed to investigate the effectiveness of Schema Mode Therapy for Children and Adolescents (ST-CA) in
the internalizing behaviors problems among adolescents referred to consulting center in Ahvaz, Iran. Method(s): This quasi-experimental study was
conducted based on a pretest-posttest design and a control group. The statistical population comprised adolescents aged 12-14 years having
behavioral, educational, and mood problems who were referred to counseling centers in Ahvaz, Iran. The sample consisted of 30 adolescents (11 boys
and 19 girls) selected by the convenience sampling method and randomly divided into experimental and control groups (15 cases per group). The
experimental group underwent 14 sessions (120-min sessions per week) of ST-CA. The research instrument included the Child Behavior Checklist. Data
analysis was performed using SPSS software (version 26). Result(s): The findings of the present study revealed that ST-CA had a significant effect on
the improvement of the internalizing problems (anxiety-depression, withdrawal-depression, and somatic complaints) (P<0.001). Conclusion(s): It seems
that the ST-CA well reduces internalizing problems; therefore, it is recommended that this method be used for adolescents. Copyright © 2022, Razavi
International Journal of Medicine.
Razavi
International Journal of Medicine, 10(3) :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Karampas, K., Pezirkianidis, C., Stalikas,
A.
The aim of this study is to evaluate \"ReStress Mindset,\" an
internet-delivered intervention that combines the Stress Mindset Training Program (SMTP) with Acceptance and Commitment Therapy (ACT). To that end,
the current study determined whether the pilot study's findings on the intervention's effectiveness on stress mindset and stress response among
university students in the midst of the COVID-19 pandemic, remained for 3 months following the completion of \"ReStress Mindset\" intervention.
Twenty-six participants were randomly assigned to an intervention (N = 12) and a control (N = 14) group. Participants in the intervention group
attended 5 weekly sessions online, between the second and third waves of the COVID-19 pandemic. All participants completed self-report questionnaires
(Stress Mindset Measure, Satisfaction With Life Scale, Depression Anxiety and Stress Scale-9, Perceived Stress Scale, Scale of Positive, and Negative
Experience) before, at the end of the intervention and 3 months after the completion of the program. The \"ReStress Mindset\" intervention resulted
in a statistically significant increase in \"stress-is-enhancing\" mindset (SIEM), life satisfaction, and self-efficacy against stress, as well as a
statistically significant decrease in \"stress-is-debilitating\" mindset (SIDM), with these effects lasting 3 months after the program's completion.
The findings of this study suggest that university students could benefit from the \"ReStress Mindset\" intervention in order to cultivate and
maintain a positive stress mindset and increase their life satisfaction and self-efficacy against stress, even during the COVID-19 pandemic or any
other highly stressful period or crisis.
, 13 : 1036564
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Psychoeducation, Other Psychological Interventions, Acceptance & commitment therapy
(ACT)
Kang, M. J., Kim, H.
Many adolescents worldwide suffer from stress or unhealthy emotional states such as depression. There is a trend toward limited
physical contact via social distancing practices that developed during the coronavirus disease 2019 (COVID-19) pandemic. An experimental study aimed
at investigating the effects of a mindfulness program on stress, concentration, self-esteem, and self-control in high school students. A 10-week
mindfulness intervention was provided to the experimental group (n=89) from September-November 2020, while the control group (n=89) received general
health education. Four weeks after the program, the experimental group showed reduced stress and improved concentration, self-esteem, and self-
control compared to baseline.The blended learning mindfulness program is effective improving concentration and should be incorporated into the formal
high school curriculum.
, : 10598405221095346
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Mindfulness based
therapy
Jones, J. D., Hankin, B. L., Gallop, R., Haraden, D., Sbrilli, M. D., Garber, J., Young, J. F.
Depression and anxiety
frequently co-occur and share several risk factors. There is some evidence for transdiagnostic effects of prevention programs on depression and
anxiety. In the Personalized Depression Prevention (PDP) study, youth (n = 98, Mage = 13.94 years, SD = 1.67) were classified as high or low on
cognitive and interpersonal risk factors and randomized to either a cognitive-behavioral or an interpersonal prevention program. Some participants
received a match between risk and prevention, others received a mismatch. Our initial work found evidence for the benefits of personalization on
depression outcomes. In this paper, we focus on secondary anxiety outcomes through 18-months post-intervention. We found evidence for the benefits of
personalized prevention on anxiety symptoms during the 18-month follow-up period, but not during the intervention. From post-intervention to 18-month
follow-up matched youth showed a decrease in anxiety symptoms whereas mismatched youth showed a significant increase in symptoms (d = 0.87, p =
.001). The rates of anxiety disorders were equivalent across the groups (p = 1.00). Given the comorbidity of depression and anxiety, interventions
that have effects on both may be an efficient and cost-effective approach to reducing the burden associated with these conditions. A risk-informed
personalization approach to prevention may be one way to enhance the transdiagnostic effects of depression prevention.
Behaviour Research & Therapy, 156 : 104156
- 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), Interpersonal therapy (IPT)
Jewell, C., Wittkowski, A., Pratt, D.
