Disorders - Depressive Disorders
Gao, X., Zhang, L., Xu, H.
Background. The teaching support work of normal school students is a key step to improving students' personal teaching abilities. It
can help students understand the current situation of education in China and is a necessary way to enhance students' sense of responsibility and
mission in teaching. However, a large number of students will have significant mental symptoms such as depression and anxiety during teaching.
Therefore, doing a good job in students' mental health is not only conducive to teachers' psychological construction, but also can promote students
to develop a good outlook on education. Subjects and Methods. 118 voluntary students in a university were taken as the research objects, and all the
students were divided into an experimental group and a control group, with 59 students in each group. The intervention means based on the
transformation of the management mode of psychotherapy combined with education were proposed. The students in the experimental group used the
combined treatment means, while the students in the control group only used psychotherapy for intervention. The intervention lasted for 12 months,
and the changes in anxiety and depression symptoms of students during the intervention were evaluated. Results. The differences in anxiety and
depression scores of students before and after the treatment are shown in Table 1. Conclusions. The psychological condition of the students is the
key to deciding whether their voluntary activities can be carried out normally. It can be seen from Table 1 that the depression and anxiety scores of
students in the experimental group are significantly lower than those in the control group after the intervention. Therefore, it can be seen that the
transformation of the management mode of psychotherapy combined with education can significantly reduce the current situation of psychological
depression and anxiety of students in the support education, which is of great significance to the comprehensive development of students.
CNS Spectrums, 28(Supplement
1) : S28-S29
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Controlled clinical trials
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Gaihre, A., Sasidharan, R. K., Bista, S., Poudel, L., Khadka,
R., Rajbhandari, B.
Objectives: Substance use disorder is a pattern
of recurrent use of illicit substances that leads to severe psychosocial imbalance and recurrent relapse. The study was to evaluate the efficacy of a
yoga-based intervention as an add-on in enhancing psychological wellbeing, compared with physical exercise among substance abusers. Method(s): In
this randomized controlled study, 96 male participants with substance use disorder from a residential rehabilitation treatment center, Kathmandu,
Nepal, were randomly allocated into two groups namely the yoga group (n=48, mean age +/- SD=25.18 +/- 6.43) and the physical exercise group (n=48,
mean age +/- SD=25.02 +/- 5.02). The participants in the yoga group attended the 90 min yoga sessions for 12 weeks (six days per week) whereas the
physical exercise group attended exercise sessions for the same duration. Above mentioned interventions were in addition to standard rehabilitation
treatment. The study measured the Self-Control, Anxiety, Depression, Sleep parameters, and Mindfulness at the baseline and after 12 weeks of
intervention. Result(s): A significant enhancement in self-control was observed in both the yoga (p<0.033, d=0.33) and the exercise group (p<0.038,
d=0.32). Yoga group showed significant improvement in mindfulness score (p<0.017, d=0.37), whereas exercise group did not show any significant
changes in mindfulness (p<0.169, d=0.21). The depression and anxiety scores reduced significantly in both yoga (p<0.044, d=0.31; p<0.025, d=0.35
resp.) and exercise (p<0.032, d=0.34. p<0.039, d=0.32. resp.) group. Furthermore, significant reduction was seen in sleep disturbance after yoga
(p<0.001, d=0.52) and exercise (p<0.001, d=0.78) intervention. The sleep - somnolence score reduced significantly only in yoga group (p<0.020,
d=0.36). The magnitude of improvement was higher in the yoga group than physical exercise group on self-control, mindfulness, depression, anxiety and
some sleep parameters, however the between group differences could not reach to the level of significance. Conclusion(s): The 12 week yoga
intervention did not appear to be significantly more effective than the 12 week physical exercise program on psychological wellbeing in male
participants with substance use disorder. However, greater improvement in psychological wellbeing was observed within the yoga group. In future, a
multi-centric study with robust design, larger sample size and longer follow-up is required to conform the present results and to find out the
difference between the impacts of yoga and physical exercise on psychological wellbeing in substance abusers. Copyright © 2021 Walter de Gruyter
GmbH, Berlin/Boston.
Journal of Complementary and Integrative Medicine, 20(1) : 241-249
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders, Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Mind-body exercises (e.g. yoga, tai chi, qigong), Physical activity, exercise
Fulambarkar,
N., Seo, B., Testerman, A., Rees, M., Bausback, K., Bunge, E.
