Disorders - Anxiety Disorders
Daykin, N., Mansfield, L., Meads,
C., Julier, G., Tomlinson, A., Payne, A., Grigsby-Duffy, L., Lane, J., DInnocenzo, G., Burnett, A., Kay, T., Dolan, P., Testoni, S., Victor, C.
Aims: The role of arts and music in supporting subjective
wellbeing (SWB) is increasingly recognised. Robust evidence is needed to support policy and practice. This article reports on the first of four
reviews of Culture, Sport and Wellbeing (CSW) commissioned by the Economic and Social Research Council (ESRC)-funded What Works Centre for Wellbeing
(https://whatworkswellbeing.org/). Objective(s): To identify SWB outcomes for music and singing in adults. Method(s): Comprehensive literature
searches were conducted in PsychInfo, Medline, ERIC, Arts and Humanities, Social Science and Science Citation Indexes, Scopus, PILOTS and CINAHL
databases. From 5,397 records identified, 61 relevant records were assessed using GRADE and CERQual schema. Result(s): A wide range of wellbeing
measures was used, with no consistency in how SWB was measured across the studies. A wide range of activities was reported, most commonly music
listening and regular group singing. Music has been associated with reduced anxiety in young adults, enhanced mood and purpose in adults and mental
wellbeing, quality of life, self-awareness and coping in people with diagnosed health conditions. Music and singing have been shown to be effective
in enhancing morale and reducing risk of depression in older people. Few studies address SWB in people with dementia. While there are a few studies
of music with marginalised communities, participants in community choirs tend to be female, white and relatively well educated. Research challenges
include recruiting participants with baseline wellbeing scores that are low enough to record any significant or noteworthy change following a music
or singing intervention. Conclusion(s): There is reliable evidence for positive effects of music and singing on wellbeing in adults. There remains a
need for research with sub-groups who are at greater risk of lower levels of wellbeing, and on the processes by which wellbeing outcomes are, or are
not, achieved. Copyright © 2017, © Royal Society for Public Health 2017.
Perspectives in Public Health, 138(1) : 39-46
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Creative expression: music, dance, drama, art
Yang, E., Schamber, E., Meyer, R. M. L., Gold, J. I.
Purpose: Medical students have higher rates of depression and psychologic distress than the general population,
which may negatively impact academic performance and professional conduct. This study assessed whether 10-20 min of daily mindfulness meditation for
30 days, using a mobile phone application, could decrease perceived stress and improve well-being for medical students. Methods: Eighty-eight medical
students were stratified by class year and randomized to either intervention or control groups to use the mobile application Headspace, an audio-
guided mindfulness meditation program, for 30 days. All participants completed the Perceived Stress Scale (PSS), Five-Facet Mindfulness Questionnaire
(FFMQ), and General Well-Being Schedule (GWBS) at baseline (T1), 30 days (T2), and 60 days (T3). Repeated measures analysis of variance (rANOVA) was
conducted for intervention versus control groups across T1, T2, and T3 to examine differences in stress, mindfulness, and well-being. Results: There
was a significant interaction between time and treatment group for perceived stress and well-being. Perceived stress significantly decreased for the
intervention group from T1 to T3 (F[2,142] = 3.98, p < 0.05). General well-being significantly increased for the intervention group compared to the
control group from T1 to T2, and the increase was sustained through T3 (F[2,144] = 3.36, p < 0.05). Conclusions: These results highlight that a
mobile audio-guided mindfulness meditation program is an effective means to decrease perceived stress in medical students, which may have
implications on patient care. Integrating mindfulness training into medical school curricula for management of school- and work-related stress may
lead to fewer negative physician outcomes (e.g., burnout, anxiety, and depression) and improved physician and patient outcomes. This has implications
for a broad group of therapists and healthcare providers, ultimately improving quality of healing and patient care. © Copyright 2018, Mary Ann
Liebert, Inc.
Journal of
Alternative and Complementary Medicine, 24(5) : 505-513
- Year: 2018
- 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)
Krebs,
G., Pile, V., Grant, S., Esposti, M. D., Montgomery, P., Lau, J. Y.
Background: Emerging evidence suggests that cognitive
bias modification of interpretations (CBM-I) is effective in altering interpretation biases and reducing anxiety in adults. Less is known about the
impact of CBM-I in young people, but some recent findings, including a meta-analysis of combined cognitive bias modification of interpretation and
attention techniques, have cast doubt on its clinical utility. Given the current debate, this meta-analysis sought to establish the independent
effects of CBM-I on interpretations biases and anxiety in youth. Methods: Studies were identified through a systematic literature search of PsycINFO,
Ovid MEDLINE, PsycARTICLES, Web of Science and EMBASE between January 1992 and March 2017. Eligible studies aimed to target interpretation biases;
did not combine CBM-I with another intervention; included a control condition; randomly allocated participants to conditions; assessed interpretation
bias and/or anxiety as an outcome; included individuals up to age 18; and did not present previously reported data. Reference lists of included
articles were checked for further eligible studies, and authors were contacted for unpublished data. Results: We identified 26 studies meeting
eligibility criteria that included in the meta-analysis. CBM-I had moderate effects on negative and positive interpretations (g = -0.70 and g = -
0.52, respectively) and a small but significant effect on anxiety assessed after training (g = -0.17) and after a stressor (g = -0.34). No
significant moderators were identified. Conclusions: In contrast to previous meta-analytic findings, our results indicate that CBM-I has potential
but weak anxiolytic effects in youth. Our findings suggest that it may be premature to disregard the potential value of CBM-I research and further
research in this field is warranted. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Journal of Child Psychology & Psychiatry, 59(8) : 831-844
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Attention/cognitive bias
modification
Martin, F., Oliver, T.
Behavioral activation (BA) effectively treats depression in adults, and shows promise in treating anxiety.
Research into its application to children and adolescents is emerging. This review aimed to explore the scope of studies, current evidence of
effectiveness and how the intervention has been delivered and adapted, to inform future research. A systematic review was undertaken searching
PsycInfo, PubMed including Medline, EMBASE, and Scopus for terms relating to BA and children and adolescents. Two researchers scored abstracts for
inclusion. Data extraction was completed by one researcher and checked by another. 19 studies were identified, across 21 published articles. 12 were
case studies, with three pre-post pilot designs and four randomized-controlled trials. Case studies found early support for the feasibility and
potential effectiveness of BA to address both anxiety and depression. The RCTs reported largely positive outcomes. Meta-analysis of depression scores
indicated that BA may be effective; however, high heterogeneity was observed. Sample sizes to date have been small. BA has been delivered by trained
therapists, doctoral trainee psychologists, social workers, or psychology graduates. Studies are uniquely in high-income settings. Adaptations
include flexibility in content delivery, youth friendly materials, and parental involvement. There is some limited evidence to support BA as
effective for young people. Feasibility and acceptability are supported. Fully powered trials are now required, with expansion to delivery in low-
and middle-income settings, and detailed consideration of implementation issues that consider culture and environment. Copyright © 2018 The Author
(s)
European Child & Adolescent Psychiatry, : 1-
15
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Mendelson, T., Eaton, W. W.
PURPOSE: Prevention of mental disorders is a rapidly growing area of research with substantial potential benefits for
population health. This paper reviews the evidence base for prevention of depression, anxiety, and schizophrenia.\rMETHODS: We synthesized evidence
from recent systematic reviews and meta-analyses published between 2013 and 2018 on prevention of depression, anxiety, and first-episode psychosis.
We included reviews of randomized controlled trials testing psychological, psychosocial, and pharmacological preventive interventions.\rRESULTS:
There is good evidence that depression and anxiety can be prevented, although effect sizes are generally small. Indicated prevention of first-episode
psychosis appears promising. Economic evaluations provide support for prevention of depression, anxiety, and first-episode psychosis, but more
studies evaluating costs and benefits are needed to strengthen the knowledge base, particularly regarding long-term outcomes, which include
chronicity of the prevented disorder, as well as later occurence of important comorbid mental and physical health problems. Promising areas for
further development include internet- or computer-based prevention strategies, mindfulness-based interventions, and integration of prevention
programs within occupational settings.\rCONCLUSIONS: A number of interventions to prevent mental disorders are efficacious. While intervention effect
sizes are generally small for prevention of depression and anxiety, they may nonetheless be of significant population benefit. Using the growing
evidence base to inform policy and dissemination of evidence-based prevention programs is critical for moving prevention science into real-world
settings.
Social Psychiatry & Psychiatric Epidemiology, 53(4) : 325-
339
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any)
Nanthakumar, C.
The number of children
suffering from stress and anxiety in Malaysia is on the rise. Evidence shows that mind-body therapies such as mindfulness therapy, meditation and
yoga have been practiced in many other countries to reduce and/or manage the psychological effects of stress and anxiety. This review article looks
at the intervention of yoga as a meditative movement practice in helping school children manage stress and anxiety. Articles were retrieved using a
combination of databases including PubMed/MEDLINE, and PsycINFO. Not only peer-reviewed articles, but also those written in English language were
included in this review. All studies reviewed had incorporated some form of meditative movement exercise. The intervention encompassed asanas
(postures), pranayama (expansion of life force), dharana (concentration) and dhyana (meditation), which are the different paths in yoga. A total of
eight articles met the inclusion criteria and were reviewed. The findings of this review reveal that the practice of yoga has brought about, among
other things, improvement in managing and reducing stress and anxiety. Despite the limitations in most, if not all of the studies reviewed, in terms
of heterogeneity and sample size, yoga appears to be an effective modality for helping children cope with stress and anxiety. It appears that if
schools in Malaysia can incorporate yoga as part of the physical education curriculum, it will definitely benefit the students. Copyright © 2017
Shanghai Changhai Hospital
Journal of Integrative Medicine, 16(1) : 14-
19
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Mind-body exercises (e.g. yoga, tai chi, qigong), Physical activity, exercise
Strawn, J. R., Mills, J. A., Sauley, B. A., Welge, J. A.
Objective: To determine the trajectory and magnitude of
antidepressant response as well as the effect of antidepressant class and dose on symptomatic improvement in pediatric anxiety disorders. Method:
Weekly symptom severity data were extracted from randomized, parallel group, placebo-controlled trials of selective serotonin reuptake inhibitors
(SSRIs) and selective serotonin-norepinephrine reuptake inhibitors (SNRIs) in pediatric anxiety disorders. Treatment response was modeled for the
standardized change in continuous measures of anxiety using Bayesian updating. Posterior distributions for each study served as informative conjugate
prior to distributions update subsequent study posteriors. Change in symptom severity was evaluated as a function of time, class and, for SSRIs,
standardized dose. Results: Data from 9 trials (SSRIs: n = 5; SNRIs, n = 4) evaluating 7 medications in 1,673 youth were included. In the logarithmic
model of treatment response, statistically, but not clinically, significant treatment effects emerged within 2 weeks of beginning treatment
(standardized medication-placebo difference = -0.054, credible interval [CI] = -0.076 to -0.032, p =.005, approximate Cohen's d <= 0.2) and by week
6, clinically significant differences emerged (standardized medication-placebo difference = -0.120, CI = -0.142 to -0.097, p =.001, approximate
Cohen's d = 0.44). Compared to SNRIs, SSRIs resulted in significantly greater improvement by the second week of treatment (p =.0268), and this
advantage remained statistically significant through week 12 (all p values <.03). Improvement occurred earlier with high-dose SSRI treatment (week 2,
p =.002) compared to low-dose treatment (week 10, p =.025), but SSRI dose did not have an impact on overall response trajectory (p >.18 for weeks 1-
12). Conclusions: In pediatric patients with generalized, separation, and/or social anxiety disorders, antidepressant-related improvement occurred
early in the course of treatment, and SSRIs were associated with more rapid and greater improvement compared to SNRIs. Copyright © 2018 American
Academy of Child and Adolescent Psychiatry
Journal of the American Academy of Child
and Adolescent Psychiatry, 57(4) : 235-244.e2
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Biological Interventions
(any), Selective serotonin reuptake inhibitors (SSRIs), Antidepressants
(any)
Walczak, M., Ollendick, T., Ryan, S., Esbjorn, B. H.
The aim of the present review was to provide an
updated investigation of literature from the past ten years that examined the effects of comorbid problems on treatment outcomes, and/or explored if
cognitive behavioral treatments (CBT) targeting anxiety disorders also affected comorbid disorders. A search of the literature resulted in a total of
33 publications, based on 28 randomized controlled trials that met predefined inclusion criteria. An analysis of studies that examined whether
comorbidity affects treatment outcome yielded mixed results for different types of comorbidities. The inconsistent results were largely due to
methodological heterogeneity in the identified studies. Support for negative effects of comorbidity on treatment outcomes was usually found in
studies that investigated comorbidity as a categorical diagnosis, rather than symptom levels, and those that analyzed specific comorbid diagnoses,
rather than grouping them together. Overall, our findings suggest that comorbid disorders may have a more negative impact on treatment outcomes than
proposed in previous reviews, particularly in the cases of comorbid social anxiety and mood disorders. Furthermore, CBT for anxiety disorders in
children was found to ameliorate comorbid problems. Copyright © 2017 Elsevier Ltd
Clinical Psychology Review, 60 : 45-61
- Year: 2018
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Biological Interventions
(any), Psychological Interventions
(any)
Winzer, R., Lindberg, L., Guldbrandsson, K., Sidorchuk, A.
Background:
Symptoms of depression, anxiety, and distress are more common in undergraduates compared to age-matched peers.Mental ill health among students is
associated with impaired academic achievement, worse occupational preparedness, and lower future occupational performance. Research on mental health
promoting and mental ill health preventing interventions has shown promising short-term effects, though the sustainability of intervention benefits
deserve closer attention. We aimed to identify, appraise and summarize existing data from randomized control trials (RCTs) reporting on whether the
effects of mental health promoting and mental ill health preventing interventions were sustained at least three months post-intervention, and to
analyze how the effects vary for different outcomes in relation to follow-up length. Further, we aimed to assess whether the effect sustainability
varied by intervention type, study-level determinants and of participant characteristics. Material and Methods: A systematic search in MEDLINE,
PsycInfo, ERIC, and Scopus was performed for RCTs published in 1995-2015 reporting an assessment of mental ill health and positive mental health
outcomes for, at least, three months of post-intervention follow-up. Random-effect modeling was utilized for quantitative synthesis of the existing
evidence with standardized mean difference (Hedges' g) used to estimate an aggregated effect size. Sustainability of the effects of interventions
was analyzed separately for 3-6 months, 7-12 months, and 13-18 months of post-intervention follow-up. Results: About 26 studies were eligible after
reviewing 6,571 citations. The pooled effects were mainly small, but significant for several categories of outcomes. Thus, for the combined mental
ill health outcomes, symptom-reduction sustained up to 7-12 months post-intervention (standardized mean difference (Hedges' g) effect size (ES) = -
0.28 (95% CI [-0.49, -0.08])). Further, sustainability of symptom-reductions were evident for depression with intervention effect lasting up to 13-18
months (ES = -0.30 (95% CI [-0.51, -0.08])), for anxiety up to 7-12 months (ES = -0.27 (95% CI [-0.54, -0.01])), and for stress up to 3-6 months (ES
= -0.30 (95% CI [-0.58, -0.03])). The effects of interventions to enhance positive mental health were sustained up to 3-6 months for the combined
positive mental health outcomes (ES = 0.32 (95% CI [0.05, 0.59])). For enhanced active coping, sustainability up to 3-6 months was observed with a
medium and significant effect (ES = 0.75 (95% CI [0.19, 1.30])). Discussion: The evidence suggests long-term effect sustainability for mental ill
health preventive interventions, especially for interventions to reduce the symptoms of depression and symptoms of anxiety. Interventions to promote
positive mental health offer promising, but shorter-lasting effects. Future research should focus on mental health organizational interventions to
examine their potential for students in tertiary education. Copyright © 2018 Winzer et al.
PeerJ, 2018 (4) (no
pagination)(e4598) :
- Year: 2018
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Psychoeducation, Mindfulness based
therapy
Yuan, S., Zhou, X., Zhang, Y., Zhang, H., Pu, J., Yang, L., Liu, L., Jiang, X., Xie, P.
Background:
Depression and anxiety are the most common mental disorders in children and adolescents. Bibliotherapy is a treatment using written materials for
mental health problems. Its main advantages are ease of use, low cost, low staffing demands, and greater privacy. Yet few meta-analyses have focused
on the effect of bibliotherapy on depression and anxiety disorders in children and adolescents. Methods: We included randomized controlled trials
comparing bibliotherapy with control con-ditions for depression and anxiety in children and adolescents (aged #18 years). Five electronic databases
(PubMed, Embase, Cochrane, Web of Science, and PsycINFO) were searched from inception to January 2017. Efficacy was defined as mean change scores in
depression and anxiety symptoms. Acceptability was defined as the proportion of participants who discontinued the treatment. Random effects model was
used. An intention-to-treat analysis was conducted. Results: Eight studies with 979 participants were selected. At posttreatment, bibliotherapy was
significantly more effective than the control conditions in reducing the symptoms of depression or anxiety (standardized mean difference, -0.52; 95%
confidence interval [CI], -0.89 to -0.15). Bibliotherapy did not have statistically significantly more all-cause discontinuations than controls (risk
ratios, 1.66; 95% CI, 0.93 to 2.95). We also performed subgroup analyses for efficacy outcomes in different categories (types of disorder, mean age,
control conditions, and parental involvement) of studies and found that bibliotherapy has been more effective in depressive adolescents. Limitations:
Limited studies were eligible in this review and hence there was potential publication bias. Conclusion: According to the findings in this review,
bibliotherapy may be more beneficial in treating depression in adolescents, but shows less robust effects for anxiety in children. Further well-
defined clinical studies should be performed to confirm these outcomes. Copyright © 2018 Yuan et al.
Neuropsychiatric Disease and Treatment, 14 : 353-365
- Year: 2018
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder), At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Self-help
Wang, Z., Whiteside, S. P. H., Sim, L., Farah, W., Morrow, A. S., Alsawas,
M., Barrionuevo, P., Tello, M., Asi, N., Beuschel, B., Daraz, L., Almasri, J., Zaiem, F., Larrea-Mantilla, L., Ponce, O. J., LeBlanc, A., Prokop, L. J., Murad, M. H.
IMPORTANCE: Childhood anxiety is common. Multiple treatment
options are available, but existing guidelines provide inconsistent advice on which treatment to use. OBJECTIVE(S): To evaluate the comparative
effectiveness and adverse events of cognitive behavioral therapy (CBT) and pharmacotherapy for childhood anxiety disorders. DATA SOURCES: We searched
MEDLINE, EMBASE, PsycINFO, Cochrane Central Register of Controlled Trials, Cochrane Database of Systematic Reviews, and SciVerse Scopus from database
inception through February 1, 2017. STUDY SELECTION: Randomized and nonrandomized comparative studies that enrolled children and adolescents with
confirmed diagnoses of panic disorder, social anxiety disorder, specific phobias, generalized anxiety disorder, or separation anxiety and who
received CBT, pharmacotherapy, or the combination. DATA EXTRACTION AND SYNTHESIS: Independent reviewers selected studies and extracted data. Random-
effects meta-analysis was used to pool data. MAIN OUTCOMES AND MEASURES: Primary anxiety symptoms (measured by child, parent, or clinician),
remission, response, and adverse events. RESULT(S): A total of 7719 patients were included from 115 studies. Of these, 4290 (55.6%) were female, and
the mean (range) age was 9.2 (5.4-16.1) years. Compared with pill placebo, selective serotonin reuptake inhibitors (SSRIs) significantly reduced
primary anxiety symptoms and increased remission (relative risk, 2.04; 95% CI, 1.37-3.04) and response (relative risk, 1.96; 95% CI, 1.60-2.40).
Serotonin-norepinephrine reuptake inhibitors (SNRIs) significantly reduced clinician-reported primary anxiety symptoms. Benzodiazepines and
tricyclics were not found to significantly reduce anxiety symptoms. When CBT was compared with wait-listing/no treatment, CBT significantly improved
primary anxiety symptoms, remission, and response. Cognitive behavioral therapy reduced primary anxiety symptoms more than fluoxetine and improved
remission more than sertraline. The combination of sertraline and CBT significantly reduced clinician-reported primary anxiety symptoms and response
more than either treatment alone. Head-to-head comparisons were sparse, and network meta-analysis estimates were imprecise. Adverse events were
common with medications but not with CBT and were not severe. Studies were too small or too short to assess suicidality with SSRIs or SNRIs. One
trial showed a statistically nonsignificant increase in suicidal ideation with venlafaxine. Cognitive behavioral therapy was associated with fewer
dropouts than pill placebo or medications. CONCLUSIONS AND RELEVANCE: Evidence supports the effectiveness of CBT and SSRIs for reducing childhood
anxiety symptoms. Serotonin-norepinephrine reuptake inhibitors also appear to be effective based on less consistent evidence. Head-to-head
comparisons between various medications and comparisons with CBT represent a need for research in the field. Copyright © 2017 American Medical
Association. All rights reserved.
JAMA Pediatrics, 171(11) : 1049-
1056
- Year: 2017
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Biological Interventions
(any), Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M., Christensen, H.
Depression and anxiety
often emerge for the first time during youth. The school environment provides an ideal context to deliver prevention programs, with potential to
offset the trajectory towards disorder. The aim of this review was to provide a comprehensive evaluation of randomised-controlled trials of
psychological programs, designed to prevent depression and/or anxiety in children and adolescents delivered in school settings. Medline, PsycINFO and
the Cochrane Library were systematically searched for articles published until February 2015. Eighty-one unique studies comprising 31,794 school
students met inclusion criteria. Small effect sizes for both depression (g=0.23) and anxiety (g=0.20) prevention programs immediately post-
intervention were detected. Small effects were evident after 12-month follow-up for both depression (g=0.11) and anxiety (g=0.13). Overall, the
quality of the included studies was poor, and heterogeneity was moderate. Subgroup analyses suggested that universal depression prevention programs
had smaller effect sizes at post-test relative to targeted programs. For anxiety, effect sizes were comparable for universal and targeted programs.
There was some evidence that externally-delivered interventions were superior to those delivered by school staff for depression, but not anxiety.
Meta-regression confirmed that targeted programs predicted larger effect sizes for the prevention of depression. These results suggest that the
refinement of school-based prevention programs have the potential to reduce mental health burden and advance public health outcomes.
Clinical Psychology Review, 51 : 30-
47
- Year: 2017
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions