Disorders - Depressive Disorders
Lin, J., Gao, Y. F., Guo, Y., Li, M., Zhu, Y., You, R., Chen,
S., Wang, S.
BACKGROUND: Physical and mental health problems are becoming more serious among college students due to lifestyle changes
and increased academic stress. Qigong exercise has been regarded as a potentially effective intervention to improve the physical and mental health of
college students.\rMETHODS: Eleven databases were searched from their respective inception dates to April 2022. Relevant randomized controlled trials
(RCTs) were included. Physical and psychological conditions, including limb muscle strength, flexibility, cardiorespiratory endurance, vital
capacity, blood pressure and heart rate, as well as depression, anxiety and mood, were evaluated. The risk of bias was assessed with the Cochrane
Collaboration tool.\rRESULTS: Sixteen randomized controlled trials were included in the meta-analysis. Significant improvements in cardiorespiratory
endurance (MD = 3.83, 95% CI: 0.99 to 6.67, P = 0.008) and flexibility (MD = 3.01, 95% CI: 1.21 to 4.81, P = 0.001) were observed. We also observed
that Qigong exercise significantly reduced depression and anxiety symptoms (SMD=-0.89, 95% CI: -1.17 to -0.61, P < 0.00001; SMD=-0.78, 95% CI: -1.31
to -0.25, P = 0.004). Nevertheless, no significant effects on muscle strength, vital capacity, blood pressure, heart rate or mood were found.
\rCONCLUSION: Qigong exercise was advantageous for college students in terms of improving flexibility and cardiorespiratory endurance and alleviating
depression and anxiety to some extent. However, due to the limited number of eligible trials and the low methodological quality, more well-designed
RCTs are needed in the future.
BMC Complementary Medicine and
Therapies, 22(1) : 287
- Year: 2022
- 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), Mind-body exercises (e.g. yoga, tai chi, qigong)
Lima, R. A., Barros, M. V. G., Bezerra, J., Santos, S.
J., Monducci, E., Rodriguez-Ayllon, M., Soares, F. C.
We investigated the effects of three different
interventions on depressive symptoms in adolescents. As a secondary aim, we explored the mediating role of social isolation, anxiety, sleep quality,
and cognitive function of the intervention effect on depressive symptoms. We conducted a cluster randomized controlled trial, in which schools were
randomly assigned to 1. Doubling physical education (PE) classes (3:20 h of PE/week); 2. Workshop with the PE teachers; 3. Workshop with the PE
teachers + Doubling PE classes; and 4. Control group (1:40 h of PE/week). In total, 1279 adolescents were included, 56.4% females. Doubling PE
classes and the workshop with the PE teachers + Doubling PE classes groups did not affect depressive symptoms (-0.947, 95% CI -3.176 to 1.281; and,
0.726, 95% CI -1.558 to 3.009, respectively). The workshop with the PE teachers decreased adolescents' depressive symptoms (-2.495, 95% CI -4.668 to
-0.323), social isolation (-4.759, 95% CI -9.025 to -0.493), and poor sleep quality (-0.560, 95% CI -1.108 to -0.012) compared with the control
group. Social isolation mediated 32% of the workshop effect on depressive symptoms. The workshop with the PE teachers and the workshop with the PE
teachers + Doubling PE classes groups lowered in 93% and in 54% the risk of the adolescents in developing high depressive symptomatology compared
with the control group, respectively. A workshop updating PE teachers on pedagogical and health-related topics decreased depressive symptoms in
adolescents. Moreover, improvements in the adolescents' social isolation mediated the effect of PE teachers' workshop intervention on the
depressive symptoms in adolescents. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Scandinavian Journal of Medicine & Science in Sports, 32(3) : 622-
631
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Psychoeducation, Dietary advice, dietary change, Other complementary & alternative
interventions
Li, X., Zheng, M., Zhang, Y., Wang, Y., Nie, L., Yuan, Y., Qian,
T., Ku, Y.
Objectives: In this preregistered
study, we investigated the beneficial effects of music-based casual video game training on the depression, anxiety and stress symptoms in a cohort of
young individuals with subthreshold depression and the underlying mechanisms. Method(s): The study included 56 young individuals (18-26 years of age)
with subthreshold or mild depression based on the Beck Depression Inventory-II (BDI-II) scores between 14 and 19. They were randomly assigned into
the experimental group (n = 28) or the control group (n = 28). The experimental group underwent music-based casual video game training for 4 weeks.
During the same time, the control group participants conducted daily life activities without any intervention. The study participants in the two
groups were analyzed using the Depression Anxiety and Stress Scale (DASS-21) during the baseline before the intervention, as well as DASS-21,
Positive and negative Affect Scale (PANAS), General Self-efficacy Scale (GSES), and the Emotional Regulation Questionnaire (ERQ) twice a week during
the 4 weeks of intervention. Result(s): The depression, anxiety, and stress symptoms were significantly reduced in the experimental group
participants after 4 weeks of music-based video game training compared with the control group. The DAS scores in the experimental group were
alleviated in the third and fourth weeks of training compared with the control group. Moreover, analysis using the general linear model demonstrated
that the number of training weeks and self-efficacy were associated with significant reduction in depression, anxiety and stress. Furthermore, our
results demonstrated that self-efficacy was correlated with positive emotion and emotional regulation. Conclusion(s): Our study showed that music-
based casual video game training significantly decreased depression, anxiety, and stress in the young individuals with subthreshold depression by
enhancing self-efficacy. Copyright © 2022 Li, Zheng, Zhang, Wang, Nie, Yuan, Qian and Ku.
Frontiers in Public
Health, 10 : 961425
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Service Delivery & Improvement, Creative expression: music, dance, drama, art, Technology, interventions delivered using technology (e.g. online, SMS)
Li, X., Mo, X., Liu, T., Shao, R., Teopiz, K., McIntyre, R., So, K. F., Lin, K.
Subthreshold depression is a highly prevalent condition in adolescents who are at high risk for developing major depressive disorder. In
preclinical models of neurological and psychiatric diseases, Lycium barbarum polysaccharide (LBP) extracted from Goji berries had anti-depressant
effects including but not limited to anti-oxidative and anti-inflammatory properties. However, the effect of LBP on subthreshold depression is
unclear. To investigate the clinical efficacy and safety of LBP for treating subthreshold depression in adolescents, we conducted a randomized,
double-blind, placebo-controlled trial (RCT) with 29 adolescents with subthreshold depression recruited at The Fifth Affiliated Hospital of Guangzhou
Medical University. The participants were randomly assigned to groups where they received either 300 mg LBP (LBP group, n = 15, 3 boys and 12 girls
aged 15.13 +/- 2.17 years) or a placebo (placebo group, n = 14, 2 boys and 12 girls aged 15 +/- 1.71 years) for 6 successive weeks. Interim analyses
revealed that the LBP group exhibited a greater change in Hamilton Depression Scale (HAMD-24) scores relative to the baseline and a higher remission
rate (HAMD-24 total score <= 7) at 6 weeks compared with the placebo group. Scores on the Beck Depression Inventory-II (BDI-II), Pittsburgh Sleep
Quality Index (PSQI), Kessler Psychological Distress Scale (Kessler), and Screen for Child Anxiety-Related Emotional Disorders (SCARED) were similar
between the LBP and placebo groups. No side effects related to the intervention were reported in either group. These results indicate that LBP
administration reduced depressive symptoms in adolescents with subthreshold depression. Furthermore, LBP was well tolerated with no treatment-
limiting adverse events. Clinical trials involving a larger sample size are needed to further confirm the anti-depressive effects of LBP in
adolescents with subthreshold depression. This study was approved by the Medical Ethics Committee of the Fifth Affiliated Hospital of Guangzhou
Medical University (Guangzhou, China; approval No. L2019-08) on April 4, 2019 and was registered on ClinicalTrials.gov (identifier: NCT04032795) on
July 25, 2019. Copyright © 2022 Wolters Kluwer Medknow Publications. All rights reserved.
, 17(7) : 1582-
1587
- Year: 2022
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Homeopathic, plant-based medicines
Li, G., Archer Lee, Y., Krampitz,
E., Lin, X., Atilla, G., Nguyen, K. C., Rosen, H. R., Tham, C. Z. E., Chen, F. S.
Writing-based psychological interventions have been widely implemented to produce
adaptive change, e.g., through self-affirmation (reminding people of their most important values). To maintain the long-term effects of these
interventions, we developed a form of intervention boosters-using user-customized computer passwords to convey the therapeutic messages. We examined
whether computer passwords could enhance the effect of a self-affirmation intervention on the psychological well-being of sexual minority
undergraduate students as they begin university. Participants were randomly assigned to either complete a self-affirmation writing exercise and
create a self-affirming computer password to use for 6 weeks or complete a control writing exercise and create a control computer password. We found
that frequency of password usage moderated the intervention effect, such that frequent use of self-affirming passwords buffered decreases in
psychological well-being over the study period. These findings suggest that passwords can serve as a low-cost, low-burden, and timely booster for
writing-based psychological interventions. Copyright © 2022 The Authors
Internet Interventions, 30 (no pagination) :
- Year: 2022
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Other Psychological Interventions, Creative expression: music, dance, drama, art
Lee, C. S., Bowman,
M., Wu, J. L.
OBJECTIVE: Self-guided
asynchronous online interventions may provide college students access to evidence-based care, while mitigating barriers like limited hours of
service. Thus, we examined the preliminary effectiveness of a 45-minute self-guided, asynchronous online, Dialectical Behavior Therapy (DBT)-informed
stress and anxiety management workshop. Participant(s): College undergraduates (N = 131) were randomized to either workshop (n = 65) or waitlist
control (n = 66) conditions. METHOD(S): Participants in the workshop condition completed baseline measures of depression, stress, and anxiety, before
completing the workshop. Participants in the waitlist control condition only completed the baseline measures. All participants were reassessed at
one-week follow-up. RESULT(S): Controlling for baseline measures, students in the workshop condition experienced significantly less stress and
greater self-efficacy to regulate stress and anxiety at follow-up, compared to waitlist controls. CONCLUSION(S): A 45- minute self-guided,
asynchronous online, DBT Skills-informed stress and anxiety management workshop may reduce stress and self-efficacy to regulate stress and
anxiety.
Trends in Psychiatry and Psychotherapy, 44(no
pagination) :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Dialectical behavioural therapy
(DBT), Technology, interventions delivered using technology (e.g. online, SMS)
Lanser, I., Eisenberger, N. I.
Prosocial behavior, any behavior with the goal of
benefiting another person, has been shown to improve mood and boost overall well-being for the individual performing the action as well as the
recipient. The purpose of this study was to assess whether prosocial behavior could also reduce state loneliness. To examine this, we conducted two
experimental studies to evaluate the effect of different prosocial behaviors on loneliness and associated cognitive and affective measures. In Study
1, we operationalized prosocial behavior as gift giving, and participants (n = 286) were randomly assigned to complete either a gift giving, gift
keeping, or neutral control task. In Study 2, prosocial behavior was operationalized as writing a note of appreciation to a close other, and
participants (n = 288) were randomly assigned to complete a written note of appreciation to a close other, a written reflection of a time when they
received social support in the past, or a neutral control task. Across both studies, prosocial behavior reliably reduced state loneliness and
improved mood but was less effective at reducing negative automatic thoughts about the self. Depressive and social anxiety symptoms were explored as
possible moderators of the effects of prosocial behavior on outcome measures and were found to be significant moderators in Study 2, but not Study 1.
Future directions and implications of these findings are discussed. Copyright © 2022 American Psychological Association
Emotion., :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Kuyken, W., Ball, S., Crane, C., Ganguli, P., Jones, B., Montero-Marin, J., Nuthall, E., Raja, A., Taylor, L., Tudor, K., Viner, R. M., Allwood, M., Aukland, L., Dunning, D., Casey, T., Dalrymple, N., De Wilde,
K., Farley, E. R., Harper,
J., Hinze, V., Kappelmann, N., Kempnich, M., Lord, L., Medlicott, E., Palmer, L., Petit, A., Philips, A., Pryor-Nitsch, I., Radley, L., Sonley, A., Shackleford, J., Tickell, A., Team, M., Blakemore, S.
J., Ukoumunne, O. C., Greenberg, M. T., Ford, T., Dalgleish, T., Byford, S., Williams, J. M.
G.
BACKGROUND: Education is broader than academic teaching. It includes teaching students social-emotional skills both directly and
indirectly through a positive school climate. OBJECTIVE(S): To evaluate if a universal school-based mindfulness training (SBMT) enhances teacher
mental health and school climate. METHOD(S): The My Resilience in Adolescence parallel group, cluster randomised controlled trial (registration:
ISRCTN86619085; funding: Wellcome Trust (WT104908/Z/14/Z, WT107496/Z/15/Z)) recruited 85 schools (679 teachers) delivering social and emotional
teaching across the UK. Schools (clusters) were randomised 1:1 to either continue this provision (teaching as usual (TAU)) or include universal SBMT.
Data on teacher mental health and school climate were collected at prerandomisation, postpersonal mindfulness and SBMT teacher training, after
delivering SBMT to students, and at 1-year follow-up. FINDING: Schools were recruited in academic years 2016/2017 and 2017/2018. Primary analysis
(SBMT: 43 schools/362 teachers; TAU: 41 schools/310 teachers) showed that after delivering SBMT to students, SBMT versus TAU enhanced teachers'
mental health (burnout) and school climate. Adjusted standardised mean differences (SBMT minus TAU) were: exhaustion (-0.22; 95% CI -0.38 to -0.05);
personal accomplishment (-0.21; -0.41, -0.02); school leadership (0.24; 0.04, 0.44); and respectful climate (0.26; 0.06, 0.47). Effects on burnout
were not significant at 1-year follow-up. Effects on school climate were maintained only for respectful climate. No SBMT-related serious adverse
events were reported. CONCLUSION(S): SBMT supports short-term changes in teacher burnout and school climate. Further work is required to explore how
best to sustain improvements. CLINICAL IMPLICATIONS: SBMT has limited effects on teachers' mental and school climate. Innovative approaches to
support and preserve teachers' mental health and school climate are needed. Copyright © Author(s) (or their employer(s)) 2022. Re-use permitted
under CC BY. Published by BMJ.
Evidence based mental
health., 12 :
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Mindfulness based
therapy
Kulikov, V., Padmanabhan,
A., Peake, E., Lake, J.
Objectives: Adolescent depression's impact is far-reaching, such as an elevated risk of suicide, comorbidities, and functioning
impairments. Engaging mobile technology can enhance treatment adherence, and reduce costs and wait times for mental health care. SparkRx is a 5-week,
self-guided, CBT-based digital therapeutic app designed to treat adolescents' depressive symptoms. An RCT (NCT04524598) evaluated SparkRx's
clinical effectiveness by comparing SparkRx to a psychoeducation control app (Ctrl). Method(s): A total of 160 eligible adolescents (101 female, aged
13-21 years) with self-reported depressive symptoms were recruited nationwide. They were randomized to use SparkRx or Ctrl for 5 weeks and completed
a Patient Health Questionnaire-8 (PHQ-8) weekly. Participants (and caregivers if <18) completed pre- and postintervention assessments. Intention-to-
treat analyses (ITT) of all participants with moderate to severe baseline symptom severity (PHQ-8 >=10; N = 121) and per protocol (PP) analyses of
only those completing all weekly assessments (N = 83) assessed intervention related depressive symptom changes. We examined engagement with SparkRx
(daily active users [DAUs], modules completed and number of mood logs and behavioral activations (BAs) scheduled/completed) and symptom change
moderators (gender, baseline severity, concurrent treatment, concurrent treatment changes, age, and ADHD diagnosis). Result(s): SparkRx users had
clinically meaningful reductions in depressive symptoms (mu = 5.18 in ITT; mu = 5.98 in PP). ITT (SparkRx vs Ctrl) did not reach statistical
significance. PP showed that SparkRx significantly reduced depressive symptoms vs Ctrl (p =.023). SparkRx's median DAUs was 41.95%. On average,
SparkRx users completed 63.49% of modules, 19.73 (8.32) mood logs, and 8.71 (5.04) BAs (scheduled 9.86 [5.74]). Mixed linear effects models showed no
moderating effects. Conclusion(s): SparkRx was shown to reduce adolescent depressive symptoms and was engaging. Limitations included a sample size
that was not fully powered. These claims have not been reviewed by the US FDA with regard to SparkRx's safety or efficacy. In October 2021, Limbix
released the initial version of SparkRx under FDA's \"Enforcement Policy for Digital Health Devices For Treating Psychiatric Disorders During the
Coronavirus Disease 2019 (COVID-19) Public Health Emergency.\" DDD, ADOL, CBT Copyright © 2022
Journal of the American Academy of Child and Adolescent
Psychiatry, 61(10 Supplement) : S150
- Year: 2022
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Psychoeducation, Technology, interventions delivered using technology (e.g. online, SMS)
Kuchler, A., Kahlke, F., Vollbrecht, D., Peip, K., Ebert, D. D., Baumeister, H.
Objectives College is an exhilarating but stressful time often associated with mental distress. The StudiCare project offers
Internet- and mobile-based interventions (IMI) for college student mental health promotion. Within this framework, we evaluated the IMI StudiCare
Mindfulness, and examined potential moderators and mediators of effectiveness. Methods In this randomized controlled trial, 150 college students with
low to moderate mindfulness were randomly assigned to StudiCare Mindfulness or a waitlist control group (WL). StudiCare Mindfulness comprises 5
weekly online modules based on Acceptance Commitment Therapy and stress management. Assessments took place before (t0) and 6 weeks after (t1)
randomization. Primary outcome was mindfulness. Secondary outcomes were stress, depression, anxiety, quality of life, intervention satisfaction, and
adherence. Sociodemographic variables, pre-intervention symptomatology, personality traits, and attitudes towards IMI were examined as potential
moderators. Results Intention-to-treat analyses (N = 149) showed a large effect of StudiCare Mindfulness on mindfulness (d = 1.37; 95% CI: 1.01 -
1.73) compared to WL at t1 (
Mindfulness, 13(9) : 2140-2154
- Year: 2022
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Mindfulness based
therapy, Technology, interventions delivered using technology (e.g. online, SMS)
Komariah, M., Ibrahim, K., Pahria, T., Rahayuwati, L., Somantri, I.
BACKGROUND: The COVID-
19 outbreak has caused various changes in all aspects of human life, including the educational system. These changes have forced students to
undertake an adaptive process that has inevitably affected aspects of their life and psychological well-being. Adaptation of learning into online
forms in universities, including nursing, triggers depression, stress, and anxiety. The high number of incidences of stress, anxiety, and depression
in undergraduate students throughout the pandemic has made it important to prevent and deal with health approaches, such as mindfulness therapy.
\rOBJECTIVE: This research intended to examine whether an intervention based on mindfulness was effective and had the potential to become an
interference to reduce anxiety, stress, and depression in Indonesian university students.\rMETHODS: This research applied a randomized controlled
trial. One hundred and twenty-two students from Universitas Padjadjaran and other provinces in Indonesia participated in this study, with sixty-one
students in each group. A pretest and a post-test were administered before and after the intervention using the Depression Anxiety Stress Scales
(DASS-42). The intervention was carried out for 4 weeks with 15 min practice in each session.\rRESULTS: In this study, there was an effect of
mindfulness breathing meditation on decreasing the mean scores for depression, anxiety, and stress in the intervention group. However, only stress (p
= 0.007) and anxiety (p = 0.042) showed a significant difference in the post-test results of the intervention and control groups. In addition, there
was no difference in the scores of stress, anxiety, and depression for the pre-post-tests in each group based on religion.\rCONCLUSION: Mindfulness
breathing meditation has an impact on reducing stress and anxiety in students, so it could be applied to all university students in order to develop
psychosocial status and mindful attentiveness to one's needs.
Healthcare, 11(1) : 22
- Year: 2022
- 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, Meditation
Kirchner, S., Till, B., Ploderl, M., Niederkrotenthaler,
T.
Purpose: The \"It Gets Better\" project (IGBP) features video narratives of lesbian, gay, bisexual, transgender, queer
persons or persons with other sexual or gender minority identities (LGBTQ+) of overcoming coming-out-related difficulties. This is the first
experimental study investigating effects of these videos. Method(s): We conducted a double-blind randomized controlled trial on-site in Austria and
online in German-language settings from January to November 2020 with LGBTQ+ youth (14-22 years; n=483), randomized to an IGBP (n=242) or control
video (n=241). Suicidal ideation (primary outcome), help-seeking intentions, hopelessness, mood, and sexual identity were assessed at baseline (T1),
postexposure (T2), and 4-week follow-up (T3). We assessed differences among gender identities, sexual orientations, with regard to depressive
symptoms, and the role of identification. Data were analyzed with linear mixed models and mediation analysis. Result(s): There was no overall effect
on suicidal ideation, but nonbinary/transgender individuals experienced a small-sized improvement (T2: mean change [MC] from baseline MC=-0.06 [95%
confidence interval {CI} -0.16 to 0.05], p=0.60; mean difference [MD] to controls MD=-0.42 [95% CI -0.79 to -0.06], p=0.02, d=-0.10). An indirect
preventive effect on suicidal ideation at T2 through the degree of identification with the protagonist in the video was observed. There was
improvement in help-seeking intentions in the intervention group (T2: MC=0.25 [95% CI 0.15 to 0.35], p<0.001; MD=0.28 [95% CI 0.01 to 0.54], p<0.05,
d=0.09). Conclusion(s): Video narratives featuring coping might have some potential to decrease suicidal ideation and encourage help-seeking among
vulnerable youth identifying with videos, but effects are small and short-lived. Study Registration: German Clinical Trial Registry
(DRKS00019913).
LGBT health, 9(6) : 436-
446
- Year: 2022
- Problem: Depressive Disorders, Suicide or self-harm behaviours (excluding non-suicidal self-harm)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Other Psychological Interventions, Technology, interventions delivered using technology (e.g. online, SMS)