Disorders - Anxiety Disorders
Baezzat, F., Izadifard, R., Sadinam, M.
Objective: In this research, the effect of cognitive behavioral therapy with problem
solving skills training on reduction of symptoms of test anxiety in high school girls has been taken. Method: This research method is a kind of
experimental research (pretest-pasttest with control group). The community of statistical consists of the whole students from one to third grade of
high school of Fereydoonkenar (The city in the North of Iran-Mazandaram). In order to do the research, first of all thirty students with test anxiety
disorder took identical tests (Test Anxiety Inventory), and then they were chosen randomly according to simple sampling method. The evaluated sample
was then randomly divided into two experimental and control groups. Experimental group received cognitive-behavioral therapy with problem solving
skill training in 10 sessions but control group did not received any intervention. Data was analyzed through covariance analysis (ANCOVA). Results:
Research findings indicate that the symptoms of test anxiety of experimental group decreased in compare with control group. Conclusion: Results
indicate that cognitive-behavioral therapy with problem solving skills training is useful and efficient strategies for reduction of test anxiety and
improvement of academic performance of Students with test anxiety. It is recommended that counselors, psychologists and teacher administer
cognitive-behavioral therapy with problem solving skills training for the reduction of symptoms of test anxiety and improvement of academic
performance of test anxious students.
European Child & Adolescent
Psychiatry, 20 : S136
- Year: 2011
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Skills training
Ando, M.
This study evaluated the impact of a preventive intervention program focused on self-understanding and interpersonal interactions to
prevent psychosocial distress among Japanese university students. Two hundred and twenty-two undergraduate students were divided into a treatment
group and a control group to complete Time 1 and Time 2 surveys. The intervention program included eleven weekly sessions covering self-
understanding, self-control, interpersonal relationships, problem solving, conflict resolution, and stress management. Both female and male students
in the treatment group reported a significant increase in social self-efficacy in interpersonal relationships from Time 1 to Time 2, but no
significant changes were noted in the control group. Anxiety significantly decreased from Time 1 to Time 2, and no difference in depression was noted
in the female treatment group, although anxiety and depression significantly increased in the female control group. The intervention program
effectively prevented some aspects of psychosocial distress. (copyright) 2010 The Foundation for Professionals in Services for Adolescents.
Journal of
Adolescence, 34(5) : 929-940
- Year: 2011
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Kramer, D. N., Landolt, M. A.
Background: Single traumatising events are associated with an elevated
rate of psychological disorders in children and adolescents. To date, it remains unclear whether early psychological interventions can reduce longer
term psychological maladjustment. Objective: To systematically review the literature to determine the characteristics and efficacy of early
psychological interventions in children and adolescents after a single, potentially-traumatising event. Design: Systematic searches were conducted of
all relevant bibliographic databases. Studies on early psychological interventions were included if the first session was conducted within 1 month of
the event. Two independent observers assessed each study for eligibility, using pre-determined inclusion and exclusion criteria, and rated the
study's methodological quality. A meta-analysis was conducted on the group effects between individuals allocated to intervention versus control
groups. Hence, effect sizes (ES) and confidence intervals were computed as well as heterogeneity and analogue-to-the ANOVA analyses. Results: Seven
studies (including four randomised controlled trials) met the inclusion criteria. Depending on the specific outcome variable (e.g., dissociation,
anxiety and arousal), small to large beneficial ES were noted. Although the meta-analysis revealed unexplained heterogeneity between the ES of the
included studies, and although studies varied greatly with regards to their methodological quality and the interventions tested, findings suggest
that early interventions should involve psycho-education, provide individual coping-skills and probably involve some kind of trauma exposure. Also, a
stepped procedure that includes an initial risk screen and the provision of multiple sessions to those children at risk may be a promising strategy.
Conclusions: To date, research on the effectiveness of early interventions in children after a potentially traumatising event remains scarce.
However, our review suggests that early interventions may be helpful. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
European Journal of
Psychotraumatology, 2(7858) :
- Year: 2011
- Problem: Anxiety Disorders (any), Post Traumatic Stress Disorder
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Psychological debriefing, Psychoeducation
Aaron, R. E., Rinehart, K. L., Ceballos, N.
The current study examined the therapeutic utility of creative endeavors for the reduction of anxiety among undergraduate college
students enrolled in a public university in the United States. Students were randomly assigned to participate in one of three conditions: an
individual art project (n = 30), a group art project (n = 30), or a non-art control project (n = 30). An overall within-subjects effect of anxiety
was noted in which participants reported reduced anxiety levels following intervention. A statistical interaction showed that anxiety was reduced by
both individual and group arts interventions, but not by the control condition in which participants completed puzzles. The extent of anxiety
reduction did not differ between the individual and group conditions. In conclusion, although presently underutilized, arts interventions may be a
viable form of anxiety-reduction among college students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Arts & Health: An International Journal of Research, Policy and Practice, 3(1) : 27-
38
- Year: 2011
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Creative expression: music, dance, drama, art
Compas, B. E., Forehand, R., Thigpen, J. C., Keller, G., Hardcastle, E. J., Cole, D. A, Potts, J., Watson,
K., Rakow, A., Colletti, C., Reeslund, K., Fear, J., Garai, E., McKee, L., Merchant,
M. J., Roberts, L.
Objective: In a
long-term follow-up of a randomized controlled trial (Compas et al., 2009) to examine the effects at 18- and 24-month follow-ups of a family group
cognitive-behavioral (FGCB) preventive intervention for mental health outcomes for children and parents from families (N = 111) of parents with a
history of major depressive disorder (MDD). Method: Parents with a history of MDD and their 9- to 15-year-old children were randomly assigned to a
FGCB intervention or a written information comparison condition. Children's internalizing, externalizing, anxiety/depression, and depressive
symptoms; episodes of MDD and other psychiatric diagnoses; and parents' depressive symptoms and episodes of MDD were assessed at 18 and 24 months
after randomization. Results: Children in the FGCB condition were significantly lower in self-reports of anxiety/depression and internalizing
symptoms at 18 months and were significantly lower in self-reports of externalizing symptoms at 18 and 24 months. Rates of MDD were significantly
lower for children in the FGCB intervention over the 24-month follow-up (odds ratio = 2.91). Marginal effects were found for parents' symptoms of
depression at 18 and 24 months but not for episodes of MDD. Conclusions: Support was found for a FGCB preventive intervention for children of parents
with a history of MDD significantly reducing children's episodes of MDD over a period of 2 years. Significant effects for the FGCB intervention were
also found on internalizing and externalizing symptoms, with stronger effects at 18- than at 24-month follow-up. (copyright) 2011 American
Psychological Association.
Journal of Consulting & Clinical Psychology, 79(4) : 488-499
- Year: 2011
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Psychoeducation
Czech, Stephanie J., Katz, Aviva M., Orsillo, Susan M.
There is growing evidence for the efficacy of acceptance-based behavioral therapies, which aim to increase acceptance of internal
experiences and values-consistent action. Further, experimental studies have demonstrated that acceptance decreases distress and increases
willingness to engage in challenging tasks (e.g. Levitt, Brown, Orsillo, & Barlow, 2004). However, research demonstrating the positive effects of
values articulation on psychological functioning is needed. The goal of the present study was to evaluate the efficacy of a brief intervention in
reducing anxiety related to a stressful speech task. Contrary to predictions, engagement in values writing did not reduce anticipatory or posttask
anxiety relative to engagement in a neutral writing task. However, self-esteem significantly predicted anxious response to the task. Experiential
avoidance and valued living were also associated with anxious response to the task, although the contribution of these predictors was not
statistically significant. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract)
Cognitive Behaviour Therapy, 40(4) : 304-
312
- Year: 2011
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Cooley-Strickland,
Michele R., Griffin, Robert S., Darney, Dana, Otte, Katherine, Ko, Jean
This study evaluated the
efficacy of a school-based anxiety prevention program among urban children exposed to community violence. Students who attended Title 1 public
elementary schools were screened. Ninety-eight 3rd-5th-grade students (ages 8-12; 48% female; 92% African American) were randomized into preventive
intervention versus wait list comparison groups. Students attended 13 biweekly one-hour group sessions of a modified version of FRIENDS, a
cognitive-behavioral anxiety intervention program. Results indicated that both intervention and control groups manifested significant reductions in
anxiety symptomatology and total exposure to community violence, along with improved standardized reading achievement scores. Additional gains
observed only in the intervention group were increased standardized mathematics achievement scores, decreased life stressors, and reduced
victimization by community violence. The intervention was equally efficacious for both genders and for children exposed to higher, compared to lower,
levels of community violence. Implications for comprehensive, culturally and contextually relevant prevention programs and research are
discussed.
Journal of Prevention & Intervention in the Community, 39(2) : 149-
166
- Year: 2011
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Dean, A. J., Bellgrove, M. A., Hall, T., Phan, W. M., Eyles, D. W., Kvaskoff, D., McGrath, J. J.
Epidemiological research links vitamin D status to various brain-related outcomes. However, few trials examine whether
supplementation can improve such outcomes and none have examined effects on cognition. This study examined whether Vitamin D supplementation led to
improvements in diverse measures of cognitive and emotional functioning, and hypothesised that supplementation would lead to improvements in these
outcomes compared to placebo. Healthy young adults were recruited to a parallel-arm, double-blind trial conducted at The University of Queensland.
Participants were randomly allocated to receive Vitamin D (one capsule daily, containing 5000 IU cholecalciferol) or identical placebo capsule for
six weeks. All participants and outcome assessors were blinded to group assignment. Primary outcome measures assessed at baseline and 6 weeks were
working memory, response inhibition and cognitive flexibility. Secondary outcomes were: hallucination-proneness, psychotic-like experiences, and
ratings of depression, anxiety and anger. 128 participants were recruited, randomised and included in primary analyses (vitamin D n = 63; placebo n =
65). Despite significant increases in vitamin D status in the active group, no significant changes were observed in working memory (F = 1.09; p =
0.30), response inhibition (F = 0.82; p = 0.37), cognitive flexibility (F = 1.37; p = 0.24) or secondary outcomes. No serious adverse effects were
reported. Our findings indicate that vitamin D supplementation does not influence cognitive or emotional functioning in healthy young adults. Future
controlled trials in targeted populations of interest are required to determine whether supplementation can improve functioning in these domains.
Australian and New Zealand Clinical Trials Registry; ACTRN12610000318088.
PLoS ONE, 6(11) : e25966
- Year: 2011
- Problem: Anxiety Disorders (any), Depressive Disorders, Psychosis Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Vitamins and supplements
Bowden, D., Goddard, L., Gruzelier, J.
This is a constructive
replication of a previous trial conducted by Bowden et al. (2010), where students who had received Reiki demonstrated greater health and mood
benefits than those who received no Reiki. The current study examined impact on anxiety/depression. 40 university studentshalf with high depression
and/or anxiety and half with low depression and/or anxietywere randomly assigned to receive Reiki or to a non-Reiki control group. Participants
experienced six 30-minute sessions over a period of two to eight weeks, where they were blind to whether noncontact Reiki was administered as their
attention was absorbed in a guided relaxation. The efficacy of the intervention was assessed pre-post intervention and at five-week follow-up by
self-report measures of mood, illness symptoms, and sleep. The participants with high anxiety and/or depression who received Reiki showed a
progressive improvement in overall mood, which was significantly better at five-week follow-up, while no change was seen in the controls. While the
Reiki group did not demonstrate the comparatively greater reduction in symptoms of illness seen in our earlier study, the findings of both studies
suggest that Reiki may benefit mood. Copyright (copyright) 2011 Deborah Bowden et al.
Evidence-based Complementary & Alternative
Medicine, 2011 :
- Year: 2011
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Other complementary & alternative
interventions
Brown, Lily A., Forman, Evan M., Herbert, James D., Hoffman, Kimberly L., Yuen, Erica K., Goetter, Elizabeth M.
Many university students suffer from test anxiety that is severe enough to
impair performance. Given mixed efficacy results of previous cognitive-behavior therapy (CBT) trials and a theoretically driven rationale, an
acceptance-based behavior therapy (ABBT) approach was compared to traditional CBT (i.e., Beckian cognitive therapy; CT) for the treatment of test
anxiety. In this pilot study, 16 university students with test anxiety were randomly assigned to receive either a CT or ABBT 2-hr group workshop. The
two treatments produced markedly different effects on test performance (measured by exam scores), with those receiving ABBT experiencing improvements
in performance, whereas those receiving CT exhibited reduced performance. In addition, there was a suggestion that ABBT might have been more
effective at reducing subjectively experienced test anxiety (i.e., a nonsignificant but medium-sized group by time interaction effect). Implications
of these results for the treatment of test anxiety and for theoretical notions related to cognitive change strategies are discussed. (PsycINFO
Database Record (c) 2012 APA, all rights reserved) (journal abstract)
Behavior Modification, 35(1) : 31-
53
- Year: 2011
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other Psychological Interventions
Cartwright-Hatton, Sam, McNally, Deb, Field, Andy P., Rust,
Stewart, Laskey, Ben, Dixon, Clare, Gallagher, Bridie, Harrington, Richard, Miller, Chloe, Pemberton, Kathryn, Symes, Wendy, White, Caroline, Woodham, Adrine
Objective: Despite
recent advances, there are still no interventions that have been developed for the specific treatment of young children who have anxiety disorders.
This study examined the impact of a new, cognitive–behaviorally based parenting intervention on anxiety symptoms. Method: Families of 74 anxious
children (aged 9 years or less) took part in a randomized controlled trial, which compared the new 10-session, group-format intervention with a
wait-list control condition. Outcome measures included blinded diagnostic interview and self-reports from parents and children. Results: Intention-
to-treat analyses indicated that children whose parent(s) received the intervention were significantly less anxious at the end of the study than
those in the control condition. Specifically, 57% of those receiving the new intervention were free of their primary disorder, compared with 15% in
the control condition. Moreover, 32% of treated children were free of any anxiety diagnosis at the end of the treatment period, compared with 6% of
those in the control group. Treatment gains were maintained at 12-month follow-up. Conclusions: This new parenting-based intervention may represent
an advance in the treatment of this previously neglected group. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract)
Journal of the American Academy of Child & Adolescent Psychiatry, 50(3) : 242-
251
- Year: 2011
- Problem: Anxiety Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Calati, R., Pedrini, L., Alighieri, S., Alvarez, M.
I., Desideri, L., Durante, D., Favero, F., Iero, L., Magnani, G., Pericoli, V., Polmonari, A., Raggini, R., Raimondi, E., Riboni, V., Scaduto, M. C., Serretti, A., De Girolamo, G.
Calati R, Pedrini L, Alighieri S, Alvarez MI,
Desideri L, Durante D, Favero F, Iero L, Magnani G, Pericoli V, Polmonari A, Raggini R, Raimondi E, Riboni V, Scaduto MC, Serretti A, De Girolamo G.
Is cognitive behavioural therapy an effective complement to antidepressants in adolescents? A meta-analysis. Objective: Evidence on effectiveness of
combined treatments versus antidepressants alone in adolescents consists on a few studies in both major depressive and anxiety disorders. A meta-
analysis of randomised 12-week follow-up studies in which antidepressant treatment was compared to combined treatment consisting of the same
antidepressant with cognitive behavioural therapy has been performed. Methods: Data were entered into the Cochrane Collaboration Review Manager
software and were analysed within a random effect framework. A quality assessment has been performed through Jadad Scale. Results: Higher global
functioning at the Children's Global Assessment Scale was found in the combined treatment group (p < 0.0001) as well as higher improvement at the
Clinical Global Impressions Improvement Scale (p = 0.04). No benefit of combined treatment was found on depressive symptomatology at the Children's
Depression Rating Scale - Revised. Conclusion: Combined treatment seems to be more effective than antidepressant alone on global functioning and
general improvement in adolescents with major depressive and anxiety disorders. (copyright) 2011 John Wiley & Sons A/S.
Acta
Neuropsychiatrica, 23(6) : 263-271
- Year: 2011
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Biological Interventions
(any), Selective serotonin reuptake inhibitors (SSRIs), Antidepressants
(any), Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)