Disorders - Anxiety Disorders
Alhawatmeh,
H., Albataineh, R., Abuhammad, S.
Background: The initial clinical
training has been reported by nursing students as the most challenging component of the nursing programs. Although progressive muscle relaxation and
guided imagery have been reported to improve emotional and physical health, the use of such approaches among nursing students rarely exist.\rPurpose:
The purpose of this study was to examine the deferential effects of progressive muscle relaxation [PMR] and guided imagery [GI] on physical and
emotional symptoms in nursing students taking their initial clinical training.\rMethods: Using a three-group, randomized, single blinded study
conducted in a large Jordanian university, 156 nursing students were randomly allocated into one of three study groups (PMR group, GI group, and
control group). The physical symptoms and emotional symptoms of depression, anxiety, and stress were assessed at baseline and end of the
intervention. The study protocol was registered in ClinicalTrail.gov, identifier: xxxxxx.\rResults: Using one-way MANOVA and post-hoc comparisons,
the results showed that PMR and GI significantly reduced more physical symptoms than control condition although PMR was more effective than GI in
this regard. GI significantly decreased more emotional symptoms such as anxiety, depression, and stress than PMR and control condition. PMR decreased
anxiety, depression, and stress but the results were not statistically significant.\rConclusion: The findings of this study support the ABC
relaxation theory claiming that PMR im-proves better physical symptoms while GI improves better emotional symptoms. However, further studies using
students from multiple settings are needed.
Heliyon, 8(10) : e11147
- 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), Psychological Interventions
(any), Other Psychological Interventions, Relaxation
Abozayed, A., Elsalamony, O. K., Elkholy, M., Enaba, D. A., Yousof, H. Z.
BACKGROUND: Youth mental health is a significant public health concern. Mental health issues are increasing in severity and number in
college campuses. Improving adolescent mental well-being remains a challenge for most societies. AIM: The aim of the study was to promote the well-
being and mental health outcomes of Kasr Al-Ainy medical school students. METHOD(S): An intervention study conducted at Kasr Al-Ainy Faculty of
medicine. The study participants (n = 664) from fourth and fifth graders were assigned to either of two conditions: Fourth graders (n = 325) to
intervention (Horizon Egypt) website which provided information across positive psychology domains and fifth graders (n = 312) to control neutral
entertainment-based website. Participants were assessed pre-and post-intervention on Depression Anxiety Stress Scale-Short form (DASS-21) and the
Warwick-Edinburgh Mental Well-Being Scale (WEMWBS). RESULT(S): There was no pre-intervention statistically significant differences between Horizon
Egypt and control group on demographic variables, DASS-21, or WEMWBS scores. Qualitative data indicated that all participants reported that Horizon
Egypt website was easy to use, 85% agreed that the program was fun, 91% agreed that the activities were interesting, and 77% agreed that they would
continue to use it after study completion. Compared to the control condition, participants in the Horizon Egypt condition with the high levels of
adherence reported significant decrease in depression, anxiety, stress, and improvements in well-being score. CONCLUSION AND RECOMMENDATIONS:
Acceptability of Horizon Egypt website was high. The online delivery of positive psychology programs may be an alternative way to address mental
health issues and improve youth well-being. Copyright © 2022 Amany AboZayed, Omaima Kamel Elsalamony, Monira ElKholy, Dalia Ahmed Enaba, Hanaa
Zaghloul Yousof.
Open
Access Macedonian Journal of Medical Sciences, 10 : 1307-1315
- 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), Other Psychological Interventions
Zuo, B., Wang, Q., Qiao, L. Y., Ding, Y., Wen, F.
