Disorders - Anxiety Disorders
Ko, C. M., Grace, F., Chavez, G. N., Grimley, S. J., Dalrymple, E.
R., Olson, L. E.
OBJECTIVE: Mindfulness-based interventions have been shown to have psychological benefits in college students. We
explored the effects of an academic Seminar on Compassion on student psychological health. PARTICIPANTS: Forty-one participants (14 male, 27 female,
mean age 19.8 +/- 1.4 years) were assessed pre- and post- spring semesters 2013 and 2014. METHOD(S): Students were randomized to the Seminar on
Compassion or a wait-list control group. Participants completed self-report measures on anxiety, depression, perceived stress, self-compassion,
compassion and mindfulness. Salivary alpha-amylase was also assessed. RESULT(S): At baseline, self-compassion and mindfulness were negatively
correlated with depression, anxiety, and perceived stress. There were significant changes between the intervention and control group from Time 1 to
Time 2 in mindfulness, self-compassion, compassion, and salivary alpha-amylase; however, there were no significant changes in depression, anxiety,
and perceived stress. CONCLUSION(S): The course was effective in increasing mindfulness, self-compassion and compassion, and decreasing a salivary
marker of stress.
Journal of American College Health, 66(7) : 537-
545
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Mindfulness based
therapy
Sahranavard, S., Esmaeili, A., Dastjerdi, R., Salehiniya, H.
Background and objective: Anxiety sensitivity, positive and negative affection and hope
are the important factors in promoting mental health of students. The purpose of this study was to investigate the effectiveness of stress-
management-based cognitive-behavioral treatments on anxiety sensitivity, hope, positive and negative affect in female students of Medical Sciences.
Material(s) and Method(s): This research was a trail study with pre-test, post-test and control group. A sample of 30 subjects, were selected by
available sampling and were randomly assigned using Block Randomization Method of two groups (experimental and control groups). Schneider's hope
questionnaire, Watson's positive and negative affect questionnaire, Clarke and Tolgman's questionnaire, Reiss et al.'s anxiety sensitivity of the
revised index questionnaire, were completed in two stages (pre-test and post-test) by all subjects. A 6-session protocol of cognitive-behavioral
group treatment was performed only on the experimental group. The data were analyzed using ANOVA and MANOVA analysis of variance. Result(s): Two
experimental and control groups with the mean 22, standard deviation1. 13, average age is 22 years. Stress-management-based cognitive-behavioral
treatments were effective on the level of anxiety sensitivity and hope (p <0.016), however, it had no significant positive effect on the amount of
positive and negative affect (p <0.016). Conclusion(s): According to the results, it can be concluded that cognitive-behavioral treatments are
effective on anxiety sensitivity and hope. Therefore, stress-management-based cognitive-behavioral training can reduce students' anxiety sensitivity
and increase their hopes for coping with challenges. Copyright © Author(s) 2018. This article is published with open access by China Medical
University
BioMedicine (France), 8(4) : 10-17
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Carsley, D., Heath, N. L.
The purpose of this study was to
compare the effectiveness of a mindfulness art activity (mandala) with a free draw/colouring activity on test anxiety in adolescents with an
examination of gender differences, and to assess the effect of dispositional mindfulness on students' experience of mindfulness and test anxiety
states. Participants were 193 Grade 8 students (56.6% female; Mage = 13.49 years, SD = 0.50) randomly assigned to a mandala (n = 97) or free
draw/colouring condition (n = 96). Students completed standardized measures to assess test anxiety and state mindfulness pre- post-colouring
intervention, immediately prior to completing a test, in addition to a measure of dispositional mindfulness. Results showed a significant decrease in
test anxiety and a significant increase in state mindfulness following both activities; however, a gender by group by time interaction was found such
that females reported a greater decrease in test anxiety in the free condition compared to males. Furthermore, the baseline measures (pre-
intervention state mindfulness and test anxiety) were found to fully mediate relations between dispositional mindfulness and the outcome measures
(post-intervention state mindfulness and test anxiety). Implications for educators and future research and practice regarding the use of mindfulness
activities in the classroom are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
School Psychology International, 39(3) : 251-272
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Mindfulness based
therapy, Creative expression: music, dance, drama, art
Tesler, R., Plaut, P., Endvelt, R.
Background: At-risk
adolescents have been defined as youth who are or might be in physical, mental, or emotional danger. An Urban Forest Health Intervention Program
(UFHIP) was formed at a center for at-risk adolescents in Israel, in order to promote physical activity and reduce risky behavior. Objective(s): To
evaluate the intervention's effect on physical activity, smoking, alcohol consumption, psychosomatic symptoms, and life satisfaction. Method(s):
From 2015 to 2016, at-risk youth were nonrandomly selected to participate in the UFHIP. Questionnaires were administered to both intervention and
control groups before and after the intervention. Univariate and multivariable analyses evaluated the intervention's effect. Result(s): The study
participants (n = 53) showed 0.81 more sessions per week of 60 min of physical activity than did the control group (n = 23; p = 0.003). Among the
intervention group, smoking frequency reduced from a mean of 2.60 (SD = 1.30) to 1.72 (SD = 1.08), whereas that in the control group increased from
3.17 (1.03) to 3.39 (1.03). In both groups, there was a reduction in alcohol consumption, with a greater change among intervention participants: -
1.08 (SD = 1.30), compared with -0.09 (SD = 1.79) in the control group. Conclusion(s): Findings indicate that the environmental intervention was
efficacious in increasing physical activity and reducing risky behaviors among youth. The effectiveness of this intervention among larger samples is
warranted in future prospective studies. Copyright © 2018 by the authors. Licensee MDPI, Basel, Switzerland.
International Journal of Environmental
Research and Public Health, 15 (10) (no pagination)(2134) :
- Year: 2018
- Problem: Anxiety Disorders (any), Depressive Disorders, Alcohol
Use
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Other Psychological Interventions, Dietary advice, dietary change, Physical activity, exercise
Krispenz, A., Dickhauser, O.
[Correction Notice: An Erratum for this article was reported in Vol 9[2734] of Frontiers in Psychology (see record 2019-04327-001). In
the original article, there was a mistake in Figure 1 and Figure 2 as published. The coefficients for the effects of the experimental intervention
condition on thought related test anxiety were mistakenly reported as negative even though the coefficients for these effects are positive. The
corrected Figure 1 and Figure 2 appear in the erratum. Because of the error mentioned above, a correction has been made to the Results, Model 1:
Combined Analyses. A correction has also been made to the Results, Model 2: Differential Analyses. These corrections are explained in the erratum,
and the original article has been updated.] Background and Objectives: Test anxiety can have undesirable consequences for learning and academic
achievement. The control-value theory of achievement emotions assumes that test anxiety is experienced if a student appraises an achievement
situation as important (value appraisal), but feels that the situation and its outcome are not fully under his or her control (control appraisal).
Accordingly, modification of cognitive appraisals is assumed to reduce test anxiety. One method aiming at the modification of appraisals is inquiry-
based stress reduction. In the present study (N = 162), we assessed the effects of an inquiry-based short intervention on test anxiety. Design:
Short-term longitudinal, randomized control trial. Methods: Focusing on an individual worry thought, 53 university students received an inquiry-based
short intervention. Control participants reflected on their worry thought (n = 55) or were distracted (n = 52). Thought related test anxiety was
assessed before, immediately after, and 2 days after the experimental treatment. Results: After the intervention as well as 2 days later, individuals
who had received the inquiry-based intervention demonstrated significantly lower test anxiety than participants from the pooled control groups.
Further analyses showed that the inquiry-based short intervention was more effective than reflecting on a worry thought but had no advantage over
distraction. Conclusions: Our findings provide first experimental evidence for the effectiveness of an inquiry-based short intervention in reducing
students' test anxiety. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Frontiers in Psychology, 9 : ArtID
201
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Hauken, M. A., Pereira, M., Senneseth, M.
Background: Families living with parental cancer report lack of social support.
The Cancer PEPSONE Program (CPP) was developed to bridge the gap between the families and their network. Objective(s): The aims of this study were to
study the effect of the CPP on children's anxiety and quality of life (QOL) and examine the association between the CPP's effect on their well
parents' received social support, QOL, and psychological distress and the children's anxiety and QOL. Method(s): The CPP, a psychoeducational
program for the families and their social network, was evaluated using a randomized controlled trial design. The children and their well parents
completed questionnaires measuring QOL, psychological distress, and social support at baseline and after 3 and 6 months. Result(s): Thirty-five
families were enrolled (18 intervention, 17 controls). The CPP stabilized the children's family function, although the family function largely (d =
0.86) decreased in the control group (P =.018). No significant effects were found on anxiety, overall QOL, or QOL subdimensions. Significant
correlations were documented between the children's levels of anxiety and the well parents' received social support (r = -0.196, P <.001), QOL (r =
-0.138, P <.05), and psychological distress (r = 0.166, P <.05). Conclusion(s): The CPP seems to stabilize the children's perceived family function
but did not target the other outcomes. Further studies with larger samples are needed. Implications for Clinical Practice: Optimizing social network
for families living with parental cancer may support the family's function. Actions should be initiated to increase the well parents' social
support, QOL, and psychological distress, which may also benefit the children. Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.
Cancer Nursing, 41(6) : 473-
483
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Psychoeducation
Li, C., Yin, H., Zhao, J., Shang, B., Hu,
M., Zhang, P., Chen, L.
AIMS:
The aim of this study was to systematically examine the efficacy of interventions aimed at improving nursing students' mental health and to identify
which form of interventions was effective.\rBACKGROUND: Recent research has demonstrated mental disorders in common among nursing students and may
lead to adverse consequences like low self-efficacy and poor academic performance.\rDESIGN: According to the recommendations of the Cochrane
Collaboration, a systematic review and meta-analysis was conducted.\rDATA SOURCES: PubMed, EMBase, the Cochrane central register of randomized
controlled trials, PsycINFO and Web of Science were used to identify potential studies (January 1990-April 2017).\rREVIEW METHODS: A systematic
review of the literature and meta-analysis of randomized controlled trials on the efficacy of interventions on reducing mental disorders in nursing
students. Review Manager version 5.3 was used to obtain pooled results.\rRESULTS: Twelve studies with a total sample size of 651 participants met the
inclusion criteria. Interventions included psychotherapy, exercise, training programme and other forms of intervention. The results of subgroup
analysis showed that depression benefit more from psychotherapy, anxiety benefit from psychotherapy and non-psychotherapy. Interventions were
effective in managing stress and systolic blood pressure. Improvements on self-efficacy and diastolic blood pressure was not observed.\rCONCLUSION:
Psychotherapy should be chosen to reduce depression and anxiety of nursing students. There is a need for further studies should explore more
potential value of psychotherapy on stress and biological change.
Journal of Advanced Nursing, 74(12) : 2727-2741
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any)
Huang, J., Nigatu, Y.
T., Smail-Crevier, R., Zhang, X., Wang, J.
Common mental health problems (CMHPs), such as depression, anxiety
disorder, obsessive-compulsive disorder (OCD), and post-traumatic stress disorder (PTSD) are internalizing disorders with high comorbidity.
University and college students are under many stressors and transitional events, and students fall within the age range when CMHPs are at their
developmental peak. Compared to the expanded effort to explore and treat CMHPs, there has been no a meta-analysis that comprehensively reviewed the
interventions for CMHPs and examined the effects of interventions for CMHPs in college students. The objective of this review is to conduct a
systematic review and meta-analysis of randomized controlled trials (RCTs) examining interventions for CMHPs among university and college students
and to estimate their post-intervention effect size (ES), as well as follow-up ES, for depression, anxiety disorder, OCD and PTSD separately. Meta-
analytic procedures were conducted in accordance with PRISMA guidelines. We reviewed 7768 abstracts from which 331 full-text articles were reviewed
and 51 RCTs were included in the analysis. We found moderate effect sizes for both depression (Hedges' g = -0.60) and anxiety disorder (Hedges' g =
-0.48). There was no evidence that existing interventions for OCD or PTSD were effective in this population. For interventions with high number of
papers, we performed subgroup analysis and found that cognitive behavioral therapy (CBT) and mindfulness-based interventions were effective for both
depression and generalized anxiety disorder (GAD), and attention/perception modification was effective for GAD; other interventions (i.e. art,
exercise and peer support) had the highest ES for both depression and GAD among university and college students. Copyright © 2018 Elsevier Ltd
Journal of Psychiatric
Research, 107 : 1-10
- Year: 2018
- Problem: Anxiety Disorders (any), Obsessive Compulsive Disorder, Post Traumatic Stress Disorder, Depressive Disorders
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other Psychological Interventions, Mindfulness based
therapy
Jolstedt, M., Wahlund, T., Lenhard, F., Ljotsson, B., Mataix-Cols, D., Nord, M., Ost, L. G., Hogstrom, J., Serlachius, E., Vigerland, S.
Background: Paediatric anxiety disorders are associated with substantial disability and long-term adverse consequences, but only a small
proportion of affected children have access to evidence-based treatment. Internet-delivered cognitive behavioural therapy (ICBT) could help increase
accessibility but needs further rigorous assessment. We aimed to assess the efficacy and cost-effectiveness of ICBT in the treatment of paediatric
anxiety disorders. Method(s): We did a single-blind randomised controlled trial in a clinical research unit within the Child and Adolescent Mental
Health Services in Stockholm (Sweden). Eligible participants were children aged 8-12 years with a diagnosis of a principal anxiety disorder
(seperation anxiety disorder, generalised anxiety disorder, specific phobia, social anxiety disorder, or panic disorder) of at least moderate
severity. We randomly allocated participants (1:1) to ICBT or internet-delivered child-directed play, an active comparator aimed to improve parent-
child relationships and increase a child's self-esteem without directly targeting anxiety. Block sizes for the randomisation varied between four and
six and were generated using a computer random-number generator, and the allocation was concealed from the researchers by opaque sealed envelopes.
Both treatment programmes comprised 12 modules presented over 12 weeks with weekly asynchronous online therapist support, and consisted of texts,
films, illustrations, and exercises. The primary outcome was severity rating of the principal anxiety disorder 12-weeks post-treatment, via the
Anxiety Disorder Interview Schedule for Diagnostic and Statistical Manual of Mental Disorders-IV (a rating of at least 4 corresponds to meeting the
criteria for the principal diagnosis), assessed by clinicians masked to treatment allocation. All participants were included in the primary analysis
(intention-to-treat). This trial is registered at ClinicalTrials.gov, number NCT02350257. Finding(s): Between March 11, 2015, and Oct 21, 2016, 131
participants were recruited and allocated to either ICBT (n=66) or internet-delivered child-directed play (n=65). The clinician-assessed severity
rating of the principal anxiety disorder improved significantly after the 12-weeks treatment period for participants in both ICBT (within-group
effect size 1.22, 95% CI 0.78-1.65) and the active control (0.72, 0.44-1.00) groups. However, greater improvement was seen with ICBT than with the
active control (estimated mean difference 0.79, 95% CI 0.42-1.16, p=0.002; between-group effect size 0.77, 95% CI 0.40-1.15). 29 (48%) participants
in the ICBT group no longer had their principal diagnosis, compared to nine (15%) in the active control group (odds ratio 5.41, 95% CI 2.26 to 12.90,
p<0.0001); the number needed to treat for ICBT to gain one additional participant in remission was three (95% CI 2.85 to 3.15). ICBT resulted in an
average societal-cost saving of 493.05 (95% CI 477.17 to 508.92) per participant. No severe adverse events were reported. Interpretation(s): ICBT is
an efficacious and cost-effective treatment for paediatric anxiety disorders that should be considered for implementation in routine clinical care.
Funding(s): The Swedish Research Council for Health, Working Life and Welfare, and Stockholm County Council. Copyright © 2018 Elsevier Ltd
The Lancet Child and
Adolescent Health, 2(11) : 792-801
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: 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)
Sen, N., Tanwar, S., Jain, A.
Background: Prevous data have shown that music experience is the key to develop future therapies in order to
prevent the development of cardiovascular disorders. Objective(s): The present study aimed to evaluate the effects of heart rate variability (HRV) on
exposure to Indian raga with slow music with that of two control groups of pop music and no music or silence in a sample of healthy subjects.
Material(s) and Method(s): Autonomic functioning, anxiety level, and subjective feeling were assessed in 149 healthy subjects, both male and female
[group mean age +/- standard deviation (SD), 25.68+/-5.74] during three sessions. The three sessions were the musical session intervention with the
Indian raga with slow music yoga asana before sleep at night, pop music with steady beats, and \"no music session\". Assessments were made before (5
min), during (10 min), and after (5 min) in each of the three states on 3 separate days. Result(s): During the Indian raga, there was a significant
decrease in the low frequency (LF) power (P<0.01) and increase in the high frequency (HF) power (P<0.002) in the frequency domain analysis of the HRV
spectrum. There was also a significant decrease in the mean heart rate (HR) (P<0.03) in the time domain analysis of HRV. Both frequency and time
domain measures are indicative of parasympathetic activity. The anxiety level significantly (P<0.004) decreased post the Indian raga session and
significantly (P<0.04) increased post the pop session. The subjective assessment of perceived feeling using the visual analog scale (VAS) comparing
Indian raga with pop and silence sessions showed a significant difference of feeling positive (P<0.005). Conclusion(s): Exposure to the Indian raga
with slow music yoga asana reduced sympathetic activity and/or increased vagal modulation with reduced anxiety levels and subjective assessment of
perceived feeling showed positive changes.
European Heart Journal, 39 (Supplement
1) : 908
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Creative expression: music, dance, drama, art
Hall, B. J., Xiong, P., Guo, X., Sou, E. K. L., Chou, U. I., Shen, Z.
Mental disorders and
sleep dysfunction are common among Chinese university students. This study aimed to evaluate a low cost scalable mindfulness intervention program to
improve psychological health and sleep quality among Chinese university students. A randomized controlled trial with 101 university students (mean
age 22.30 +/- 2.63, 69.31% female) was conducted. Participants were randomized into 4 groups: Group 1: control group (n = 25), Group 2: mindfulness
only group (n = 27), Group 3: mindfulness + plain-text reminder group (n = 24), and Group 4: mindfulness + enhanced text reminder with animal meme
group (n = 25).The mindfulness intervention consisted of two in-person guided sessions along with weekly self-guided practice for 7 weeks. The
Depression, Anxiety and Stress Scale (DASS-21) and The Pittsburgh Sleep Quality Index (PSQI) were used to measure depression, anxiety, stress, and
sleep dysfunction. After the intervention at week 4, compared to controls, completers in group 2, 3 and 4 (n = 42) showed significantly reduced
depression (Cohen's d = 0.83), anxiety (Cohen's d = 0.84), and stress (Cohen's d = 0.75), and improved subjective sleep quality (Cohen's d =
2.00), sleep latency (Cohen's d = 0.55), and habitual sleep efficiency (Cohen's d = 0.86). The effect was maintained at week 7. Low-intensity
mindfulness interventions might be a useful intervention program in university settings. (PsycINFO Database Record (c) 2019 APA, all rights
reserved)
Psychiatry Research, 270 : 394-
403
- Year: 2018
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Mindfulness based
therapy, Technology, interventions delivered using technology (e.g. online, SMS)
Berger, R., Benatov,
J., Cuadros, R., VanNattan, J., Gelkopf, M.
Children in Sub-Saharan Africa are living under
chronic adversity due to poverty, serious health issues, physical and sexual abuse, and armed conflicts. These highly stressful conditions have
deleterious effects on their mental health and socio-emotional adjustment. Since many children lack adequate access to mental health care, culturally
adapted school-based resiliency programs could provide a resource to scaffold their development and promote their mental health. This study evaluated
the efficacy of a universal school-based intervention in enhancing the resiliency of Tanzanian primary school children and cultivating prosocial
behaviors. A total of 183 students from grades 4 to 6 were randomly assigned to either the 16-session \"ERSAE-Stress-Prosocial (ESPS)\" structured
intervention or to a Social Study curriculum (SS) active control group. The original ESPS program was adapted by Tanzanians mental health
professionals who modified the program based on local idioms of distress and indigenous practices. Students' resilience was evaluated before, after
and 8 months following the intervention by assessing social difficulties, hyperactivity, somatization, level of anxiety, prosocial behaviors and
school functioning as well as academic achievements and disciplinary problems. There was significant improvement on all outcome measures for the ESPS
group compared to the control group post-intervention and at the 8-month follow up. The ESPS intervention was equally effective on most measures for
students experiencing different adversity levels. The results indicate that a culturally adapted universal school-based intervention can be effective
in enhancing Tanzanian students' resiliency and promoting prosocial behaviors. Should these results be replicated and found enduring, the modified
ESPS could be a valuable mental health-promoting intervention in other low-income countries. Copyright © The Author(s) 2018.
Transcultural
Psychiatry, 55(6) : 821-845
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions