Disorders - Anxiety Disorders
Chavira, D. A., Drahota, A., Garland, A. F., Roesch, S., Garcia, M., Stein, M. B.
In this study, we examine
the feasibility of cognitive behavior therapy (CBT) for children with anxiety in primary care, using two modes of treatment delivery. A total of 48
parents and youth (8-13) with anxiety disorders were randomly assigned to receive 10-sessions of CBT either delivered by a child anxiety specialist
in the primary care clinic or implemented by the parent with therapist support by telephone (i.e., face-to-face or therapist-supported
bibliotherapy). Feasibility outcomes including satisfaction, barriers to treatment participation, safety, and dropout were assessed. Independent
evaluators, blind to treatment condition, administered the Anxiety Disorders Interview Schedule for Children (ADIS) and the Clinical Global
Impression of Improvement (CGI-I) at baseline, post-treatment and 3-month follow-up; clinical self-report questionnaires were also administered.
Findings revealed high satisfaction, low endorsement of barriers, low drop out rates, and no adverse events across the two modalities. According to
the CGI-I, 58.3%-75% of participants were considered responders (i.e., much or very much improved) at the various time points. Similar patterns were
found for remission from \"primary anxiety disorder\" and \"all anxiety disorders\" as defined by the ADIS. Clinically significant improvement was
seen on the various parent and child self-report measures of anxiety. Findings suggest that both therapy modalities are feasible and associated with
significant treatment gains in the primary care setting. (clinicaltrials.gov unique identifier: NCT00769925). (copyright) 2014 Elsevier Ltd.
Behaviour Research & Therapy, 60 : 60-66
- Year: 2014
- 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)
Baldwin, D.S., Anderson, I. M., Nutt, D. J., Allgulander, C., Bandelow, B., den-Boer, J. A., Christmas, D. M., Davies, S., Fineberg, N., Lidbetter, N., Malizia, A., McCrone, P., Nabarro, D., O'Neill, C, Scott, J., van-der-Wee, N., Wittchen, H-U.,
This revision of the 2005 British Association for Psychopharmacology guidelines for the evidence-based
pharmacological treatment of anxiety disorders provides an update on key steps in diagnosis and clinical management, including recognition, acute
treatment, longer-term treatment, combination treatment, and further approaches for patients who have not responded to first-line interventions. A
consensus meeting involving international experts in anxiety disorders reviewed the main subject areas and considered the strength of supporting
evidence and its clinical implications. The guidelines are based on available evidence, were constructed after extensive feedback from participants,
and are presented as recommendations to aid clinical decision-making in primary, secondary and tertiary medical care. They may also serve as a source
of information for patients, their carers, and medicines management and formulary committees.;
Journal of
Psychopharmacology, 28(5) : 403-439
- Year: 2014
- Problem: Anxiety Disorders (any), Obsessive Compulsive Disorder, Post Traumatic Stress Disorder
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Biological Interventions
(any), Psychological Interventions
(any)
Christensen, H., Batterham, P., Calear, A.
Purpose Of Review: The present article updates knowledge regarding the evidence base for online interventions for anxiety disorders, and
provides an overview of recent advances in online interventions for anxiety over the past 18 months.; Recent Findings: Computerized self-help is an
effective strategy for providing evidence-based treatments for symptoms of anxiety and depression. Online delivery has numerous advantages for
clinicians and patients, including greater accessibility, anonymity, convenience and cost-effectiveness. These may be particularly important for
populations experiencing anxiety, which may face more pronounced barriers to accessing care. Recent meta-analyses have confirmed that computerized
cognitive behaviour therapy (CBT) for anxiety demonstrates comparable clinical outcomes as face-to-face psychotherapy for individuals with anxiety.
This review updates the status of current knowledge by providing a focused review of randomized controlled trials of computerized (including Internet
and portable device-delivered) treatments for anxiety.; Summary: Recent studies have confirmed the utility of computerized psychotherapy for anxiety.
Future trials are required to elucidate the active constituents of effective programs, evaluate targeted approaches for specific groups, and to
ascertain the optimal degree of guidance required. Clarification of these issues will assist in refining effective online programs operating within
standalone virtual clinics or incorporated into clinician-supported stepped care approaches.;
Current Opinion in Psychiatry, 27(1) : 7-
13
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention, 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)
Gallego, J., Aguilar-Parra, J. M., Cangas, A. J., Langer, A. I., Manas, I.
Two of the problems that currently affect a large proportion of university students are high
levels of anxiety and stress experienced in different situations, which are particularly high during the first years of their degree and during exam
periods. The present study aims to investigate whether mindfulness training can bring about significant changes in the manifestations of depression,
anxiety, and stress of students when compared to another group undergoing a physical activity program and a control group. The sample consisted of
125 students from the Bachelor of Education Program. The measuring instrument used was the Abbreviated Scale of Depression, Anxiety and Stress
(DASS-21). The results indicate that the effects of reducing the identified variables were higher for the mindfulness group than for the physical
education group and for the control group F(2) = 5.91, p = .004, eta2 = .106. The total scores for all variables related to the mindfulness group
decreased significantly, including an important stress reduction t(29) = 2.95, p = .006, d = .667. Mindfulness exercises and some individual relaxing
exercises involving Physical Education could help to reduce manifestations of stress and anxiety caused by exams in students.
The Spanish journal of
psychology, 17 : E109
- Year: 2014
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Mindfulness based
therapy, Physical activity, exercise
Goodman, R., Newman, D.
Female adolescents are typically exposed to high levels of stress, which may lead to such psychological challenges
as anger, anxiety, and depression. The purpose of this study was to examine the use of oral versus digital storytelling as interventions to reduce
the emotional health consequences of female adolescent stress, anger, anxiety, and depression. The study was conducted with two groups of ninth-grade
females and two groups of twelfth-grade females randomly assigned to either oral or digital storytelling groups. Ninth-graders reported a greater
drop in stress and depression without controlling for type of storytelling. There was a greater decrease in anxiety and anger in the digital
storytelling groups without controlling for grade level. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Storytelling, Self, Society: An Interdisciplinary Journal of Storytelling Studies, 10(2) : 177-
193
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Levin, M. E., Pistorello, J., Seeley, J. R., Hayes, S. C.
OBJECTIVE: This study examined the feasibility of
a prototype Web-based acceptance and commitment therapy (ACT) program for preventing mental health problems among college students. PARTICIPANTS:
Undergraduate first-year students (N = 76) participated between May and November 2011. METHODS: Participants were randomized to ACT or a waitlist,
with assessments conducted at baseline, posttherapy, and 3-week follow-up. Waitlist participants accessed the program after the second assessment.
RESULTS: Program usability/usage data indicated high program acceptability. Significant improvements were found for ACT knowledge, education values,
and depression with ACT relative to waitlist. Subgroup analyses indicated that ACT decreased depression and anxiety relative to waitlist among
students with at least minimal distress. Within the ACT condition, significant improvements were observed from baseline to 3-week follow-up on all
outcome and process measures. CONCLUSIONS: Results provide preliminary support for the feasibility of a Web-based ACT prevention program.
Journal of American College Health, 62(1) : 20-
30
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Acceptance & commitment therapy
(ACT), Technology, interventions delivered using technology (e.g. online, SMS)
Rajiah, K., Saravanan, C.
OBJECTIVE: To
analyze the effect of psychological intervention on reducing performance anxiety and the consequences of the intervention on first-year pharmacy
students. METHODS: In this experimental study, 236 first-year undergraduate pharmacy students from a private university in Malaysia were approached
between weeks 5 and 7 of their first semester to participate in the study. The completed responses for the Westside Test Anxiety Scale (WTAS), the
Kessler Perceived Distress Scale (PDS), and the Academic Motivation Scale (AMS) were received from 225 students. Out of 225 students, 42 exhibited
moderate to high test anxiety according to the WTAS (score ranging from 30 to 39) and were randomly placed into either an experiment group (n=21) or
a waiting list control group (n=21). RESULTS: The prevalence of test anxiety among pharmacy students in this study was lower compared to other
university students in previous studies. The present study's anxiety management of psychoeducation and systematic education for test anxiety reduced
lack of motivation and psychological distress and improved grade point average (GPA). CONCLUSION: Psychological intervention helped significantly
reduce scores of test anxiety, psychological distress, and lack of motivation, and it helped improve students' GPA.
American journal of pharmaceutical
education, 78(9) : 163
- Year: 2014
- Problem: Anxiety Disorders (any), Social phobia (social anxiety disorder)
- 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
Stallard, P., Skryabina, E., Taylor, G., Phillips, R., Daniels, H., Anderson, R., Simpson, N.
Background: Anxiety in children is common, impairs everyday functioning, and increases the risk
of severe mental health disorders in adulthood. We investigated the effect of a classroom-based cognitive behaviour therapy prevention programme
(FRIENDS) on anxiety symptoms in children. Methods: Preventing Anxiety in Children though Education in Schools (PACES) is a three-group parallel
cluster randomised controlled trial. Interventions were given between September, 2011, and July, 2012, with schools as the unit of allocation and
individual participants as the unit of analysis. We enrolled state-funded junior schools in southwest England. We sent information to all eligible
schools (state-funded junior schools in southwest England) inviting them to enrol in the study. School year groups were assigned by computer-
generated randomisation (1:1:1) to receive either school-led FRIENDS (led by teacher or school staff member), health-led FRIENDS (led by two trained
health facilitators), or usual school provision. Children were not masked to treatment allocation. The allocated programme was given to all students
(aged 9-10 years) in the school year (ie, universal delivery) as part of the school curriculum as nine, 60 min weekly sessions. Outcomes were
collected by self-completed questionnaire administered by researchers masked to allocation. Primary outcome was symptoms of anxiety and low mood at
12 months assessed by the Revised Child Anxiety and Depression Scale (RCADS 30). Analyses were intention to treat and accounted for the clustered
nature of the design. The study is registered, number ISRCTN23563048. Findings: 45 schools were enrolled: 14 (n = 497 children) were randomly
assigned to school-led FRIENDS, 14 (n = 509) to health-led FRIENDS, and 12 (n = 442) to usual school provision. 1257 (92%) children completed 12
month assessments (449 in health-led FRIENDS, 436 in school-led FRIENDS, and 372 in usual school provision). We recorded a difference at 12 months in
adjusted mean child-reported RCADS scores for health-led versus school-led FRIENDS (19.49 [SD 14.81] vs 22.86 [15.24]; adjusted difference -3.91, 95%
CI -6.48 to -1.35; p = 0.0004) and health-led FRIENDS versus usual school provision (19.49 [14.81] vs 22.48 [15.74]; -2.66, -5.22 to -0.09; p =
0.043). We noted no differences in parent or teacher ratings. Training teachers to deliver mental health programmes was not as effective as delivery
by health professionals. Interpretation: Universally delivered anxiety prevention programmes can be effective when used in schools. However,
programme effectiveness varies depending on who delivers them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
The Lancet Psychiatry, 1(3) : 185-
192
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other service delivery and improvement
interventions
Afshari, A., Neshat-Doost, H. T., Maracy, M. R., Ahmady, M. K., Amiri, S.
Background: Emotion-focused cognitive behavioral
therapy (ECBT) is a new form of CBT with emotion regulation components. Th is form of treatment is suggested to be employed to improve dysregulation
of anxiety and other kind of emotions in anxious children. Th is study observed and compared the eff ectiveness of CBT and ECBT on anxiety symptoms;
sadness and anger management; and cognitive emotion regulation strategies in children with separation anxiety disorder (SAD). Materials and Methods:
Th is study is a randomized clinical trial. Subjects were 30 children from 9 to 13-years-old (15 girls and 15 boys) with diagnosis of SAD, being
randomly assigned to CBT, ECBT, and control groups (five girls and five boys in each group). Subject children in CBT group participated in 10-h
weekly sessions within Coping Cat manual; whereas, subject children in ECBT group contributed in 12-h weekly sessions within ECBT. Th e control group
received no treatment. Th e Screen for Child Anxiety Related Emotional Disorders (SCARED; child and parent forms), Children's Emotion Management
Scale (CEMS; anger and sadness forms), and Cognitive Emotion Regulation Questionnaire (CERQ) tests administered to all subjects in pretest, posttest,
and the follow-up measurement (3 months later). Analysis of covariance (ANCOVA) repeated measure and Kruskal-Wallis were applied to analyze data by
Statistical Package for Social Sciences (SPSS) software package (v. 20). Results: CBT and ECBT; demonstrated no significant diff erence in reducing
separation anxiety and total anxiety symptoms from parent and children's reports. ECBT eff ectively increased anger coping and decreased negative
cognitive strategies and dysregulation of anger in children, both in posttest and follow-up. Also, ECBT reduced sadness dysregulation and increased
sadness coping, though these significant advantages were lost in 3 months later follow-up. CBT reduced negative cognitive strategies in follow-up and
increased sadness coping in posttest. None of treatments aff ected on anger and sadness inhibition and positive cognitive coping in separation
anxious children. Conclusion: ECBT, in comparison with CBT; eff ectively improved emotion regulation strategies in children with separation
anxiety.
Journal of Research in Medical Sciences, 19(3) : 221-
227
- 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)
Challen, A. R., Machin, S. J., Gillham, J. E.
Objective: The study aimed to assess the effectiveness of an 18-hr cognitive behavioral group intervention in
reducing depressive symptoms (and associated outcomes) in a universal sample of students in mainstream schools in England. The intervention, the UK
Resilience Programme (UKRP), was based on the Penn Resiliency Program for Children and Adolescents. Method: Students (N = 2,844; 49% female; 67%
White) were ages 11-12 at 16 schools. Classes of students were assigned arbitrarily into intervention (UKRP) or control (usual school provision)
conditions based on class timetables. Outcome measures were the Children's Depression Inventory (Kovacs, 1992) (depressive symptoms, primary
outcome); Revised Children's Manifest Anxiety Scale (C. R. Reynolds & Richmond, 1985) (anxiety); and child-reported Goodman (1997) Strengths and
Difficulties Questionnaire (behavior). Students were surveyed at baseline, postintervention, 1-year follow-up, and 2-year follow-up. Results: At
postintervention, UKRP students reported lower levels of depressive symptoms than control group students, but the effect was small (d = 0.093, 95% CI
[-0.178, -0.007], p =.034) and did not persist to 1-year or 2-year follow-ups. There was no significant impact on symptoms of anxiety or behavior at
any point. Conclusions: UKRP produced small, short-term impacts on depression symptoms and did not reduce anxiety or behavioral problems. These
findings suggest that interventions may produce reduced impacts when rolled out and taught by regular school staff. We discuss the implications of
these findings for policy and for future dissemination efforts. (copyright) 2013 American Psychological Association.
Journal of Consulting & Clinical Psychology, 82(1) : 75-
89
- Year: 2014
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Skills training
Barrera, M., Rokeach, A., Hancock, K., Schulte, F., Atenafu, E., Nathan, P.
Objectives: Childhood cancer diagnosis and treatment can result in major psychological distress in the family. Programs targeting the
specific psychosocial needs of siblings are rare and examination of the effects of these interventions on sibling and parental distress has not been
previously investigated. To determine if a manualized group intervention program for siblings, Siblings Coping Together (SCT), (Experimental Group,
EG), improves anxiety in siblings' (directly) and parents' (indirectly) compared to a Control Group (CG). Methods: Institutional approval was
obtained and participants signed consent forms. A multi-site andomized controlled trial (RCT) with repeated measures. Inclusion criteria: Siblings,
ages 7 to 16 years, and one parent, of patients at least three months from diagnosis. Both groups completed 8 two-hour weekly group sessions and
three assessments (T1, pre-; T2, immediately post-intervention; and T3, three months later). EG sessions followed SCT's educational, social, and
therapeutic problem-solving plan through games and crafts; CG sessions focused on socializing through games and crafts. Parents and siblings
completed standardized self-report measures of Anxiety (Multidimensional Anxiety Questionnaire and Multidimensional Anxiety Scale for Children).
Repeated-measures ANOVAs were conducted with partial eta-squared as indices of effect size. Results: Preliminary analyses were based on 53
participants at T1 and 26 at all 3 assessment points. Parent Self-Report. Two significant group x time interactions were found: physiological panic
reactions ((2 = 0.30) and social phobia ((2=0.20), suggesting improvements for parents in the EG compared to CG across time. Significant effects of
time suggested both groups improved on measures of total anxiety, worry-fears, and negative affectivity ((2=0.36, 0.29, and 0.43, respectively).
ChildSelf-Report. A significant group x time interaction in panic/separation suggests improvement in the EG relative to CG, maintained over time
((2=0.24). Conclusions: Preliminary findings suggest major improvements in siblings' and their parents' anxiety, sustained over time, following
participation in the manualized group intervention program.
Pediatric Blood &
Cancer, 61 : S161
- Year: 2014
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Baghurst, T., Kelley, B. C.
The purpose of this study was to determine whether differing stress reduction interventions could alter stress levels experienced by male
and female college students from the beginning to the end of a semester. Components of stress examined included overall perceived stress, test
anxiety, and personal burnout. Participants (N = 531) were part of courses that during the course of a 16-week semester focused specifically on
cognitive-behavioral stress management, cardiovascular fitness, generalized physical activity, or a control with no intervention. In addition to
gender differences, both the stress management and physical activity groups had significantly lower levels of perceived stress, test anxiety, and
personal burnout at the end of the semester. The fitness group scored significantly lower on perceived stress and personal burnout, but there was no
difference in scores for test anxiety. The important ramifications of reducing stress in college students are discussed, including the pros and cons
of implementing differing physical and psychological intervention modalities.
Health promotion practice, 15(3) : 438-447
- 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), Cognitive & behavioural therapies (CBT), Physical activity, exercise