Background: Mindfulness-based interventions (MBIs) have been applied in school settings for adolescents with symptoms of
stress, depression, and anxiety; however, general conclusions of the efficacy of such interventions remain unclear. This meta-analysis reviewed
randomized-controlled MBI trials for stress, depression, and anxiety in school settings. Method(s): One hundred one records were included after
removing duplicates. Nine studies met inclusion criteria, totalling 5046 adolescents aged 12-18. Eighteen comparisons between an MBI and a control
group were analyzed. Result(s): The overall effect for symptoms of the 17 observations including stress, depression, and anxiety resulted in a
significant improvement with a small effect size (k = 17, n = 3721, Hedge's g =.33, CI 95%.17-.49 p <.01). Subgroup analysis revealed that when MBIs
were compared to an active control group effects were not significant (k = 5, n = 2753, Hedge's g =.27, CI 95% -.03-.57 p =.08), and when compared
to an inactive control group the effect was significant with a small effect size (k = 5, n = 1065, Hedge's g =.38, CI 95%.02-.75 p <.05). Analysis
of the interventions on a per symptom basis yielded a significant and moderate effect size for perceived stress (k = 7, n = 1116, Hedge's g =.55, CI
95%.31-.79 p <.01); however, there were no significant effects for depression (k = 6, n = 3172, Hedge's g =.20, CI 95% -.05-.44 p <.01) and anxiety
(k = 4, n = 837, Hedge's g =.19, CI 95% -.14-.53 p =.25). Conclusion(s): The impact of MBIs in school settings for adolescents yielded a significant
improvement for stress, but did not for depression and anxiety. The effects were significant when compared to inactive controls, but not when
compared to active controls. Implications of these findings are discussed. Copyright © 2022 The Authors. Child and Adolescent Mental Health published
by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.
Child and Adolescent Mental Health, 28(2) : 307-
317
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Mindfulness based
therapy
Frazier, P., Liu, Y., Selvey, A., Meredith, L., Nguyen-Feng, V. N.
The purpose of this study was to evaluate the efficacy of brief, self-guided
web-based interventions for decreasing distress among U.S. college students during the pandemic. Three randomized controlled trials were conducted
during the spring (Study 1), summer (Study 2), and fall (Study 3) 2020 terms, and were combined into one sample to increase power (N = 775). We
evaluated a web-based intervention that focused on increasing present control that had been shown to be effective in several studies prior to the
pandemic (e.g., Nguyen-Feng et al., 2017). This intervention was compared to an active comparison condition (psychoeducation about and reminders to
engage in Centers for Disease Control and Prevention (CDC)-recommended stress management techniques) in Study 1, to a waitlist comparison in Study 2,
and to both comparison conditions in Study 3. Participants were undergraduate psychology students at two campuses of a midwestern state university
system. Outcomes-perceived stress (primary); depression, anxiety, and stress symptoms (secondary); and boredom (tertiary)-were assessed at pretest
and posttest (and 3-week follow-up in Study 3). Differences across conditions were significant for perceived stress, stress symptoms, and boredom
(but not depression or anxiety). Contrary to hypotheses, the Present Control and CDC stress management interventions were equally effective. Both
were more effective than no intervention (between-group ds = -0.27 and -0.42). Both interventions were more effective for students with higher
baseline stress levels. Completion and adherence rates were high for both conditions. Results suggest that very brief, self-guided stress management
interventions can be effective in reducing stress among college students. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
, 70(3) : 314-
324
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Psychoeducation, Other Psychological Interventions
Faulhaber, M. E., Lee, J. E., Gentile, D. A.
An experimental study was conducted to investigate the effect of self-
monitoring limited social media usage on psychological well-being. After completing pretest measures, 230 undergraduate students from a large
Midwestern university were randomly assigned to one of two experimental conditions: either limit their social media usage to 30 min a day or to use
social media as usual. After 2 weeks of limiting, the self-monitored group showed significant improvements in their psychological well-being.
Anxiety, depression, loneliness, fear of missing out, and negative affect decreased while positive affect increased. These results suggest that
limiting social media usage may improve psychological well-being on multiple dimensions. This study is one of the first to experimentally investigate
feasible alternatives to social media use abstinence or experimenter-managed limitation. Future studies could investigate motivations and mechanisms
of social media use through qualitative explorations. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Technology, Mind, and Behavior, 4(2) : No Pagination
Specified
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Other Psychological Interventions, Technology, interventions delivered using technology (e.g. online, SMS)
Falissard, B., Buitelaar, J. K., Fegert, J. N., Penelaud, P. F., Marx, U., Picarel-Blanchot, F., Arango, C.
