Disorders - Anxiety Disorders
Rooksby, M., Elouafkaoui, P., Humphris, G., Clarkson, J., Freeman,
R.
Aim: To conduct a systematic review and meta-analysis of the literature to assess efficacy of internet-delivered cognitive
behavioural therapy (CBT) for child anxiety disorder. Method: A systematic search of 7 electronic databases was conducted to assess CBT intervention
for children with anxiety problems with remote delivery either entirely or partly via technology. Six articles reporting 7 studies were included.
Results: The findings together suggested that CBT programmes involving computerised elements were well received by children and their families, and
its efficacy was almost as favourable as clinic-based CBT. The mixture of children and adolescents included the studies, diverse range of programmes,
and lack of consistency between study designs made it difficult to identify key elements of these programmes or draw conclusions on the treatment
efficacy. Conclusions: Analysis supports online delivery for wider access of this evidence-based therapy. Areas in need of improvement for this new
method are indicated. (PsycINFO Database Record (c) 2015 APA, all rights reserved) (journal abstract).
Journal of Anxiety Disorders, 29 : 83-92
- Year: 2015
- Problem: Anxiety Disorders (any)
- 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), Technology, interventions delivered using technology (e.g. online, SMS)
Sancassiani, F., Pintus, E., Holte, A., Paulus, P., Moro, M. F., Cossu,
G., Angermeyer, M. C., Carta, M. G., Lindert, J.
Background: The acquisition of social and emotional skills is associated with positive youth development, character education, healthy
lifestyle behaviours, reduction in depression and anxiety, conduct disorders, violence, bullying, conflict, and anger. School-based interventions
aimed to enhance these skills go beyond a problem-focused approach to embrace a more positive view of health; they could also improve the youth's
wellbeing. Aim: To describe the main features and to establish the effectiveness of universal school-based RCTs for children and the youth, aimed to
promote their psychosocial wellbeing, positive development, healthy lifestyle behaviours and/or academic performance by improving their emotional and
social skills. Methods: Systematic review by searching for relevant papers in PubMed/Medline with the following key words: \"mental health\" OR
\"wellbeing\" OR \"health promotion\" OR \"emotional learning\" OR \"social learning\" OR \"emotional and social learning\" OR \"positive youth
development\" OR \"life skills\" OR \"life skills training\" AND \"school\". Interval was set from January 2000 to April 2014. Results: 1,984 papers
were identified through the search. Out of them 22 RCTs were included. While most interventions were characterized by a whole-school approach and
SAFE practices, few studies only used standardized measures to assess outcomes, or had collected follow-up data after = 6 months. The results of all
these trials were examined and discussed. Conclusion: Universal school-based RCTs to enhance emotional and social skills showed controversial
findings, due to some methodological issues mainly. Nevertheless they show promising outcomes that are relatively far-reaching for children and youth
wellbeing and therefore are important in the real world.
Clinical Practice and Epidemiology in Mental Health, 11 : 21-
40
- Year: 2015
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any)
Sandler, I., Wolchik, S. A., Cruden, G., Mahrer, N. E., Ahn, S., Brincks, A., Brown, C. H.
This review presents findings from an overview of meta-analyses of the effects of
prevention and promotion programs to prevent mental health, substance use, and conduct problems. The review of 48 meta-analyses found small but
significant changes that reduce depression, anxiety, antisocial behavior, and substance use. Furthermore, the results were sustained over time.
Meta-analyses often found that the effects were heterogeneous. A conceptual model is proposed to guide the study of moderators of program effects in
future meta-analyses, and methodological issues in synthesizing findings across preventive interventions are discussed.;
Annual Review of
Clinical Psychology, 10 : 243-273
- Year: 2014
- Problem: Anxiety Disorders (any), Depressive Disorders, Substance Use Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any)
Sawyer, M. C., Nunez, D. E.
Anxiety is the most common mental health problem in children, yet less than one third of children with anxiety disorders seek
treatment. Cognitive-behavioral therapy (CBT) is recommended as a first-line treatment for childhood anxiety. However, current practice generally
does not include CBT due to issues of feasibility, affordability, and transportability. The primary purpose of this review was to appraise current
literature regarding the effectiveness of individual CBT for childhood anxiety. Secondary purposes were to identify reasons for the discrepancy
between current evidence and practice as well as to offer suggestions to overcome this dilemma. A systematic review of the literature published
between 2007 and 2012 was conducted, searching four databases--Cochrane, PubMed, CINAHL, and PsycINFO. In all 10 studies reviewed, individual CBT
significantly reduced rates of anxiety diagnoses when compared with controls, and was equally effective or superior to comparison therapies. The only
exception was when CBT was compared to a combination of CBT and pharmacological management, in which case the latter was more effective. Each study
included in this review employed hour-long sessions over a minimum of 12 visits. In order to meet clinical demands and patient preferences,
affordability, and feasibility of CBT interventions must be addressed. A brief, manualized CBT program that can be supported to be clinically
effective is proposed as an evidence-based solution for anxious children in outpatient mental health and primary care settings. (copyright) 2014
Sigma Theta Tau International.
Worldviews on Evidence-Based
Nursing, 11(1) : 65-71
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Scholey, A., Gibbs, A., Neale, C., Perry, N., Ossoukhova, A., Bilog, V., Kras, M., Scholz, C., Sass, M., Buchwald-Werner, S.
Lemon balm (Melissa officinalis) has been used historically and contemporarily as a modulator of mood and
cognitive function, with anxiolytic effects following administration of capsules, coated tablets and topical application. Following a pilot study
with lemon balm extract administered as a water based drink, which confirmed absorption of rosmarinic acid effects on mood and cognitive function, we
conducted two similar double-blind, placebo-controlled, crossover studies. These evaluated the mood and cognitive effects of a standardised M.
officinalis preparation administered in palatable forms in a beverage and in yoghurt. In each study a cohort of healthy young adultsnull self-rated
aspects of mood were measured before and after a multi-tasking framework (MTF) administered one hour and three hours following one of four
treatments. Both active lemon balm treatments were generally associated with improvements in mood and/or cognitive performance, though there were
some behavioral nullcostsnull at other doses and these effects depended to some degree on the delivery matrix.
Nutrients, 6(11) : 4805-
4821
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Homeopathic, plant-based medicines
Shechner, T., Rimon-Chakir, A., Britton, J. C., Lotan, D., Apter, A., Bliese, P. D., Pine, D. S., Bar-Haim, Y.
Objective: Attention bias modification treatment (ABMT) is a promising novel treatment for anxiety disorders, but clinical trials have
focused largely on stand-alone formats among adults. This randomized controlled trial examined the augmenting effects of threat-based ABMT on
cognitive behavioral therapy (CBT) in clinically anxious youth. Method: Sixty-three treatment-seeking children with anxiety disorder were randomly
assigned to 1 of the following 3 treatment groups: ABMT + CBT; ABMT placebo + CBT; and CBT-alone. Participants in the 2 ABMT conditions received
repeated training on dot-probe tasks either designed to shift attention away from threats (active) or designed to induce no changes in attention
patterns (placebo). Primary outcome measures were frequency and severity of anxiety symptoms as determined by a clinician using a semi-structured
interview. Self- and parent-rated anxiety measures and threat-related attention bias scores were also measured before and after treatment. Results:
Both the active and placebo ABMT groups showed greater reductions in clinician-rated anxiety symptoms than the CBT-alone group. Furthermore, only the
active ABMT group showed significant reduction in self- or parent-rated anxiety symptoms. Finally, all groups showed a shift in attention patterns
across the study, starting with a bias toward threat at baseline and shifting attention away from threat after treatment. Conclusions: Active and
placebo ABMT might augment the clinical response to CBT for anxiety. This effect could arise from benefits associated with performing computer-based
paradigms such as the dot-probe task. Given the absence of group differences in attention-bias changes during treatment, possible mechanisms and
methodological issues underlying the observed findings are discussed.
Journal of the American Academy of Child & Adolescent Psychiatry, 53(1) : 61-
71
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Attention/cognitive bias
modification
Sanal, A. M., Gorsev, S.
This randomized controlled trial aimed to quantify the effects of choir singing on emotional
state and anxiety levels of singers. Salivary amylase, PANAS (Positive and Negative Affect Schedule) and STAI-s/-t(State-Trait Anxiety Inventory)
were applied before and after a 1-hour single choir session for an experimental group (n = 35) and unstructured time for control group (n = 35).
Amylase decreased in the experimental group but increased in the control group (p > 0.05 for Fgroup; p = 0.014 for Ftestbygroup). Follow-up analysis
showed this interaction to be due to baseline differences between the two groups. Negative affect decreased in the experimental group and increased
in the control group (p > 0.05 for Ftest and Fgroup; p = 0.006 for Ftest by group). A decrease in positive affect was found between the pre- and
post-test for the control group (p = 0.023 for Ftest; p = 0.004 for Ftest by group). State anxiety decreased in the experimental group and increased
in the control group (p > 0.05 for Ftest and Fgroup; p = 0.001 for Ftest by group). Singing in a choir was found to have a positive impact on
psychological indicators of affect and anxiety, however, its physiological effect could not be shown using salivary amylase in this study. (PsycINFO
Database Record (c) 2014 APA, all rights reserved). (journal abstract)
Psychology of Music, 42(3) : 420-
429
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Creative expression: music, dance, drama, art
Schmidt, M., Freund, Y., Alves, M., Monsel, A., Labbe, V., Darnal, E., Messika, J., Bokobza, J., Similowski, T., Duguet, A.
Background: Oral presentations of clinical cases by medical students during medical rounds in hospital wards
are a source of anxiety and little is known about how this anxiety can be alleviated. The objective of this study was to investigate whether video-
based feedback of public oral presentations can reduce anxiety in 4th year medical students.; Methods: Multicentre randomized study conducted in six
intensive care units (ICU) and emergency departments (ED) in France over a 9-month period in 2012. One hundred and forty two 4th year medical
students were randomized to two groups: intervention and control. Students in the intervention group were recorded while making an oral presentation
of a patient during morning ward rounds, followed by video-based feedback. Students in the control group conducted presented classical oral
presentations without being filmed and with no formal feedback. Anxiety levels during a public oral presentation were assessed using the Spielberger
State Anxiety Inventory (STAI-S). The primary outcome was the difference in STAI-S scores between groups at the beginning and at the end of a 3-month
ICU or ED internship.; Results: Seventy four students were randomized to the 'video-based feedback' group and 68 were randomized to the control
group. In both groups, STAI-S scores were significantly lower after 3 months of internship. However, the reduction in STAI-S scores was significantly
greater in the \"video-based feedback\" group than in controls (-9.2?±?9.3 vs. -4.6?±?8.2, p?=?0.024. Compared to the control group, significantly
fewer students with high-level anxiety were observed in the \"video-based feedback\" group after 3 months of internship (68 vs. 28%, p <0.001).;
Conclusions: Compared to \"usual practice\", video-assisted oral feedback reduced anxiety and significantly decreased the proportion of students
experiencing severe anxiety.;
BMC Medical Education, 14 : 103-103
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Biofeedback, neurofeedback, audio/video feedback
Saravanan, C., Kingston, R.
Test anxiety aggravates psychological distress and reduces the motivation among graduate
students. This study aimed to identify psychological intervention for test anxiety, which reduces the level of psychological distress, amotivation
and increases the intrinsic and extrinsic motivation among medical students. Materials and Methods: Westside test anxiety scale, Kessler Perceived
Stress Scale and Academic Motivation Scale were used to measure test anxiety, psychological distress and motivation on 436 1st year medical students.
Out of 436 students, 74 students who exhibited moderate to high test anxiety were randomly divided into either experimental or waiting list group. In
this true randomized experimental study, 32 participants from the intervention group received five sessions of psychological intervention consist of
psychoeducation, relaxation therapy and systematic desensitization. Thirty-three students from waiting list received one session of advice and
suggestions. Results: After received psychological intervention participants from the intervention group experienced less anxiety, psychological
distress, and amotivation (P < 0.01) and high intrinsic and extrinsic motivation (P < 0.01) in the postassessment compared with their preassessment
scores. Conclusion: Overall psychological intervention is eff ective to reduce anxiety scores and its related variables.
Journal of Research in Medical Sciences, 19(5) : 391-
397
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Psychoeducation, Other Psychological Interventions, Relaxation
Sadjadi, S. A., Hashemian, P.
Background: Anxiety disorders are one of the most common psychiatric disorders in children. Its
incidence is 2-5% of children and adolescents under age 18. Anxiety disorders are more common in girls than boys. It may start in pre-school, but
mostly are in age of 7 to 8 years old. Method: The main objective of this article was to find out the effect of neurofeedback therapy in children
with separation-anxiety disorder. Study population was Children from 7 to 12 years old with separation anxiety disorder who were referred to the
child psychiatric clinic and they were divided randomly into two groups of 12. One group (N=12) received neurofeedback therapy and the other group
(N=12) received sham neurofeedback therapy (placebo). Data was analyzed with t- test by 21th version SPSS software. Results: According to calculated
t-test in neurofeedback group (8.18), neurofeedback was effective in reducing separation anxiety and the efficacy of treatment was great. But
according to calculated t-test in sham group (4.42), reduction of separation anxiety was moderate. Therefore the efficacy of treatment in
neurofeedback and sham groups was different. Conclusion: The results revealed that the efficacy of treatment of neurofeedback and sham groups on
separation anxiety in children is different. Comparison of efficacy shows that effectiveness of neurofeedback treatment on separation anxiety was
much more in the group treated with Neurofeedback than in the sham group.
African Journal of Psychiatry
(South Africa), 17(6) :
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Biofeedback, neurofeedback, audio/video feedback
Zandvakili, M., Jalilvand, M., Nikmanesh,
Z.
Background: The positive psychology always seeks to recognize and describe the pleasure and subjective well-
being. The main issue of this field is to improve the well-being and recognize the positive aspects in order to reinforce them to prevent and develop
the mental health. The aim of the present study is to investigate the effect of positive thinking training workshop on reduction of depression,
stress and anxiety of juveniles at Correction and Rehabilitation Centers. Methods: The quasi-experimental method was used in this study and the
depression, anxiety and stress scale (DASS-21) was used. Forty one subjects participated in this research and were divided into two homogeneous
groups based on their pretest scores and were randomly included in the experimental and control groups. The positive thinking training workshop was
performed for 10 sessions within three weeks on experimental group and after that the posttest and after one month the follow up test were performed.
Results: The results have shown that the positive thinking training courses have effects on reduction of depression and anxiety. But it had not
effects on stress in the follow up study. Conclusion: Thus, this training can be used for reduction of depression and anxiety of juvenile at
Correction and Rehabilitation Center. (copyright) 2014 Forensic Medicine and Toxicology Department.
International Journal of Medical Toxicology & Forensic Medicine, 4(2) : 55-
62
- Year: 2014
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Positive
psychology
Ye, X., Bapuji, S. B., Winters, S. E., Struthers, A., Raynard, M., Metge, C., Kreindler, S. A., Charette, C. J., Lemaire, J. A., Synyshyn, M., Sutherland, K.
METHODS:
We searched five literature databases (PubMed, EMBASE, CINAHL, PsychInfo, and Google Scholar) for studies published between January 1990 and December
2012. We included studies evaluating the effectiveness of internet-based interventions for children, youth, and young adults (age <25 years) with
anxiety and/or depression and their parents. Two reviewers independently assessed the risk of bias regarding selection bias, allocation bias,
confounding bias, blinding, data collection, and withdrawals/dropouts. We included studies rated as high or moderate quality according to the risk of
bias assessment. We conducted meta-analyses using the random effects model. We calculated standardized mean difference and its 95% confidence
interval (95% CI) for anxiety and depression symptom severity scores by comparing internet-based intervention vs. waitlist control and internet-based
intervention vs. face-to-face intervention. We also calculated pooled remission rate ratio and 95% CI.\rRESULTS: We included seven studies involving
569 participants aged between 7 and 25 years. Meta-analysis suggested that, compared to waitlist control, internet-based interventions were able to
reduce anxiety symptom severity (standardized mean difference and 95% CI = -0.52 [-0.90, -0.14]) and increase remission rate (pooled remission rate
ratio and 95% CI =3.63 [1.59, 8.27]). The effect in reducing depression symptom severity was not statistically significant (standardized mean
difference and 95% CI = -0.16 [-0.44, 0.12]). We found no statistical difference in anxiety or depression symptoms between internet-based
intervention and face-to-face intervention (or usual care).\rCONCLUSIONS: The present analysis indicated that internet-based interventions were
effective in reducing anxiety symptoms and increasing remission rate, but not effective in reducing depression symptom severity. Due to the small
number of higher quality studies, more attention to this area of research is encouraged.\rTRIAL REGISTRATION: PROSPERO registration: CRD42012002100.
\rBACKGROUND: The majority of internet-based anxiety and depression intervention studies have targeted adults. An increasing number of studies of
children, youth, and young adults have been conducted, but the evidence on effectiveness has not been synthesized. The objective of this research is
to systematically review the most recent findings in this area and calculate overall (pooled) effect estimates of internet-based anxiety and/or
depression interventions.
BMC health services
research, 14 : 313
- Year: 2014
- 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), Technology, interventions delivered using technology (e.g. online, SMS)