Disorders - Anxiety Disorders
Berg, M., Rozental, A., de-Brun-Mangs,
J., Nasman, M., Stromberg, K., Viberg,
L., Wallner, E., Ahman, H., Silfvernagel, K., Zetterqvist, M., Topooco, N., Capusan, A., Andersson, G.
Background: Increased awareness of anxiety in adolescents emphasises the need for effective interventions. Internet-based
cognitive behavioural therapy (ICBT) could be a resource-effective and evidence-based treatment option, but little is known about how to optimize
ICBT or which factors boost outcomes. Recently, the role of knowledge in psychotherapy has received increased focus. Further, chat-sessions are of
interest when trying to optimize ICBT for youths. This study aimed to evaluate the role of learning support and chat-sessions during ICBT for
adolescent anxiety, using a factorial design. Method: A total of 120 adolescents were randomised to one offour treatment groups, in a 2x2 design with
two factors: with or without learning support and/or chat-sessions. Results: Anxiety and depressive symptoms were reduced (Beck Anxiety Inventory-
BAI; Cohen's d =0.72; Beck Depression Inventory- BDI; d =0.97). There was a main effect of learning support on BAI (d =0.38), and learning support
increased knowledge gain (d =0.42). There were no main effects or interactions related to the chat-sessions. Treatment effects were maintained at 6-
months, but the added effect of learning support had by then vanished. Conclusion: ICBT can be an effective alternative when treating adolescents
with anxiety. Learning support could be of importance to enhance short-term treatment effects, and should be investigated further.
Frontiers in Psychiatry, 11 : ArtID
503
- Year: 2020
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
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
Bellosta-Batalla, M., del-Carmen-Blanco-Gandia, M., Rodriguez-Arias,
M., Cebolla, A., Perez-Blasco, J., Moya-Albiol, L.,
Mindfulness-based interventions (MBI) have been
shown to be effective in increasing empathy in health professionals. Yet, more research is needed to analyse the specific influence of mindfulness
exercises on biological variables involved in empathy, such as the biological system of oxytocin activity. In this study, we analyse the effects of a
brief mindfulness session on positive and negative affect, state anxiety and salivary oxytocin (sOXT) in psychology students (N = 68). In the
experimental group (n = 42), a mindfulness session was performed that included different guided meditation exercises. In the control group (n = 26),
an emotion recognition exercise was carried out, along with a series of creative activities. Results showed that the mindfulness session was
effective, because there was a significant reduction in negative affect (d = -.56, p <.001) and state anxiety (d = -.54, p =.007) in the experimental
group. Likewise, there was an increase in sOXT (d =.99, p <.001) in this group, compared with the control group. Guided mindfulness meditation
practice could be useful to reach an emotional and biological state that facilitates empathy. In this regard, the increase in sOXT after the
mindfulness session adds further evidence about the biological mechanisms underlying the benefits of MBI on empathy. Copyright © 2020 John Wiley &
Sons, Ltd
Stress and Health, 36(4) : 469-477
- Year: 2020
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Mindfulness based
therapy, Meditation
Azunny, A. A., Rahim, N. A., Mohamad-Shalan, N. A. A.
Research on mindfulness meditation has been
growing exponentially over the past three decades. The purpose of this present study is to investigate the effect of mindfulness meditation on
attention, working memory, and emotional states of depression, anxiety and stress among athletes. Twenty male athletes from Sultan Idris Education
University had participated in this study. Ten participants were randomly assigned into mindfulness group that received a mindfulness meditation
audio and ten participants were assigned into control group that did not received mindfulness meditation audio. Neurosky Brainwave, N-back test, and
DASS21 questionnaire were used to measure the attention, working memory respectively, and emotional state, respectively. Result from independence
sample t-test showed that athletes in mindfulness meditation group significantly improved their attention (p=0.001), working memory (p<0.001),
depression score in week 4 (p=0.006), anxiety score in week 4 (p=0.001), and stress score in week 3 (p=0.01) and week 4 (p<0.001), compared to
control group. It was indicated from the findings that 4 weeks of daily mindfulness meditation is beneficial for the athletes to have better
attention, good working memory, as well as a better control of emotions. Copyright © 2020 Ubiquity Press. All rights reserved.
European Journal of Molecular and Clinical Medicine, 7(2) : 4028-4039
- Year: 2020
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Mindfulness based
therapy, Meditation
Amanvermez, Yagmur, Rahmadiana, Metta, Karyotaki, Eirini, de-Wit,
Leonore, Ebert, David D., Kessler, Ronald C., Cuijpers, Pim
This systematic review and meta-analysis aimed to examine the effects of stress management interventions in reducing
stress, depression, and anxiety among college students. Two separate meta-analyses of randomized controlled trials were conducted using the random-
effects model, for students with high-stress levels (n = 8) and for the unselected college student population (n = 46). Overall, main results showed
moderate intervention effects for stress, depression, and anxiety in both groups. Subgroup analyses yielded significant differences related to the
theoretical background, the type of control condition, and the length of the intervention in trials targeting students with high-stress levels.
However, these subgroup differences, except for the theoretical background, were not observed in trials including unselected samples. Our results
suggest that stress management interventions may be effective in reducing distress among college students. (PsycInfo Database Record (c) 2022 APA,
all rights reserved) Impact Statement Public Health Significance Statement-Symptoms of stress are common among college students. Stress management
programs are provided to help students in reducing stress. The present study showed that stress management programs have the potential to decrease
stress and prevent mental health problems in higher education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
, : No
Pagination Specified
- Year: 2020
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other Psychological Interventions
Akko, D. P., Koutsandreou, F., Murillo-Rodriguez, E., Wegner, M., Budde, H.
Objective: Research demonstrates a variety of cognitive benefits induced
by different chronic physiological stressors (e.g. motor vs. cardiovascular exercise training) and acute exercise to affect steroid hormone
secretion, the present study aims to investigate 1.) motor vs. cardiovascular exercise training and their impact on salivary Testosterone, Estradiol
and Progesterone and 2.) whether alterations in steroid hormones might moderate exercise-induced cognitive benefits. Method(s): In a randomized
control trial, 71 preadolescent children (39 girls) at the age of 9-10 years were randomly assigned to a cardiovascular exercise group (CE), a motor
exercise group (ME) as well as a control group (CON) in which students were attending assisted homework. The participants attended their program
three times per week, for a total of 10 weeks. Steroid hormones in the saliva, working memory performance and state-trait anxiety levels were
determined before and after the intervention. Result(s): Statistical analysis showed no chronic changes in hormones through the interventions.
Stepwise hierarchical regression revealed the Testosterone*ME-interaction to be a significant moderator for working memory performance post-
intervention (beta = 0.48, p = 0.014). Within the ME, increases of Testosterone from t1 to t2 were predicting higher working
memory performance post-intervention (beta = 0.45, R2 = 0.16, p = 0.038). Conclusion(s): Our findings suggest 1.) that motor-exercise-
induced cognitive benefits are moderated by changes in Testosterone and 2.) that a 10-week exercise training of moderate intensity and with a motor
demanding vs a cardiovascular character does not affect the chronic concentration of salivary Testosterone, Estradiol and Progesterone nor anxiety
levels in preadolescent children. Copyright © 2020 Elsevier Inc.
Physiology and Behavior, 227 (no pagination) :
- Year: 2020
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Physical activity, exercise
Waters, A. M., Candy, S. G., Zimmer-Gembeck, M. J., Groth, T. A., Craske, M. G., Bradley, B. P., Mogg, K.
Many children experience anxiety but have limited
access to empirically-supported interventions. School-based interventions using brief, computer-assisted training provide a viable way of reaching
children. Recent evidence suggests that computer-delivered 'positive search training' (PST) reduces anxiety in children. This multi-informant,
randomised controlled trial compared classroom-based, computer-delivered PST (N=116) to a classroom-based, therapist-delivered cognitive-behavioural
intervention (CBI) (N=127) and a curriculum-as-usual control condition (CAU) (N=60) in 7-11 year old children. Primary outcomes were child and parent
report of child anxiety symptoms. Secondary outcomes were child and parent report of child depressive symptoms and child attention biases. Outcomes
were assessed before and after the interventions, and six- and 12-months post-intervention. Teacher report of children's social-emotional
functioning was assessed at pre- and post-intervention. As expected, compared to CAU, children receiving PST and the CBI reported greater anxiety
reductions by post-intervention and six-month follow-up but, unexpectedly, not at 12-month follow-up. Partially consistent with hypotheses, compared
to CAU, parents reported greater anxiety reductions in children receiving PST, but not the CBI, at 12-month follow-up. Contrary to expectation, there
was a pre- to post-intervention increase in threat attention bias in PST compared to the other conditions, with no significant differences at
follow-up. In support of hypotheses, teachers reported higher post-intervention social-emotional functioning in Year 5 students receiving the CBI
but, unexpectedly, lower post-intervention functioning in students receiving PST. There were no effects on depressive symptoms. Further research is
needed on strategies to maintain long-term benefits and determine preventative versus early intervention effects.
Journal of abnormal child psychology, 47(11) : 1821-
1840
- Year: 2019
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Technology, interventions delivered using technology (e.g. online, SMS)
Smith, T. F., Capuzzi, G.
The primary goal of this article is to provide detailed instructions as
to how to run a mindset intervention in a psychology statistics course. A secondary goal is to provide preliminary data on such an intervention's
relationship to students' statistics anxiety and course grades. Large randomized studies have demonstrated that using a one-time mindset
intervention can have positive benefits for students' course outcomes. We adapted this approach to design an intervention that includes a 75-minute
presentation on what mindsets are, how are they are related to learning, and strategies for students to learn statistics with a growth mindset and,
thereby, reduce their anxiety. Data from N = 75 students split into an experimental and comparison group suggested that receiving the intervention
resulted in students' mindsets becoming more growth oriented and that this was related to a decrease in anxiety and an increase in course grade.
(PsycInfo Database Record (c) 2021 APA, all rights reserved)
Psychology Learning & Teaching, 18(3) : 326-336
- Year: 2019
- Problem: Anxiety Disorders (any)
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Quinton, M. L., Veldhuijzen-
van-Zanten, J., Trotman, G. P., Cumming, J., Williams, S. E.
Mastery imagery has been shown to be associated
with more positive cognitive and emotional responses to stress, but research is yet to investigate the influence of mastery imagery ability on
imagery's effectiveness in regulating responses to acute stress, such as competition. Furthermore, little research has examined imagery's
effectiveness in response to actual competition. This study examined (a) whether mastery imagery ability was associated with stress response changes
to a competitive stress task, a car racing computer game, following an imagery intervention, and (b) the effects of different guided imagery content
on pre-task cognitive and emotional responses. In Session 1, 78 participants (M age = 20.03 years, SD = 1.28) completed ratings of pre-task anxiety
intensity and direction, confidence, and perceived control. Imagery ability was also assessed before completing the task. In Session 2, participants
were randomly allocated to an imagery condition (positive mastery, negative mastery, relaxation) or control group (no imagery) before completing the
task and outcome measures again. For the negative mastery group, greater positive mastery imagery ability was associated with greater perceived
control and perceiving anxiety as more facilitative. Furthermore, mastery imagery ability moderated the relationship between anxiety intensity and
direction. Altogether, results suggest that positive mastery imagery ability may act as a potential buffer against the effects of negative images.
(PsycInfo Database Record (c) 2020 APA, all rights reserved)
Frontiers in Psychology Vol 10 2019, ArtID 1657, 10 :
- Year: 2019
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Other Psychological Interventions, Relaxation
Orosa-Duarte, A., Mediavilla, R., Lopez-Herrero, V., Garde-Gonzalez, J., Rodriguez-Vega, B., Munoz-San-Jose, A., Palao-Tarrero, A., Bravo-Ortiz, M. F., Bayon-Perez, C.
Background and aims.- Healthcare students suffer from higher
levels of anxiety and depression than the general population. It compromises not only their mental health, but also the quality of care provided.
Mindfulness-Based Stress Reduction (MBSR) program has proven to be an effective intervention for lowering stress in numerous studies. However, this
intervention asks for a significant degree of personal involvement, thus the number of dropouts is often reported as a problem. New technologies
might allow users to adapt training to their personal schedules. The aim of this study is to compare the efficacy of a mindfulness-based intervention
through a smartphone application against a regular training in the reduction of anxiety symptoms. Methods.- A randomised, rater blind, controlled
clinical trial was conducted. 140 students from degrees of Medicine, Nursery, Psychology and Nutrition were recruited at the Autonomous University of
Madrid and allocated to one of following arms: app, MBSR program or control group. Anxiety (State-Trait Anxiety Inventory) was measured at baseline
and post-intervention (8 weeks). Results.- 92 participants completed both evaluations. App intervention arm showed slightly lower dropout rates than
MBSR arm. ANOVA test found a significantly bigger reduction of anxiety in app group than in control group (CI = 1,88-12,34; p < 0,004). Conclusions.-
The results indicate that a smartphone application can be as effective as MBSR program in reducing anxiety symptoms among healthcare students.
European Psychiatry, 56(Supplement
1) : S569
- Year: 2019
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Mindfulness based
therapy, Technology, interventions delivered using technology (e.g. online, SMS)
Mantzios, M., Hussain, H., Hussain, A., Egan, H., Scanlon, P.
Background: The rise in popularity of \"mindfulness colouring books\" has
led to the development of colouring applications as an alternative to the traditional pen-and-paper versions. There have been no investigations
exploring these applications in regards to mindfulness. Participants and Procedure: In two randomised experiments, this study examined whether there
were any differences in state mindfulness and anxiety between (a) paper-and-pen and a colouring application (i.e., Experiment 1; n = 100), and (b)
two different methods of colouring within an application (i.e., tapping or swiping; i.e., Experiment 1; n = 100). Results: Experiments 1 and 2 showed
a significant decrease in anxiety symptoms following a single colouring session, irrespective of different conditions. Also, Experiment 1, but not
Experiment 2, revealed that colouring through the application significantly aided the increase in mindfulness. Conclusions: App-based colouring may
be a contemporary time- and cost-effective intervention in reducing anxiety. However, the non-significant increase in mindfulness appears challenging
when attempting to justify the results. The effectiveness of colouring apart from mindfulness is seen through potential constructs such as flow, and
display a limitation that requires further reflections on guidance to enhance mindfulness through colouring. Future directions are discussed.
(PsycInfo Database Record (c) 2021 APA, all rights reserved)
Health Psychology Report, 7(4) : 1-
10
- Year: 2019
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Service Delivery & Improvement, Psychological Interventions
(any), Mindfulness based
therapy, Creative expression: music, dance, drama, art, Technology, comparing delivery mode (e.g. online vs. face-to-face)
Ilies, I-
A., Egan, H., Mantzios, M.
Background: Although it has been determined
that mindfulness meditations are positively related to personality constructs such as conscientiousness, there is no clear evidence of whether
personality can influence the effectiveness of mindfulness intervention. The aim of the current research was to investigate the immediate effects of
single sessions of mindfulness meditation (MM) and loving-kindness meditation (LKM) on state anxiety and state mindfulness and establish whether
there is a difference between the outcomes of the two practices. Altruism and boredom were used as covariates to observe whether they have a
significant impact on the final results. Participants and procedure: University students (N = 80) were randomly allocated to either the MM or LKM
condition and were asked to complete the scales before and after they listened to audio guided meditation instructions. Prior to the meditation
participants completed state mindfulness and state anxiety scales. Post-meditation participants again filled in state mindfulness and state anxiety
scales, and trait scales on altruism and boredom. Results: The results indicated that both types of mindfulness-based practices successfully
decreased the initial levels of anxiety and elevated state mindfulness. Non-significant differences between the outcomes of the meditative practices
were observed when controlling for altruism and boredom. Conclusions: Alternative practices appeal more to some participants than to others. Clinical
implications are discussed with a focus on the beneficial effects of both MM and LKM. (PsycInfo Database Record (c) 2021 APA, all rights
reserved)
Current Issues in Personality Psychology, 7(2) : 109-
119
- Year: 2019
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Mindfulness based
therapy, Meditation
Sun, M., Rith-Najarian, L. R., Williamson, T. J., Chorpita, B. F.
Our aim was to investigate whether
four treatment features (i.e., the inclusion of parental involvement, goal-setting strategies, maintenance/relapse prevention sessions, the addition
of booster sessions) were associated with posttreatment and follow-up effect size of youth cognitive behavioral therapies (yCBTs) for anxiety,
depression, posttraumatic stress disorder, and obsessive-compulsive disorder in age groups spanning young children to adolescents. We conducted a
random-effects meta-analysis of 106 yCBTs tested in 76 randomized clinical trials from the PracticeWise Database to examine average effects of yCBTs
posttreatment and at a later follow-up assessment. We coded the use of parental involvement, goal setting, booster sessions, and maintenance/relapse
prevention in each yCBT and conducted random-effects meta-regression analyses to investigate whether these treatment features were associated with
yCBT effects at posttreatment as well as at follow-up. Overall, yCBTs produced large pre- to posttreatment effects (d = 1.05), 95% confidence
interval [0.94, 1.15], and larger pre- to follow-up effects (d = 1.29), 95% confidence interval [1.18, 1.40]. Metaregression results indicated that
parental involvement was significantly associated with larger pre- to posttreatment effect sizes as well as pre- to follow-up effect sizes. Booster
sessions, goal setting, and maintenance/relapse prevention were not significantly related to effect sizes at posttreatment or follow-up. Parental
involvement may be helpful for maximizing long-term effectiveness of yCBT. Future studies should investigate for whom and under what conditions
inclusion of yCBT treatment features is related to the durability of treatment gains.
Journal of clinical child and adolescent
psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division
53, 48(Supplement1) : S269-S283
- Year: 2019
- Problem: Anxiety Disorders (any), Obsessive Compulsive Disorder, Post Traumatic Stress Disorder, Depressive Disorders
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder), Relapse prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other service delivery and improvement
interventions