Background: Major depressive disorder (MfDD) in childhood is a common
psychiatric disorder. Objective(s): We report the results of a 2-year open-label (OL) extension to a short-term study, which demonstrated the
efficacy and safety of agomelatine. Method(s): The primary 12 week (W) study randomised 80 children and 320 adolescents with MDD to agomelatine 10 mg
daily (n = 102), agomelatine 25 mg daily (n = 95), placebo (n = 103) or fluoxetine 10-20 mg daily (n = 100). At W12, patients were invited to enter
an OL extension where they received agomelatine 10 or 25 mg daily for W104. The primary endpoint was change in Children's Depression Rating Scale
revised (CDRS-R) raw total score. Safety was also assessed. Finding(s): Patients (339) entered the OL extension: agomelatine-agomelatine, 10-25 mg (n
= 170); placebo- agomelatine 10-25 mg (n = 85) and fluoxetine-agomelatine 10-25 mg (n = 84). Mean changes in CDRS-R raw total score from W12 to last
post-baseline value were -16.3 +/- 12.2 in agomelatine-agomelatine; -18.9 +/- 16.1 in placebo-agomelatine and -16.1 +/- 15.5 in fluoxetine-
agomelatine. Patients in remission (CDRS-R raw total score <= 28) increased from 13.6% at W12 to 74.6% at W104. Efficacy results for adolescents were
similar to the overall population. Agomelatine was well tolerated. Treatment emergent adverse events (TEAE) occurred in 14.5% of patients: 15.3%
agomelatine-agomelatine both periods, 16.5% placebo-agomelatine, 10.7% fluoxetine- agomelatine. The most frequent treatment-related TEAEs were
headache (2.4%), dizziness (2.1%) and dry mouth/ thirst (1.8% each). Conclusion(s): Agomelatine was associated with continuous improvement in
depressive symptoms, but without a control group, no definitive conclusion can be made. These long-term results suggest possible long-term benefits
of agomelatine in a paediatric population with MDD. Additional confirmatory studies are needed.
Australian and New Zealand Journal of Psychiatry, 57(1
Supplement) : 138
- Year: 2023
- Problem: Depressive Disorders
- Type: Controlled clinical trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Biological Interventions
(any), Selective serotonin reuptake inhibitors (SSRIs), Antidepressants
(any), Other biological interventions
DuPont, C. M., Pressman, S. D., Reed, R. G., Manuck, S. B., Marsland, A. L., Gianaros, P. J.
Meta-analyses indicate
that positive psychological interventions are effective at increasing positive affect, as well as reducing anxiety and depression; however, it is
unclear how well these effects generalize during periods of high stress. Therefore, the current study tested whether a 2-week online positive
psychological intervention delivered during the COVID-19 pandemic, a naturalistic stressor, (1) increased positive affect; (2) improved psychological
well-being, optimism, life satisfaction, perceived social support, and loneliness; (3) and reduced negative affect in college students, a group known
to have high pandemic distress. Participants (N = 250; 76.9% female) ages 18-45 were recruited from the University of Pittsburgh undergraduate
subject pool between September and November of 2020. Participants were randomized to the online positive psychological intervention or active control
condition and stratified by trait positive affect, sex, and year in college. Participants in both conditions completed one writing activity every
other day for two consecutive weeks. Control participants documented their activities for that day (e.g., meals, going to gym). Intervention
participants chose from six positive psychology activities. All outcome variables were assessed pre- and post-intervention by validated
questionnaires. Across both conditions, positive and negative affect decreased from pre- to post-intervention. No other psychological factor differed
by condition, time, or their interaction. The current null findings are in line with a more recent meta-analysis indicating that positive
psychological interventions may have smaller effects on psychological well-being and depressive symptoms than was reported pre-pandemic. Study
findings may suggest reduced efficacy of virtual positive psychological interventions under highly stressful circumstances.\rSupplementary
Information: The online version contains supplementary material available at 10.1007/s42761-022-00148-z.
Affective Science, 4(1) : 101-
117
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Positive
psychology, Technology, interventions delivered using technology (e.g. online, SMS)
Dunkley, D.
M., Richard, A., Tobin, R., Saucier, A.
M., Gossack, A., Zuroff, D. C., Moskowitz, D. S., Foley, J. E., Russell, J. J.
This study of 176 university students tested a single-session explanatory feedback intervention (EFI), derived from the perfectionism coping
processes model. Participants with higher self-critical perfectionism completed daily measures of stress appraisals, coping, and affect for 7 days. A
randomized control design was used to compare an EFI condition with a waitlist control condition over 4 weeks with individualized feedback delivered
one-on-one by student trainees in-person or remotely through videoconferencing. The feasibility of the individualized analyses of each participant's
daily data was supported by identifying daily trigger patterns, maintenance tendencies, strengths, common triggers, and best targets for reducing
negative mood and increasing positive mood across several stressors for each participant. Participant ratings indicated that the comprehensive
feedback was coherent and functional. Participants in the EFI condition, compared to those in the control condition, reported increases in
empowerment, coping self-efficacy, and problem-focused coping, as well as decreases in depressive and anxious symptoms. Between-group effect sizes
were moderate-to-large. There were reliable improvements in empowerment and depressive symptoms for 56% and 36%, respectively, of participants in the
EFI condition. These findings demonstrate the broad applicability, conceptual utility, and effectiveness of the EFI for self-critical perfectionistic
individuals. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
, 29 : 29
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions, Biofeedback, neurofeedback, audio/video feedback
Dhakal, S., Gupta, S., Sharma, N. P., Upadhyay, A., Oliver, A., Sumich, A., Kumari, V., Niraula, S., Pandey, R., Lau, J. Y. F.
Child labourers are more likely to have experienced physical victimisation, which may increase risk for anxiety/depression, by
shaping threat biases in information-processing. To target threat biases and vulnerability for anxiety/depression, we evaluated whether Cognitive
Bias Modification (CBM) training could be feasibly and acceptably delivered to rescued youth labourers. Seventy-six physically abused rescued
labourers aged 14-17 (40 from Nepal, 36 from India) in out-of-home care institutions received either multi-session computerised CBM or control
training. Training targeted attention away from threat to positive cues and the endorsement of benign over threat interpretations. Feasibility and
acceptability data were gathered along with pre and post intervention measures of attention and interpretation bias and emotional and behavioural
symptoms. In terms of feasibility, uptake (proportion of those who completed the pre-intervention assessment from those who consented) and retention
(proportion of those who completed the post-intervention assessment from those who completed the pre-intervention assessment) were above 75% in both
countries. Average acceptability ratings were mostly 'moderate' on most indices for both countries, and none of the participants reported
experiencing serious adverse events or reactions in response to or during the trial. Secondarily, CBM participants showed increased attention to
positive and decreased attention to threatening stimuli, as well as increased endorsement of benign interpretation and decreased endorsement in
negative interpretations of ambiguous social situations. Symptom changes were less clear. Delivering CBM to former child labourers in out-of-home
care institutions has interventive potential. ClinicalTrials.gov Identifier: NCT03625206, Date of registration: August 10, 2018. Copyright © 2023
Behaviour Research and Therapy, 162 (no
pagination) :
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Attention/cognitive bias
modification
Davis, C. H., Twohig, M. P., Levin, M. E.
Background: Depression is a significant concern among college
students, who suffer at higher rates and with greater severity than the general population. Online self-help could reduce the burden currently placed
on college counseling centers, and programs based in cognitive behavioral therapies (CBTs) have a strong evidence base. However, online CBTs for
depression often suffer from low adherence rates. An understudied method for improving adherence in this population is offering students a choice
between various CBTs. Method(s): We conducted a randomized trial with 142 students with high levels of depression, with a subset of participants
randomly receiving either traditional cognitive behavioral therapy (tCBT) or acceptance and commitment therapy (ACT) and an additional arm who could
choose between the two. Result(s): Both treatments effectively reduced depression over 10 weeks, with ACT showing a slight advantage over tCBT.
Surprisingly, students who were randomized to their treatment saw greater reductions in anxiety, and higher adherence to the program, than those who
chose between the two. Limitation(s): Our study suffered from a notable amount of dropout and our results should be considered preliminary. Our
sample size was relatively small at posttreatment, limiting our ability to make strong conclusions about group differences. Additionally, further
steps could have been taken to minimize the risk of bias when presenting treatment options to the choice group. Conclusion(s): Our preliminary
results suggest that simply providing students with an evidence-based resource may be more important than providing options and raise additional
questions about the function of client preference in self-help dissemination. Copyright © 2023 Elsevier B.V.
, 325 : 413-
420
- Year: 2023
- 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), Acceptance & commitment therapy
(ACT), Self-help, Other service delivery and improvement
interventions
Dardas, L. A., Xu, H., Franklin, M. S., Scott,
J., Vance, A., van-de-Water, B., Pan, W.
BACKGROUND: Cognitive behavioural therapy (CBT) and medication are widely accepted and useful interventions for individuals with
depression. However, a gap remains in our current understanding of how CBT directly benefits adolescents with depression.\rAIMS: The purpose of this
study was to examine the short- and long-term effectiveness of CBT only, CBT+Medication, or Medication alone in reducing the duration of major
depressive episodes, lessening internalizing and externalizing symptoms and improving global functioning.\rMETHODS: Data were extracted from 14
unique studies with a total of 35 comparisons. Network meta-analysis was conducted and p-scores, a measure of the extent of certainty that one
treatment is better than another, were used to rank treatments.\rRESULTS: There was no significant difference between any two treatments for
depression, nor internalizing or externalizing symptoms. For global functioning, CBT had significantly greater effect at the longest follow-up than
CBT+Medication. CBT+Medication had the highest p-score for depression, short- and long-term effects, and internalizing and externalizing symptoms
long-term effects. No indication of publication bias was found.\rCONCLUSIONS: Neither modality, CBT nor medication, is superior for treating
adolescent depression. However, CBT was superior in improving global functioning, which is essential for meeting developmental goals.
, 51(3) : 230-245
- Year: 2023
- Problem: Depressive Disorders
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Biological Interventions
(any), Antidepressants
(any), Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
da-Silva, C. C.
G., Bolognani, C. V., Amorim, F. F., Imoto, A. M.
Background: Medical schools have used mindfulness meditation as a strategy to assist students in
stress management. This study aimed to seek evidence regarding the effectiveness of mindfulness-based training programs in reducing psychological
distress and promoting the well-being of medical students. Method(s): We conducted a systematic review and meta-analysis. Cochrane Library, Embase,
PubMed/MEDLINE, PsycINFO/PsycNet, LILACS/BVS, ERIC (ProQuest), Web of Science, OpenGrey, and Google Scholar were searched for randomized clinical
trials published until March 2022, without time or language restrictions. Two authors independently screened the articles, extracted data using a
standardized extraction form, and assessed the methodological quality of the included studies using the Cochrane's Risk of Bias 2 (ROB 2) tool and
the quality of evidence using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) tool. Result(s): Of the 848 articles
retrieved, 8 met the inclusion criteria. Mindfulness-based training improved the outcomes: mindfulness (small post-intervention effect: SMD = 0.29;
95% CI: 0.03 to 0.54; p = 0.03; I 2 = 46%; high evidence quality, and small effect at follow-up: SMD = 0.37; 95% CI: 0.04 to 0.70; p =
0.03; I 2 = 53%; low evidence quality), psychological well-being/health (there was no statistically significant difference between the
groups in the post-intervention effect: SMD = - 0.27; 95% CI: - 0.67 to 0.13; p = 0.18; I 2 = 76%; moderate evidence quality, and a
significant difference at follow-up: SMD = - 0.73; 95% CI: - 1.23 to - 0.23; p = 0.004; I 2 = 61%; low evidence quality), and stress
(small post-intervention effect: SMD = - 0.29; CI of 95%: - 0.56 to - 0.02; p = 0.04; I 2 = 57%; moderate evidence quality, and moderate
effect at follow-up: SMD = - 0.45, 95% CI: - 0.67 to - 0.22, p = 0.0001, I 2 = 0%, moderate evidence quality). The quality of evidence for
the anxiety, depression, and resilience outcomes is low and for the empathy outcome, very low. Conclusion(s): The results indicate that the students
who participated in the mindfulness training perceived improvements in the stress and psychological distress symptoms and improved health perception
and psychological well-being. However, the significant heterogeneity among studies should be considered when interpreting these findings. Systematic
review registration: PROSPERO CRD42020153169. Copyright © 2023, The Author(s).
Systematic Reviews, 12(1) :
- Year: 2023
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Mindfulness based
therapy