[Correction
Notice: An Erratum for this article was reported in Vol 12[686118] of Frontiers in Psychology (see record 2021-44210-001). In the original article,
there was an error. An author's name was incorrectly spelled as Lan Y. Qiao. The correct spelling is Yalan Qiao. The authors apologize for this
error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.] Currently due
to the COVID-19 pandemic, young people are experiencing a decrease in self-efficacy and an increase in mental illness. Though previous studies have
shown that self-efficacy and divergent thinking training are positively related, little is known about the impact of divergent thinking training on
self-efficacy and emotions. Therefore, our study seeks this answer to support teenagers injured psychologically during disastrous periods. We
randomly assigned 70 students to a 2 (time: pretest, post-test) x 2 (groups: divergent thinking training, controlled) mixed design. Participants in
the experimental group were given a 9-day divergent thinking training with the theme of \"writing down 10 novel functions of the mask,\" while those
in the control group spent 10 min each day recording what they ate. The self-efficacy, anxiety, depression, and stress of two groups were measured
before and after training. Results showed that, compared to the control group, self-efficacy ceased decreasing while anxiety decreased for the
experimental group. These findings confirm the positive effect of divergent thinking on teenagers. Implications and limitations are discussed.
(PsycInfo Database Record (c) 2023 APA, all rights reserved)
Frontiers in Psychology Vol 12 2021, ArtID 600533, 12 :
- Year: 2021
- 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), Other Psychological Interventions
Zimmerman, A., Garman, E., Avendano-Pabon, M., Araya, R., Evans-Lacko, S., McDaid, D., Park, A. L., Hessel, P., Diaz, Y., Matijasevich, A., Ziebold, C., Bauer, A., Paula, C. S., Lund, C.
Introduction Although cash transfer programmes are not explicitly designed to improve mental health, by reducing poverty
and improving the life chances of children and young people, they may also improve their mental health. This systematic review and meta-analysis
assessed the evidence on the effectiveness of cash transfers to improve the mental health of children and young people in low-income and middle-
income countries. Methods We searched Pubmed, EBSCOhost, Scientific Electronic Library Online, ISI Web of Science and Social Sciences Citation Index
and grey literature (from January 2000 to July 2020) for studies which quantitatively assessed the impact of cash transfers on mental health in young
people (aged 0-24 years), using a design that incorporated a control group. We extracted Cohen's d effects size and used a random-effects model for
the meta-analysis on studies that measured depressive symptoms, I 2 statistic and assessment of study quality. Results We identified 12 116 articles
for screening, of which 12 were included in the systematic review (covering 13 interventions) and seven in the meta-analysis assessing impact on
depressive symptoms specifically. There was high heterogeneity (I 2 =95.2) and a high risk of bias (0.38, 95% CIs:-5.08 to 5.85; p=0.86) across
studies. Eleven interventions (85%) showed a significant positive impact of cash transfers on at least one mental health outcome in children and
young people. However, no study found a positive effect on all mental health outcomes examined, and the meta-analysis showed no impact of cash
transfers on depressive symptoms (0.02, 95% CIs:-0.19 to 0.23; p=0.85). Conclusion Cash transfers may have positive effects on some mental health
outcomes for young people, with no negative effects identified. However, there is high heterogeneity across studies, with some interventions showing
no effects. Our review highlights how the effect of cash transfers may vary by social and economic context, culture, design, conditionality and
mental health outcome. Copyright ©
, 6(4) (no pagination) :
- Year: 2021
- Problem: Anxiety Disorders (any), Post Traumatic Stress Disorder, Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Other Psychological Interventions, Other service delivery and improvement
interventions
Zhou, X., Edirippulige, S., Bai, X., Bambling, M.
OBJECTIVES: This systematic review aims to examine the effectiveness of online mental health interventions for youth. METHOD
(S): We searched seven electronic databases (PubMed, PsycINFO, Medline, Embase, CINAHL, Web of Science and SCOPUS) for the past 10 years to identify
randomized controlled trials which have evaluated the use of telehealth interventions for young people with mental health problems. The included
studies were assessed for quality and risk of bias. RESULT(S): Forty-five randomized controlled trials (n=13,291 participants) were eligible for this
review. Most studies (35 trials) evaluated the use of web-based self-help platforms to deliver cognitive behavioural therapy (14 trials), mindfulness
(four trials), acceptance commitment therapy (five trials) and positive psychology (two trials). Mobile/computer applications were used to deliver
cognitive behavioural therapy (four trials) and coping strategies training (two trials). Web-based synchronous chat (one trial) was used to assist
communication between counsellors and participants. Three studies used artificial intelligence-based conversational agents to deliver cognitive
behavioural therapy (two trials) and problem-solving-strategy training (one trial). Eighty-two percent (n=37) identified the participants as student
population (i.e. university students, high school students). Sixty-four percent (n=29) of the telehealth interventions were found to be effective in
managing depression, anxiety, stress, insomnia and improving quality of life when compared with control conditions. CONCLUSION(S): Online mental
health interventions were found to be effective in managing diverse mental health conditions among youth. Online self-help platforms were the most
frequently used modality and artificial intelligence-based chatbots are merging as potential solutions. Future research is warranted to investigate
the solutions to improve the retention rate and satisfaction of telehealth interventions among this population.
Journal of telemedicine and telecare, 27(10) : 638-
666
- Year: 2021
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other Psychological Interventions, Mindfulness based
therapy, Acceptance & commitment therapy
(ACT), Positive
psychology, Technology, interventions delivered using technology (e.g. online, SMS)
Zheng, Y., Wang, W., Zhong, Y., Wu,
F., Zhu, Z., Tham, Y. C., Lamoureux, E., Xiao, L., Zhu, E., Liu, H., Jin, L., Liang,
L., Luo, L., He, M., Morgan, I., Congdon, N., Liu, Y.
Background: The COVID-19 pandemic has led to worldwide school closures, with
millions of children confined to online learning at home. As a result, children may be susceptible to anxiety and digital eye strain, highlighting a
need for population interventions. Objective(s): The objective of our study was to investigate whether a digital behavior change intervention aimed
at promoting physical activity could reduce children's anxiety and digital eye strain while undergoing prolonged homeschooling during the COVID-19
pandemic. Method(s): In this cluster randomized controlled trial, homeschooled grade 7 students at 12 middle schools in southern China were recruited
through local schools and randomly assigned by the school to receive (1:1 allocation): (1) health education information promoting exercise and ocular
relaxation, and access to a digital behavior change intervention, with live streaming and peer sharing of promoted activities (intervention), or (2)
health education information only (control). The primary outcome was change in self-reported anxiety score. Secondary outcomes included change in
self-reported eye strain and sleep quality. Result(s): On March 16, 2020, 1009 children were evaluated, and 954 (94.5%) eligible children of
consenting families were included in the intention-to-treat analysis. Children in the intervention (n=485, 6 schools) and control (n=469, 6 schools)
groups were aged 13.5 (SD 0.5) years, and 52.3% (n=499) were male. The assigned interventions were completed by 896 children (intervention: n=467,
96.3%; control: n=429, 91.5%). The 2-week change in square-root-transformed self-reported anxiety scores was greater in the intervention (-0.23, 95%
CI -0.27 to -0.20) vs control group (0.12, 95% CI 0.09-0.16; unadjusted difference -0.36, 95% CI -0.63 to -0.08; P=.02). There was a significant
reduction in square-root-transformed eye strain in the intervention group (-0.08, 95% CI -0.10 to 0.06) compared to controls (0.07, 95% CI 0.05-0.09;
difference -0.15, 95% CI -0.26 to -0.03; P=.02). Change in sleep quality was similar between the two groups. Conclusion(s): This digital behavior
change intervention reduced children's anxiety and eye strain during COVID-19-associated online schooling. Copyright © Yingfeng Zheng, Wei Wang,
Yuxin Zhong, Fengchun Wu, Zhuoting Zhu, Yih-Chung Tham, Ecosse Lamoureux, Liang Xiao, Erta Zhu, Haoning Liu, Ling Jin, Linyi Liang, Lixia Luo,
Mingguang He, Ian Morgan, Nathan Congdon, Yizhi Liu. Originally published in the Journal of Medical Internet Research (https://www.jmir.org),
30.04.2021. This is an open-access article distributed under the terms of the Creative Commons Attribution License
(https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original
work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original
publication on https://www.jmir.org/, as well as this copyright and license information must be included.
Journal of Medical Internet Research, 23(4) :
- Year: 2021
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Service Delivery & Improvement, Physical activity, exercise, Technology, interventions delivered using technology (e.g. online, SMS)
Zhang, Y., Zhang, B., Gan, L., Ke, L., Fu, Y., Di, Q., Ma, X.
This
study aimed to assess the effectiveness of an online high-intensity interval training (HIIT) intervention and health education on the behaviors,
mental health, and cognitive function of sedentary young females. A single-blinded, six-week, randomized controlled pilot trial involving 70
sedentary young Chinese females, aged 18-30 years, was conducted. An intervention group (IG) (n = 33) underwent a HIIT intervention and health
education, while a waitlist group (WG) (n = 37) only received health education. In pre-, mid-, and post-tests, both groups filled out questionnaires
about physical activity, sedentary behavior, and mental health. Cognitive functions were assessed at the pre-and post-tests by computer-administered
cognitive tests. A mixed-effect model with repeated measures was used to analyze outcomes of interest. The retention rate of the IG and WG was 100%
and 78.38%, respectively. The IG were found to have significantly increased rates of moderate-to-vigorous physical activity (MVPA) (Mdiff
= 940.61, p < 0.001, 95% confidence interval (95% CI): 576.67, 1304.55) from pre-test to post-test, while the WG demonstrated a more marked reduction
in sedentary time (Mdiff = -73.02, p = 0.038, 95% CI: -141.90, -4.14) compared with the IG in the post-test. Moreover, anxiety and stress
levels were shown to significantly reduce in the IG over the six-week period (Mdiff = -4.73, p = 0.002, 95% CI: -7.30, -2.15 and
Mdiff = -5.09, p = 0.001, 95% CI: -8.29, -1.89, respectively). In addition, we observed a significant improvement in verbal ability (p =
0.008, eta2p = 0.19) following the HIIT intervention and effects of the interaction with time on processing speed (p = 0.050,
eta2p = 0.10) and episodic memory (p = 0.048, eta2p = 0.11). Moreover, the IG had better global cognitive performance than the
WG in the post-test (Mdiff = 8.28, p = 0.003, 95% CI: 3.06, 13.50). In summary, both an online bodyweight HIIT intervention combined with
health education, or health education alone, can effectively improve health-related behaviors, but the behavioral consequences may differ based on
the emphasis of different intervention modalities. Furthermore, the \"bodyweight HIIT plus health education\" modality might be a more promising
online intervention strategy to mitigate against negative emotions and improve cognitive function. Copyright © 2021 by the authors. Licensee MDPI,
Basel, Switzerland.
International Journal of Environmental Research and Public Health, 18(1) : 1-
15
- Year: 2021
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Service Delivery & Improvement, Physical activity, exercise, Other complementary & alternative
interventions, Technology, interventions delivered using technology (e.g. online, SMS)
Yin,
B., Teng, T., Tong, L., Li, X., Fan, L., Zhou, X., Xie, P.
Background: Anxiety disorder is the most prevalent mental disorder among children and
adolescents, causing significant psychosocial problems and physical health conditions. Cognitive behavioral therapy (CBT) is an effective treatment
for anxiety disorder in children and adolescents. And parent-only CBT is an alternative treatment for childhood anxiety disorder, which includes
psychologists and parents rather than children in the treatment. As a new type of CBT, parent-only CBT has some advantages. However, it remains
unclear whether parent-only CBT interventions are effective for treating children and adolescents with anxiety disorder. Method(s): In this study, we
evaluated the efficacy (the mean change scores of the anxiety rating scale from baseline to post-treatment, standardized mean difference SMD) and
acceptability (the proportion of patients in the treatment group who withdrew from treatment early for any reason, risk ratios RRs) of parent-only
cognitive behavioral therapy (CBT) for children and adolescents with anxiety disorder. We searched electronic databases, including PubMed, Cochrane
Library, Embase, Web of Science, ProQuest, and PsycINFO from inception to June 2019. We included randomized controlled trials (RCTs) comparing
parent-only CBT either with waitlist (WL), or CBT with parents in children and adolescents with anxiety disorder. Result(s): Finally, six RCTs with
407 participants were included in the meta-analyses. In terms of efficacy, pooled analyses indicated that parent-only CBT was significantly more
effective than WL for reducing anxiety symptoms with SMD of - 0.72 (95% CI - 1.41 to - 0.03, p = 0.04), and more remission rate with RR of 4.33
(37.96% vs. 6.85, 95% CI 1.82 to 10.27, p = 0.0009) at post-treatment. And our analyses showed no evidence that parent-only CBT had significantly
greater efficacy than CBT with parents with SMD of 0.21 (95% CI - 0.09 to 0.50, p = 0.17). Acceptability in the parent-only CBT group was not
significantly different to the WL group with RR of 0.92 (95% CI 0.52 to 1.62, p = 0.77), and was significantly worse than in the CBT with parents
group with RR of 1.93 (95% CI 1.05 to 3.57, p = 0.03). Conclusion(s): Current evidence indicates that parent-only CBT can be an alternative and
acceptable intervention for treating children and adolescents with anxiety disorder. Copyright © 2021, The Author(s).
BMC Psychiatry, 21(1) :
- Year: 2021
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other service delivery and improvement
interventions
Yildirim, D., Akman, O.
Background: Nursing students experience clinical stress frequently and severely. The application of
acupressure is reported to be effective in stress management.\rObjectives: This study was conducted to determine the effects of acupressure on
reducing the stress of nursing students in clinical practice.\rMethods: This study was carried out using a single-blind randomized controlled
experimental design. The experimental and control groups were randomly determined by using a previously prepared randomization checklist. A
Participant Information Form, VAS, and the State Anxiety Inventory were applied to all students before practice. Acupressure was performed on the HT7
point and Yintang point (EX-HN3), respectively, every five minutes for a total of 30 minutes in the experimental group.\rResults: The level of stress
experienced by the students in the experimental group before the intervention according to VAS was 6.95 +/- 1.57, and it was determined as 2.82 +/-
1.94 after the third application (p < 0.05). The mean clinical stress score before the application was 46.54 +/- 3.81, and after the 3rd
week of application, it was 25.15 +/- 5.26 (p < 0.05). It was observed that the students' stress levels decreased in all measurements made after the
acupressure intervention.\rConclusion: This study determined that acupressure effectively reduces the stress levels of nursing students, and it may
be applied in clinical stress management.
Jams Journal of Acupuncture & Meridian
Studies, 14(3) : 95-101
- Year: 2021
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Acupuncture, acupressure
Xiao, T., Jiao, C., Yao, J., Yang,
L., Zhang, Y., Liu, S., Grabovac, I., Yu, Q., Kong, Z., Yu, J. J., Zhang, J.
