Disorders - Anxiety Disorders
Zarei, S., Shayestehfar,
M., Memari, A. H., Seifbarghi, T., Sobhani, V.
Although a certain level of competitive anxiety may
increase performance, many athletes with anxiety experience uncontrolled negative feelings and cognition that in turn can have overwhelming effects
on their performance. We aimed to assess the effect of acupuncture on competitive anxiety of the adolescent football players prior to the competition
using psychological and physiological markers. A total of 30 athletes were randomly and equally allocated to either acupuncture or sham control
group. The results of t-test on posttest scores showed that acupuncture had a significant effect on cognitive anxiety (p=0.001) and somatic anxiety
(p<0.001) but not self-confidence (p>0.05). Furthermore, the results showed that acupuncture significantly decreased the skin conductance in
acupuncture group compared to sham group (p=0.006) (p<0.001). In conclusion, the results suggested that acupuncture has the capacity to decrease
cognitive and somatic anxiety prior to competition in adolescent athletes while this was accompanied by significant physiological changes. Copyright
© 2017 Walter de Gruyter GmbH, Berlin/Boston.
Journal of Complementary and Integrative
Medicine, 14(1) : 0085
- Year: 2017
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Acupuncture, acupressure
Rith-Najarian, L.
R., Park, A. L., Wang, T., Etchison, A. I., Chavira, D. A., Chorpita, B. F.
This review included 136 published randomized controlled
trials (RCTs) of youth cognitive behavioral therapy (CBT) treatments. We aimed to test the premise that evidence-based youth treatments can be better
differentiated from each other by applying more nuanced standards of evidence. Accordingly, we applied three standards to this article sample to
determine how many treatments produced significant results: (a) on multiple target symptom measures, (b) at follow-up, and/or (c) against an active
comparison group. We identified how many trials met standards individually and in combination. Although 87 of the 136 articles produced at least one
significant treatment result at post-assessment, the subsets of \"passing\" articles were smaller and varied for any one of our three standards, with
only 11 articles (8%) meeting all three standards simultaneously. Implications are discussed regarding the definition of \"evidence-based,\" the need
for multi-parameter filtering in treatment selection and clinical decision making, and future directions for research. We ultimately argue the value
in assessing youth treatments for different types of evidence, which is better achieved through dynamic sets of standards, rather than a single
approach to assessing general strength of evidence. Copyright © 2016 Elsevier Ltd
Behaviour Research and Therapy, 90 : 147-
158
- Year: 2017
- 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)
Esposito, M., Gimigliano, F., Barillari,
M. R., Precenzano, F., Ruberto, M., Sepe, J., Barillari, U., Gimigliano, R., Militerni, R., Messina, G., Carotenuto, M.
BACKGROUND: Selective mutism (SM) is a rare disease in children coded by DSM-5 as
an anxiety disorder. Despite the disabling nature of the disease, there is still no specific treatment. AIM: The aims of this study were to verify
the efficacy of six-month standard psychomotor treatment and the positive changes in lifestyle, in a population of children affected by SM. DESIGN:
Randomized controlled trial registered in the European Clinical Trials Registry (EuDract 2015-001161-36). SETTING: University third level Centre
(Child and Adolescent Neuropsychiatry Clinic). POPULATION: Study population was composed by 67 children in group A (psychomotricity treatment) (35 M,
mean age 7.84+/-1.15) and 71 children in group B (behavioral and educational counseling) (37 M, mean age 7.75+/-1.36). METHODS: Psychomotor treatment
was administered by trained child therapists in residential settings three times per week. Each child was treated for the whole period by the same
therapist and all the therapists shared the same protocol. The standard psychomotor session length is of 45 minutes. At T0 and after 6 months (T1) of
treatments, patients underwent a behavioral and SM severity assessment. To verify the effects of the psychomotor management, the Child Behavior
Checklist questionnaire (CBCL) and Selective Mutism Questionnaire (SMQ) were administered to the parents. RESULTS: After 6 months of psychomotor
treatment SM children showed a significant reduction among CBCL scores such as in social relations, anxious/depressed, social problems and total
problems (P<0.001), Withdrawn (P=0.007) and Internalizing problems (P=0.020). Regarding SM severity according to SMQ assessment, children of group A
showed a reduction of SM symptoms in all situations (school, P=0.003; family, P=0.018; and social, P=0.030 situations) and in SMQ total score
(P<0.001). CONCLUSIONS: Our preliminary results suggest the positive effect of the psychomotor treatment in rehabilitative program for children
affected by selective mutism, even if further studies are needed. CLINICAL REHABILITATION IMPACT: The present study identifies in psychomotricity a
safe and efficacy therapy for pediatric selective mutism.
European Journal of Physical & Rehabilitation
Medicine, 53(5) : 643-650
- Year: 2017
- Problem: Anxiety Disorders (any), Specific
Phobia
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Evangelista, K., Macabasag, R. L. A., Capili, B., Castro, T., Danque, M., Evangelista, H., Rivero, J. A., Gonong, M. K., Dino, M. J., Cajayon, S.
Previous work on the use of background music suggests conflicting results in
various psychological, behavioral, and educational measures. This quasi-experiment examined the effect of integrating classical background music
during a lecture on stress, anxiety, and knowledge. A total of 42 nursing students participated this study. We utilized independent sample t-test and
multivariate analysis of variance to examine the effect of classical background music. Our findings suggest that the presence or absence of classical
background music do not affect stress, anxiety, and knowledge scores (LAMBDA = 0.999 F(3, 78) = 0.029, p = 0.993). We provided literature to explain
the non-significant result. Although classical music failed to establish a significant influence on the dependent variables, classical background
music during lecture hours can be considered a non-threatening stimulus. We recommend follow up studies regarding the role of classical background
music in regulating attention control of nursing students during lecture hours.
International Journal of Nursing Education
Scholarship, 14(1) :
- Year: 2017
- Problem: Anxiety Disorders (any)
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Creative expression: music, dance, drama, art
Esposito, M., Gimigliano, F., Barillari, M. R., Precenzano, F., Ruberto, M., Sepe, J., Barillari, U., Gimigliano,
R., Militerni, R., Messina, G., Carotenuto, M.
BACKGROUND: Selective mutism (SM) is a rare disease in children coded by DSM-5 as
an anxiety disorder. Despite the disabling nature of the disease, there is still no specific treatment. AIM: The aims of this study were to verify
the efficacy of six-month standard psychomotor treatment and the positive changes in lifestyle, in a population of children affected by SM. DESIGN:
Randomized controlled trial registered in the European Clinical Trials Registry (EuDract 2015-001161-36). SETTING: University third level Centre
(Child and Adolescent Neuropsychiatry Clinic). POPULATION: Study population was composed by 67 children in group A (psychomotricity treatment) (35 M,
mean age 7.84+/-1.15) and 71 children in group B (behavioral and educational counseling) (37 M, mean age 7.75+/-1.36). METHODS: Psychomotor treatment
was administered by trained child therapists in residential settings three times per week. Each child was treated for the whole period by the same
therapist and all the therapists shared the same protocol. The standard psychomotor session length is of 45 minutes. At T0 and after 6 months (T1) of
treatments, patients underwent a behavioral and SM severity assessment. To verify the effects of the psychomotor management, the Child Behavior
Checklist questionnaire (CBCL) and Selective Mutism Questionnaire (SMQ) were administered to the parents. RESULTS: After 6 months of psychomotor
treatment SM children showed a significant reduction among CBCL scores such as in social relations, anxious/depressed, social problems and total
problems (P<0.001), Withdrawn (P=0.007) and Internalizing problems (P=0.020). Regarding SM severity according to SMQ assessment, children of group A
showed a reduction of SM symptoms in all situations (school, P=0.003; family, P=0.018; and social, P=0.030 situations) and in SMQ total score
(P<0.001). CONCLUSIONS: Our preliminary results suggest the positive effect of the psychomotor treatment in rehabilitative program for children
affected by selective mutism, even if further studies are needed. CLINICAL REHABILITATION IMPACT: The present study identifies in psychomotricity a
safe and efficacy therapy for pediatric selective mutism.
European Journal of Physical & Rehabilitation
Medicine, 53(5) : 643-650
- Year: 2017
- Problem: Anxiety Disorders (any), Specific
Phobia
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Evangelista, K., Macabasag, R. L.
A., Capili, B., Castro, T., Danque, M., Evangelista, H., Rivero, J. A., Gonong, M. K., Dino, M. J., Cajayon, S.
Previous work on the use of background music suggests conflicting results in
various psychological, behavioral, and educational measures. This quasi-experiment examined the effect of integrating classical background music
during a lecture on stress, anxiety, and knowledge. A total of 42 nursing students participated this study. We utilized independent sample t-test and
multivariate analysis of variance to examine the effect of classical background music. Our findings suggest that the presence or absence of classical
background music do not affect stress, anxiety, and knowledge scores (LAMBDA = 0.999 F(3, 78) = 0.029, p = 0.993). We provided literature to explain
the non-significant result. Although classical music failed to establish a significant influence on the dependent variables, classical background
music during lecture hours can be considered a non-threatening stimulus. We recommend follow up studies regarding the role of classical background
music in regulating attention control of nursing students during lecture hours.
International Journal of Nursing Education
Scholarship, 14(1) :
- Year: 2017
- Problem: Anxiety Disorders (any)
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Creative expression: music, dance, drama, art
Shein-Szydlo, J., Sukhodolsky, D.
G., Kon, D. S., Tejeda, M. M., Ramirez, E., Ruchkin, V.
The study aimed to evaluate cognitive-behavioral therapy (CBT) for posttraumatic stress (PTS), depression, anxiety, and anger in
street children by a randomized controlled trial of CBT versus a waitlist control. It was conducted in 8 residential facilities for street children
in Mexico City, with assessments at baseline, posttreatment, and 3 months later. Children who reported at least moderate posttraumatic stress, and
fulfilled the study requirement were enrolled in the study (N = 100, 12-18 years old, 36 boys). There were 51 children randomized to CBT and 49 to
the waitlist condition. Randomization was stratified by gender. CBT consisted of 12 individual 1-hour sessions administered weekly by 2 trained,
master's-level clinicians. Outcome measures included self-reports of PTS, depression, anxiety, and anger; global improvement was assessed by the
independent evaluator. Compared to participants in the waitlist condition participants in CBT showed a significant reduction in all symptoms, with
effects sizes of 1.73 to 1.75. At follow up there was attrition (n = 36), and no change from posttreatment scores. The study did find statistically
significant improvement in symptoms in the CBT group compared to the waitlist condition; symptoms remained stable at 3 months. The study found that
CBT for trauma in a sample of street children provided a reduction of a broad range of mental health symptoms. (PsycINFO Database Record (c) 2017
APA, all rights reserved)
Journal of Traumatic Stress, 29(5) : 406-414
- Year: 2016
- Problem: Anxiety Disorders (any), Post Traumatic Stress Disorder
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Schoneveld, E. A., Malmberg, M., Lichtwarck-Aschoff, A., Verheijen, G. P., Engels, R. C., Granic,
I.
Background: Childhood anxiety is a global mental health concern. Interventions are needed that are
effective, but also cost less, are more accessible and engage children long enough to build emotional resilience skills through practice. Methods:
The present randomized controlled study aimed to examine the prevention effects of a neurofeedback video game, MindLight, developed based on
evidence-based practices with anxious youth. Over 750 children (7-13 years old) in elementary schools were screened for elevated anxiety; 136
selected children were randomly assigned to play Mindlight or a control game. Self- and parent-reported anxiety was assessed at pre-, post-
intervention and 3-month follow up. Results/conclusions: Intent-to-treat analyses revealed an overall significant reduction in child- and parent-
reported anxiety, but the magnitude of improvements did not differ between conditions. Future research comparing MindLight to cognitive-behavioral
interventions is suggested, as well as testing a range of specific (e.g., exposure) and non-specific (e.g., expectations, motivation) therapeutic
factors as mediators of outcomes. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Computers in Human Behavior, 63 : 321-
333
- Year: 2016
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Service Delivery & Improvement, Psychological Interventions
(any), Exposure therapy, Exposure
and response prevention, Attention/cognitive bias
modification, Biofeedback, neurofeedback, audio/video feedback, Meditation, Relaxation, Technology, interventions delivered using technology (e.g. online, SMS)
Schwind,
J., Gropalis, M., Witthoft, M., Weck, F.
According to cognitive-behavioural
theories, attentional biases, especially increased symptom-focused attention, are crucial for the maintenance of health anxiety. Therefore, the
attention training technique (ATT) seems to be a promising approach in reducing body-focused attention and hypochondriacal fears in people with high
health anxiety. However, previous research has never implemented ATT on its own but always in combination with psychoeducation. The present study
experimentally investigates the isolated impact of ATT on self-reported body-focused attention, health anxiety, and attentional bias towards health
threatening stimuli. Fifty-four students with elevated health anxiety were randomised into the following conditions: attention training group (ATG),
which received ATT; ATGbody, which received a variation of ATT that focused on training attention towards the body; and a control group without
intervention. The ATG and ATGbody spent 1 week actively practicing the trainings. Before and after the training phase, we assessed the self-report
measures, and attentional bias by using the Emotional Stroop Task. The ATG displayed no effects on self-report measures of body-focused attention or
health anxiety. Against our expectations, the ATGbody experienced a significant decrease in the attentional bias (p = .001, Cohen's d = 0.93).
Attention training towards the body in people with elevated health anxiety might, therefore, be beneficial in reducing illness-related attentional
bias. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Cognitive Therapy and Research, 40(2) : 245-255
- Year: 2016
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Attention/cognitive bias
modification
Sibinga, E. M. S., Webb, L., Ghazarian, S. R., Ellen,
J. M.
Background and Objective: Many urban youth experiencesignificant and unremitting negative
stressors, including those associated with community violence, multigenerational poverty, failing educational systems, substance use, limited avenues
for success, health risks, and trauma. Mindfulness instruction improves psychological functioning in a variety of adult populations; research on
mindfulness for youth is promising, but has been conducted in limited populations. Informed by implementation science, we evaluated an adapted
mindfulness-based stress reduction (MBSR) program to ameliorate the negative effects of stress and trauma among low-income, minority, middle school
public school students. Methods: Participants were students at two Baltimore City Public Schools who were randomly assigned by grade to receive
adapted MBSR or health education (Healthy Topics [HT]) programs. Self-report survey data were collected at baseline and postprogram. Deidentified
data were analyzed in the aggregate, comparing MBSR and HT classes, by using regression modeling. Results: Three hundred fifth-to eighth-grade
students (mean 12.0 years) were in MBSR and HT classes and provided survey data. Participants were 50.7% female, 99.7% African American, and 99%
eligible for free lunch. The groups were comparable at baseline. Postprogram, MBSR students had significantly lower levels of somatization,
depression, negative affect, negative coping, rumination, self-hostility, and posttraumatic symptom severity (all Ps <.05) than HT. Conclusions:
These findings support the hypothesis that mindfulness instruction improves psychological functioning and may ameliorate the negative effects of
stress and reduce trauma-associated symptoms among vulnerable urban middle school students. Additional research is needed to explore psychological,
social, and behavioral outcomes, and mechanisms of mindfulness instruction.
Pediatrics, 137(1) :
- Year: 2016
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Mindfulness based
therapy
Ruiz, F.
J., Riano-Hernandez, D., Suarez-Falcon, J. C., Luciano, C.,
Repetitive negative thinking (RNT) in the form of worry and
rumination has been robustly identified as a transdiagnostic process implicated in the onset and maintenance of emotional disorders. Recent research
suggests that both forms of RNT are particularly counterproductive experiential avoidance strategies because individuals usually engage in them as
the first response when experiencing distress. This leads to the extension of relational networks and discomfort as well as to the engagement in
additional experiential avoidance strategies that soon provoke meaningful life limitations. The current study analyzed the effect of a one-session
Acceptance and Commitment Therapy (ACT) protocol in reducing RNT through altering the discriminative functions of the most relevant self-related
thought to engage in RNT. We used a two-arm, randomized multiple-baseline design. Participants were 11 adults experiencing RNT that had interfered
with their functioning for at least the last six months and were suffering from moderate emotional symptoms. Four RNT-related measures were
administered: a daily RNT self-register, measures of pathological worry, rumination (brooding), and frequency of negative thoughts. Nine participants
showed significant reductions in at least three out of the four RNT measures during the 6-week follow-up. Effect sizes were very large in all RNT-
related measures and in emotional symptoms, experiential avoidance, cognitive fusion, and valued living. Testing an ACT version for emotional
disorders specifically focused on disrupting RNT is warranted. Key words: ACT, RFT, Worry, Rumination, Single-case experimental design. (PsycINFO
Database Record (c) 2017 APA, all rights reserved)
International Journal of Psychology &
Psychological Therapy, 16(3) : 213-233
- Year: 2016
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Acceptance & commitment therapy
(ACT)
Ruttledge, R., Devitt,
E., Greene, G., Mullany, M., Charles, E., Frehill, J., Moriarty, M.
The FRIENDS for Life programme is a cognitive behavioural based programme designed to reduce childhood
anxiety and promote emotional resilience. Teachers are in a unique position to monitor children who are at risk and to intervene early with
preventive social and emotional learning programmes. This study was designed to replicate very positive international evaluations of the FRIENDS for
Life programme for anxiety reduction and extend the evidence base by investigating effects on strengths based qualities such as self-concept, coping
and school connectedness. Further, for the first time in an Irish context primary school teachers were the lead facilitators of the programme, with
709 children aged 9 to 13 years in a representative sample of 27 primary schools from across Ireland. Schools were allocated to an intervention group
or a wait-listed control group. Teachers were trained and supported to deliver the programme by educational psychologists. Quantitative and
qualitative data including measures of anxiety, self-concept, coping school connectedness and social validity indicated that the FRIENDS for Life
programme was very positively received by children, parents and teachers. The programme was implemented successfully by teachers and resulted in
positive outcomes for students including improved emotional wellbeing greater coping skills and an enhanced sense of connectedness with school.
(PsycINFO Database Record (c) 2017 APA, all rights reserved)
Educational and Child Psychology, 33(2) : 69-
89
- Year: 2016
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions