Disorders - Anxiety Disorders
Nashiro,
K., Min, J., Yoo, H. J., Cho, C., Bachman, S. L., Dutt,
S., Thayer, J. F., Lehrer, P. M., Feng, T., Mercer, N., Nasseri, P., Wang, D., Chang, C., Marmarelis, V. Z., Narayanan, S., Nation, D. A., Mather, M.
Heart rate variability is a robust biomarker of emotional well-being, consistent with the shared brain networks
regulating emotion regulation and heart rate. While high heart rate oscillatory activity clearly indicates healthy regulatory brain systems, can
increasing this oscillatory activity also enhance brain function? To test this possibility, we randomly assigned 106 young adult participants to one
of two 5-week interventions involving daily biofeedback that either increased heart rate oscillations (Osc+ condition) or had little effect on heart
rate oscillations (Osc- condition) and examined effects on brain activity during rest and during regulating emotion. While there were no significant
changes in the right amygdala-medial prefrontal cortex (MPFC) functional connectivity (our primary outcome), the Osc+ intervention increased left
amygdala-MPFC functional connectivity and functional connectivity in emotion-related resting-state networks during rest. It also increased down-
regulation of activity in somatosensory brain regions during an emotion regulation task. The Osc- intervention did not have these effects. In this
healthy cohort, the two conditions did not differentially affect anxiety, depression, or mood. These findings indicate that modulating heart rate
oscillatory activity changes emotion network coordination in the brain. Copyright © 2022. The Psychonomic Society, Inc.
Cognitive, affective & behavioral neuroscience, 23(1) : 66-83
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Biofeedback, neurofeedback, audio/video feedback
Miralles-Amoros, L., Vicente-Martinez, M., Martinez-Olcina, M., Asencio-Mas, N., Gonzalvez-Alvarado, L., Penaranda-Moraga,
M., Leyva-Vela, B., Yanez-Sepulveda, R., Cortes-Roco, G., Martinez-Rodriguez, A.
Low energy availability may precede or be caused by cognitive disturbances in professional athletes. Related
psychological problems include disordered eating patterns, body shape preoccupation, depression or anxiety. The objective of this research was to
evaluate the effects of different personalised dietary plans on psychological factors in young professional female handball players with low energy
availability. This 12-week randomised clinical trial involved 21 female players aged 22 +/- 4 years, 172.0 +/- 5.4 cm and 68.4 +/- 6.7 kg divided
into three groups (FD: free diet; MD: Mediterranean diet; HAD: high antioxidant diet). Eating behaviour (Eating Attitude Test, EAT-26: diet, bulimia
and oral control subscales), body image (Body Shape Questionnaire, BSQ) and mood state (Profile of Mode State, POMS: tension, vigour, anger,
depression, fatigue) were assessed. All participants showed low energy availability (<30 kcal/lean mass per day). The different plans showed no
significant differences between them but significant differences over time within groups for the variables: body image, Tension, Vigour and
Depression (p < 0.05). Eating behaviour improved slightly but did not show statistically significant changes. Following an adequate nutritional
planning for athletes seems to improve the mood and body perception of young female handball players. A longer intervention period is required to
assess the differences between diets and improvement of other parameters. Copyright © 2023 by the authors.
Children, 10(2) (no
pagination) :
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders, Eating Disorders
(any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention), Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Dietary advice, dietary change
Metrat-Depardon, C. D., Teo, C. T.
The state of mental health and related high rates of depression in youth is a growing concern worldwide. Some populations,
however, seem to be more vulnerable than others; and this is the case with polytechnic students in Singapore. Positive psychology interventions
(PPIs) have been found to enhance the level of happiness and well-being of students when delivered in the school context. Intervention efforts have
often been limited to a single or two to three PPI activities and rarely offered as a consolidated programme with multiple PPIs that would allow
students to identify and adopt strategies that would best support their well-being. This quasi-experimental pilot study tested the effects of a
school-based happiness mentoring programme largely based on the PERMA model on a small sample of full-time students of a polytechnic in Singapore.
Over a period of 10 weeks, the programme conducted by a mentor offered multiple PPIs aimed at enhancing participating students' level of happiness,
well-being and student life satisfaction. While no statistically significant differences between the experimental and control groups were reported at
pre- and post-intervention, statistically significant differences were found within each group. The results of paired t-tests showed significant
statistical improvements in all variables within the experimental group, but the control group did not show significant within group improvements in
Engagement, Meaning, Accomplishment and Student Life Satisfaction. These findings were supported by post-intervention structured interviews during
which students reported having benefitted from specific PPIs in enhancing self-awareness, awareness of others and acquisition of several strategies
that build positive emotions to sustain their well-being. Implications of the findings are discussed and suggestions for future research provided.
(PsycInfo Database Record (c) 2023 APA, all rights reserved)
Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological
Issues, 42(9) : 7020-7030
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Positive
psychology
Mao, L., Li, P., Wu, Y., Luo, L., Hu, M.
Objective: To systematically evaluate the effectiveness of
mindfulness-based interventions for ruminative thinking. Method(s): Cochrane Library, Web of Science, Embase, EBSCO, PubMed and Science Direct
databases were searched to include randomized controlled trials of mindfulness-based interventions for rumination that met the criteria. The
Rumination scale was used as the primary outcome indicator, and the secondary outcome indicator included the Mindfulness scale. An evaluation of bias
risk was conducted to identify possible sources of bias based on methodological and clinical factors. Stata 16.0 software was used to perform meta-
analysis, subgroup analysis, sensitivity analysis, meta-regression analysis and publication bias detection of the extracted data. Result(s): A total
of 61 studies with 4229 patients were included. Meta-analysis results revealed a significant intervention effect on ruminative thinking (SMD = -
0.534, 95 % CI = [-0.675, -0.394], z = -7.449, P < 0.001). However, there was no significant difference between mindfulness-based interventions and
CBT (SMD = 0.009, 95%CI = [-0.239, 0.258], z = 0.073, P = 0.941). Meta-analysis showed that mindfulness-based interventions significantly enhanced
the level of mindfulness (SMD = 0.495, 95 % CI = [0.343, 0.647], z = 6.388, P < 0.001), while it was not significant compared to CBT (SMD = 0.158,
95%CI = [-0.087, 0.403], z = 1.266, P = 0.205). The two subgroups with >65 % (SMD = -0.534, 95%CI = [-0.681, -0.386], z = -7.081, P < 0.001) and 80 %
(SMD = -0.462, 95%CI = [-0.590, -0.334], z = -7.071, P < 0.001) of females showed significant improvement in ruminative thinking. There were
significant intervention effects for depression, students, cancer, healthy adults, and clinical patients. Significant intervention effects were
demonstrated for various participant ages and intervention periods. Conclusion(s): This study confirmed the feasibility of mindfulness-based
interventions in improving ruminative thinking and enhancing the level of mindfulness. However, the effectiveness of mindfulness-based interventions
was not significant compared to CBT. The two subgroups with a higher proportion of females showed a more significant improvement in ruminative
thinking, whereas there were no significant differences in participant characteristics, age, and the duration of intervention. Copyright © 2022
, 321 : 83-95
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Mindfulness based
therapy
Lin, Y. H., Lou, M. F.
AIM: To evaluate the effects of mobile applications (apps) on college
students with depressive symptoms.\rDESIGN: Depression among college students is a school health issue, although little is known regarding effective
app-based interventions for managing depressive symptoms. This review follows the concept of (1) theoretical guidance framework on app design, (2)
app-based intervention study design and (3) effect of app-based interventions.\rDATA SOURCES: Cochrane Library, CINAHL Plus with Full Text and PubMed
were searched in October 2022.\rMETHODS: English-language reports of app-based interventions for college students with depressive symptoms. Quality
appraisal and data extraction of selected articles was conducted by two independent reviewers using the mixed methods appraisal tool. Data synthesis
using core outcome and findings of intervention.\rRESULTS: Five studies have shown that depressive symptoms significantly decreased after app use,
specifically indicating the effects that occur in 4 weeks. Although four studies have applied the theoretical framework to the app design, the
findings showed the low implementation of the intervention activities as originally designed and at the specified dosage and difficulty in
understanding the processes through which the intervention resolves the depressive symptoms.\rCONCLUSION: App-based intervention can decrease
depressive symptoms; furthermore, 4 weeks was the time point at which the changes were expected to occur. However, the theory-based app design for
the depression population was rarely related, and studies clearly explaining the intervention measures, intervention dosage and duration required to
achieve effectiveness are needed.\rIMPACT: This study provides the synthesis of evidence-based app interventions to manage depressive symptoms to
zoom in on different views and we suggest using the applications for at least 4 weeks before changes are expected to occur.\rPATIENT OR PUBLIC
CONTRIBUTION: No patient or public involvement in this study.
Journal of Advanced Nursing, 79(9) : 3214-
3224
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other Psychological Interventions, Mindfulness based
therapy, Technology, interventions delivered using technology (e.g. online, SMS)
Lin, Y.: Gao, W.
Objective: This study aimed to
evaluate the effect of an exercise intervention on improving and alleviating anxiety symptoms in college students with a meta-analytical approach.
\rMethods: Several databases (e.g., PubMed, Embase, and the Cochrane Library) were used to search for randomized controlled trials (in short, RCTs)
on interventions for physical exercise or aerobic exercise in college students with anxiety symptoms. Stata software, version 16.0, was applied
sequentially for traditional meta-analysis, subgroup analysis, and publication bias analysis.\rResults: A total of nine papers were included. The
total literature effect [SMD = -0.55, 95% CI = -0.76 to -0.35, Z = 5.38 (P < 0.001)] indicated that physical activity had a significant effect on
alleviating anxiety. Subgroup analysis also showed that exercise interventions using aerobic exercise or yoga were effective in relieving anxiety
(SMD = -0.39, 95% CI = -0.74 to -0.04; SMD = -0.76, 95% CI = -1.14 to -0.39).\rConclusion: Physical activity interventions were shown to have a
positive effect on alleviating anxiety in college students. Aerobic exercise was found to be the optimal mode.
, 14 : 1136900
- Year: 2023
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Mind-body exercises (e.g. yoga, tai chi, qigong), Physical activity, exercise
Lappalainen, P., Lappalainen, R., Keinonen, K., Kaipainen, K., Puolakanaho, A., Muotka, J., Kiuru, N.
Background: Although some adolescents managed to cope well with the challenges
brought on by the COVID-19 pandemic, the well-being of many was adversely affected due to school closures, distance education, restrictions on
gathering with friends, and limited access to mental health services. Many adolescents reported increased anxiety and depression as well as decreased
psychological wellbeing due to the pandemic. Consequently, there is a need for psychological support that exceeds the strained resources available to
schools to support young people during times of crisis and societal pressure.\rObjective: The present study aimed to explore the effects of an
online-delivered ACT intervention to promote adolescent psychological flexibility and self-compassion and decrease psychological distress during the
second wave of COVID-19 in the fall of 2020.\rMethods: A total of 348 adolescents aged 15-16 were randomly divided into three equal groups: 1) the
iACT student coach + virtual coach group, n = 116; 2) the iACT virtual coach group, n = 116; and 3) the control group with no intervention, n = 116).
Among these adolescents, 234 participated in a pre-measurement (iACT, n = 154; control, n = 80; intent-to-treat) and completed measures of
psychological flexibility, self-compassion, anxiety, and depression.\rResults: An investigation of all the adolescents who participated in the pre-
measurement (intent-to-treat analysis, n = 234) revealed no significant differences between the three groups with regard to psychological
flexibility, self-compassion, and symptoms of anxiety and depression. However, upon combining the two intervention groups and examining the
adolescents who completed at least 30% of the Youth Compass program (per-protocol analysis, n = 137), small but significant differences between the
iACT intervention and control groups were found regarding the psychological flexibility subscale valued action, self-compassion, and anxiety in favor
of the intervention group.\rConclusions: Active use of an ACT-based online intervention under adverse circumstances may decrease symptoms of anxiety
and increase psychological flexibility skills in adolescents.
Journal of Contextual Behavioral Science, 27 : 34-
44
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- 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), Other service delivery and improvement
interventions
Kuchler, A. M., Schultchen, D., Dretzler, T., Moshagen,
M., Ebert, D. D., Baumeister, H.
The college years can be accompanied by mental distress. Internet- and mobile-
based interventions (IMIs) have the potential to improve mental health but adherence is problematic. Psychological guidance might promote adherence
but is resource intensive. In this three-armed randomized controlled trial, \"guidance on demand\" (GoD) and unguided (UG) adherence-promoting
versions of the seven-module IMI StudiCare Mindfulness were compared with a waitlist control group and each other. The GoD participants could ask for
guidance as needed. A total of 387 students with moderate/low mindfulness were recruited. Follow-up assessments took place after 1 (t1), 2 (t2), and
6 (t3) months. Post-intervention (t2), both versions significantly improved the primary outcome of mindfulness (d = 0.91-1.06, 95% CI 0.66-1.32) and
most other mental health outcomes (d = 0.25-0.69, 95% CI 0.00-0.94) compared with WL, with effects generally persisting after 6 months. Exploratory
comparisons between UG and GoD were mostly non-significant. Adherence was low but significantly higher in GoD (39%) vs. UG (28%) at the 6-month
follow-up. Across versions, 15% of participants experienced negative effects, which were mostly mild. Both versions effectively promoted mental
health in college students. Overall, GoD was not associated with substantial gains in effectiveness or adherence compared with UG. Future studies
should investigate persuasive design to improve adherence. Copyright © 2023 by the authors.
International Journal of Environmental Research and Public Health, 20(4) (no
pagination) :
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Other Psychological Interventions, Mindfulness based
therapy, Technology, interventions delivered using technology (e.g. online, SMS)
Kosasih, F. R., Yee, V. T. S., Toh, S. H. Y., Sundermann, O.
Digital self-guided mobile
health [mHealth] applications are cost-effective, accessible, and well-suited to improve mental health at scale. This randomized controlled trial
[RCT] evaluated the efficacy of a recently developed mHealth programme based on cognitive-behavioral therapy [CBT] principles in improving worry and
anxiety. We also examined psychological mindedness [PM] as a mediator by which app engagement is thought to improve outcomes. The Intervention group
completed a 2-week \"Anxiety and Worry\" programme with daily CBT-informed activities, while the active waitlist-control completed a matched 2-week
mHealth programme on procrastination. Participants filled out the Generalized Anxiety Disorder [GAD-7], Patient Health Questionnaire [PHQ-9], and
Psychological Mindedness Scale [PMS] at baseline, post-intervention, and 2-week follow-up. App engagement was measured at post-intervention only.
Contrary to prediction, the Intervention group did not perform better than the Active Control group; both groups showed significant improvements on
anxiety and depressive symptoms from baseline to follow-up. From post-intervention to follow-up, only the Intervention group showed further
improvements for anxiety symptoms. Higher engagement with the mHealth app predicted lower anxiety and depressive symptoms at follow-up, and this
relationship was fully mediated by psychological mindedness. This study provides evidence that [a] engaging in a CBT mHealth programme can reduce
anxiety and worry, and [b] Psychological mindedness is a potential pathway by which engaging with a mHealth app improves anxiety and depressive
symptoms. While overall effect sizes were small, at the population level, these can make significant contributions to public mental health.
PLOS Digital
Health, 2(5) : e0000095
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Psychoeducation, Problem solving therapy (PST), Technology, interventions delivered using technology (e.g. online, SMS)
Kor,
A., Shoshani, A.
Objective: Previous research suggests that well-being interventions are effective in moderating substance and
digital media use and improving mental health. This study evaluated the feasibility and preliminary efficacy of a school-based Positive Psychology
Addiction Prevention (PPAP) intervention aimed at reducing substance and digital media use and increasing the mental health of school children during
the COVID-19 pandemic. Method(s): The sample was composed of 1,670 children and adolescents (Mean age = 12.96, SD = 2.01) from six elementary and
secondary schools in Israel who were randomly assigned to the PPAP intervention (n = 833) or the waiting-list control conditions (n = 837). A three-
year longitudinal repeated-measures randomized control design was used to examine modifications in substance use, digital media use, and
psychological symptoms in the intervention and control groups assessed on the pre-test (before the outbreak of COVID-19, September 2019), the post-
test (May 2021), and the 12-month follow-up (May 2022). Result(s): The 12-month prevalence of tobacco use, alcohol use, and cannabis use decreased
significantly from the pre- to the follow-up period in the intervention group, and increased significantly in the control group. Daily digital media
use increased during the pandemic period in both groups, with a significantly higher increase in the control group. The intervention group reported
significantly lower psychological symptoms and negative emotions, and greater positive emotions and life satisfaction after the intervention and at
follow-up compared to the control group. Conclusion(s): The COVID-19 pandemic has profoundly disrupted the lives of children and adolescents. Well-
being and addiction prevention interventions may be effective in improving the mental health of school children during pandemics and crisis periods.
Copyright © 2023 Elsevier Ltd
Addictive Behaviors, 141 (no
pagination) :
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders, Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions, Positive
psychology
Klim-Conforti, P., Zaheer, R., Levitt, A. J., Cheung, A. H., Schaffer, A., Fefergrad, M., Niederkrotenthaler, T., Sinyor, M.
Objective: To evaluate potential differences in the impact of a children's
literature-based mental health literacy and cognitive behavioural therapy (CBT) skills curriculum on middle-schoolers with and without mental health
symptoms that may be clinically relevant. Method(s): Youth (aged 11-14; grades 7-8) who received a 3-month teacher-delivered intervention embedded in
the language arts curriculum (N = 196) were compared to a wait-list control group (N = 233) from a large, diverse, urban school board in Canada. The
Revised Child Anxiety and Depression Scale (RCADS) and Life Problems Inventory (LPI) were administered. Youth were divided according to scores of
possible clinical relevance into \"clinical\" and \"non-clinical\" groups. A mixed ANOVA (Intervention and Clinical status at baseline are between
subject scores and Time is the only repeated measure) was used clustered by classroom. Result(s): Thirty-three-point six percent of all participants
endorsed symptoms of potential clinical relevance on the RCADS and/or one of its subscales. The primary analyses were non-significant but also
underpowered to detect outcomes (RCADS beta = 0 0.14; LPI beta = 0.28). LPI scores improved numerically for intervention vs. control youth (clinical:
-8% vs. +24%; non-clinical -9% vs. 0%, effect size = 0.002). Conclusion(s): This study was underpowered; however, it did identify a potentially
clinically meaningful trend in a measure of maladaptive coping (LPI) favouring the intervention. A future, well-powered study is needed to
characterize the impact of this intervention. Copyright © 2023 The Authors
Journal of Affective Disorders
Reports, 12 :
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type:
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Psychoeducation, Skills training
Kho, M. C., Karin, E., Gucciardi, D. F., Crane, M. F.
The study tested an extension of a promising adaptive self-reflective approach to resilience training. The extension integrated
resilience training content in routine workplace activities via supervisors. Participants were military cadets (N = 168), randomized by platoon into
two conditions. The control condition received the original self-reflective resilience training only (n = 85), and the intervention condition
additionally received a supervisor-led extension of this programme (n = 83). Participants completed assessments of depression and anxiety symptoms
and perceived stress at four time points over five months. Cadet performance scores were also obtained. Findings indicated that participants
receiving the supervisor-led extension demonstrated better psychological outcomes earlier than cadets in the control condition. However, at Time 4
both interventions had equivalent levels of mental health outcomes and perceived stress. The supervisor-led condition demonstrated better average
performance than the control condition for the performance measure congruent to the workplace activity in which the extension was applied. Mechanisms
for the effectiveness of the supervisor-led extension were explored. Analysis suggested that perceived supervisor support for the individual mediated
the intervention-psychological outcome relationship. This research demonstrates the effectiveness of a scalable resilience intervention and speaks to
a role of supervisors in facilitating resilience via supportive interactions. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Journal of Occupational and
Organizational Psychology, 96(2) : 397-428
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Other Psychological Interventions, Other service delivery and improvement
interventions