BACKGROUND:
Parent-only interventions for childhood anxiety may be an important alternative to resource and time intensive child-focused cognitive behavioural
therapy (CBT). This systematic review and meta-analysis aimed to investigate the efficacy of parent-only interventions in reducing symptoms of
anxiety disorders in school-aged children.\rMETHODS: A systematic search of five databases (inception to March 2021) identified 29 eligible studies.
A range of study designs were captured, including randomised controlled trials (RCTs) and case series. A narrative synthesis was conducted. Random
effects meta-analyses were performed on parent- and child-reported outcomes and pre-test post-test effect sizes were calculated for uncontrolled
studies.\rRESULTS: Findings indicated a significant treatment effect for parent-only interventions compared to waitlist controls. No significant
differences were found when comparing parent-only interventions with other active interventions; anxiety symptoms reduced in both conditions. No
significant treatment effects were found for child-rated outcomes. Calculated effect sizes for uncontrolled studies were typically large, although
sample sizes were small. No clear evidence was found for a superior type, duration or format of intervention.\rLIMITATIONS: The methodological
quality of many studies in this review (19/29) was rated 'weak'. Only English language papers were included.\rCONCLUSIONS: To date, this is the
first systematic review and meta-analysis of the efficacy of parent-only interventions for reducing symptoms of child anxiety disorders. Our results
suggest that parent-only interventions may be effective in reducing child anxiety. These findings are important for clinical practice because they
suggest that efficient, low intensity interventions delivered to parents may lead to positive outcomes for children.
, 309 : 324-
349
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any)
Hu, X.
Background: With the promotion of grades, college students face more and more things, more and more pressure, and more and more serious
psychological anxiety. The anxiety psychology of college students can be divided into five types, namely, learning anxiety, social anxiety, physical
anxiety, postgraduate entrance examination anxiety, textual research anxiety and employment anxiety. Excessive anxiety will affect students' hormone
secretion and the normal operation of organ functions, and even seriously damage students' cerebral cortex, leading to cognitive impairment of
students, suffering from cognitive disorders, affective disorders, mental disorders and other mental diseases. The research analyzes the
psychological needs of college students based on design psychology, and then improves the indoor environment design of colleges and universities,
changes the environment where students live, and then changes the mood of students, which plays a positive role in the anxiety psychology of students
and teachers. Subjects and methods: Based on the principle of voluntariness, 100 students who volunteered to participate in the experiment were
selected from the two colleges and universities in C city to conduct a comparative experiment. 100 volunteers were randomly divided into two groups:
the study group and the control group. For the volunteer students in the research group, the study arranged them to study in the classroom
environment of indoor environment design based on design psychology. For the control group of volunteer students, the study will arrange them to
study in a general classroom environment. Result(s): The self-test and Assessment Scale (CAS) of college students' employment anxiety was used to
test the degree of employment anxiety of the subjects before and after the experiment. The results showed that before the experiment, the CAS scores
of the students in the study group were very close to those of the control group; After the experiment, the CAS score of the research group has
changed significantly, and its CAS score is far lower than that of the control group. Conclusion(s): In colleges and universities, with the promotion
of grades, students face more and more things, greater and greater pressure, and more and more serious psychological anxiety. Psychology believes
that individual behavior patterns and psychological patterns will be affected by the surrounding environment. The research analyzes the psychological
needs of college students based on design psychology, and then improves the indoor environment design of colleges and universities, changes the
environment where students live, and then changes the mood of students, which plays a positive role in the anxiety psychology of students and
teachers. The results showed that before the experiment, the CAS scores of the students in the study group were very close to those of the control
group. After the experiment, the CAS score of the research group has changed significantly, and its CAS score is far lower than that of the control
group. The above results show that environmental factors are one of the important factors that affect students' anxiety psychology. Therefore,
improving the indoor environment design of the classroom can alleviate students' negative emotions and anxiety psychology, which is of positive
significance to students'long-term development. Copyright © Medicinska naklada - Zagreb, Croatia.
Psychiatria Danubina, 34(Supplement 4) : 999-1004
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Other complementary & alternative
interventions
Horrillo-Alvarez, B., Marin-Martin, C., Rodriguez-Abuin, M., Orio-Ortiz, L.
To study whether an 8-week mindfulness meditation
training program truly reduces perceived stress without designing a stress reduction program. An experimental study was performed in which we studied
the effects of 8 weeks of MM training on attention and awareness, as measured by the MAAS (mindfulness attention awareness scale) and perceived
stress, as measured by the PSQ (perceived stress questionnaire), in 80 volunteers from the general public recruited by email from university centers.
An increase in the individual's dispositional capacity to be attentive and aware of the experience of the present moment in everyday life was
observed in the experimental group versus the control group; F (2, 156) = 14.30, p =.000, eta2 partial =.155. Perceived stress showed no significant
differences between groups in: social acceptance; F (2, 156) = 2.30, p =.103, overload; F (2, 156) = 2.32, p =.101, irritability, tension and
fatigue; F (2, 156) = 2.27, p =.106, energy and joy; F (2, 156) = 2.79, p =.065. MM practice for 8 weeks of training increases the individual's
dispositional capacity to be attentive and aware of the experience of the present moment in everyday life but may not reduce perceived stress.
Copyright © 2022, The Author(s).
Cognitive Processing, 23(4) : 559-
568
- Year: 2022
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Mindfulness based
therapy