Problematic smartphone use (PSU) has become a prevalent issue worldwide. Previous studies suggest that physical exercising may
effectively reduce smartphone users' addiction levels. Comparisons and further evaluations on the long-term effects of different types of exercise-
based interventions on treating PSU remain to be investigated. Objective. We investigated if group-based basketball and Baduanjin exercise (a type of
Qigong) would reduce PSU and improve the mental health of college students and whether such effects would be sustained. A twelve-week experiment was
conducted, where 96 eligible Chinese college students with PSU were randomly assigned to two intervention arms (i.e., basketball and Baduanjin
exercises) and a control arm. Outcome measures, including PSU (measured by the Mobile Phone Addiction Index in Chinese (MPAI)) and mental health
indices for anxiety (measured by Self-Rating Anxiety Scale (SRAS)), loneliness (measured by the short-form of the UCLA Loneliness Scale (UCLA-LS)),
inadequacy (measured by the revised Janis and Field's Feelings of Inadequacy Scale (FIS)), and stress (measured by the Chinese version of Perceived
Stress Scale (CPSS)) were collected at the baseline, the end of week 12, and the two-month follow-up. A Generalized Estimating Equations (GEE) model
for longitudinal data was utilized in analyses. Results. Both exercise interventions demonstrated significant effects on decreasing PSU (basketball:
p<0.01; Baduanjin: p<0.01), feelings of anxiety (basketball: p<0.01; Baduanjin: p=0.04), loneliness (basketball: p<0.01; Baduanjin: p<0.01),
inadequacy (basketball: p<0.01; Baduanjin: p<0.01), and perceived stress (basketball: p<0.01; Baduanjin: p=0.04), at the end of interventions. At two
months after interventions, both exercise interventions demonstrated significant effects on decreasing PSU (basketball: p<0.05; Baduanjin: p<0.05),
feelings of anxiety (basketball: p<0.01; Baduanjin: p=0.03), loneliness (basketball: p<0.01; Baduanjin: p<0.01), and inadequacy (basketball: p<0.01;
Baduanjin: p=0.01), but not for feeling of stress. Furthermore, group-based basketball demonstrated larger improvements for all these significant
results on reducing PSU and meanwhile improving their related mental health parameters among college students. Copyright © 2021 Tao Xiao et al.
Evidence-based
Complementary and Alternative Medicine, 2021 (no pagination) :
- Year: 2021
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
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), Physical activity, exercise
Wuthrich, V. M., Rapee, R. M., McLellan, L., Wignall, A., Jagiello,
T., Norberg, M., Belcher, J.
Stepped-care (SC) interventions for treating adolescent anxiety have been shown
to reduce therapy time and societal costs with similar therapeutic outcomes to best practice when applied in university clinics. This pilot study
examined clinical- and cost-effectiveness of SC in two community mental health services. Fifty-three anxious adolescents (aged 12-18 years) were
randomly allocated to SC or treatment as usual (TAU). Adolescent- and clinician-rated symptom severity and quality of life collected over time
indicated SC used significantly less therapy time, with similar benefits in clinical effectiveness, waiting time and quality adjusted life years.
Significant barriers limited engagement with early therapy steps. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Psychiatry Research Vol 303 2021, ArtID 114066, 303 :
- Year: 2021
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder), At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Technology, interventions delivered using technology (e.g. online, SMS), Other service delivery and improvement
interventions
Wolitzky-Taylor, K., Breland, H., Ross, J., Sewart, A.
Rumination is theorized to be a cognitive avoidance process that is
implicated in several manifestations of psychopathology. Few interventions directly target rumination as a core process maintaining emotional
disorder symptoms. This pilot study compared the feasibility and preliminary efficacy of self-directed behavioral approaches for reducing rumination.
Participants (N=60) with elevations in rumination were randomized to 3weeks of self-directed interventions: (a) scheduled rumination time; (b) a
strategy combining mindfulness, shaping, and disengagement strategies; or (c) self-monitoring control. Both active treatment conditions outperformed
self-monitoring control on post-treatment depression scores. Scheduled rumination time significantly outperformed the other two conditions on
measures of rumination and worry. No between-group differences emerged on the secondary outcome (i.e., anxiety symptoms). Brief, self-directed,
behavioral interventions targeting rumination are feasible and demonstrate preliminary efficacy. Scheduled rumination time shows moderate to large
effects. The use of a small, non-treatment seeking sample was the primary limitation.
Behavior
modification, : 1454455211010701
- Year: 2021
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions