Search

The purpose of this study is to investigate the frequency of education, knowledge of radiation and workplace anxiety of Fukushima Daiichi Nuclear Power Plant (FDNPP) workers and to analyze what type of words are used for anxiety with a text mining method. An original questionnaire survey was given to FDNPP workers, and a text mining method was used to extract information from free-entry fields. The questionnaires were collected from 1135 workers (response rate: 70.8%). It was found that when workers receive education on radiation, the increased knowledge helps to reduce their anxiety. Among the 1135 workers, 92 of 127 completed the free-entry field with valid entries. Seventy-one words were extracted by the text mining method. The words used differed depending on the degree of anxiety. The text mining method revealed information about the presence or absence of radiation anxiety and the subjects’ working environment and background.

The current study examined elementary (or primary) school teachers’ knowledge of student anxiety and evidence-based anxiety reduction strategies, whether this knowledge was associated with their use of evidence-based anxiety reduction strategies in the classroom, and correlates of teacher knowledge and use of anxiety reduction strategies in the classroom. Fifty-one volunteer elementary teachers (98% female; 98% White) participated and completed questionnaires about: themselves and work-related factors (e.g., years of teaching experience, self-efficacy), knowledge of student anxiety and anxiety treatment (e.g., core manifestations of anxiety such as physiological arousal, behavioural avoidance, and anxious thoughts), and use of anxiety reduction strategies in the classroom (e.g., relaxation strategies, encouraging the use of coping self-talk, and gradual exposure to feared situations). Results indicated that the average score on the knowledge assessment was 57% and knowledge levels were unrelated to self-reported use of anxiety reduction strategies. The most robust correlate of knowledge of anxiety and use of anxiety reduction strategies was teachers’ perceived personal accomplishment. Findings suggest additional teacher training to increase knowledge about student anxiety and use of evidence-based anxiety reduction strategies in the classroom is warranted.

Problematic anxiety in students impairs academic functioning. Teachers are often the first among school personnel to interact with these students, but they rarely receive training in evidence-based anxiety reduction strategies. This study assessed the feasibility of a brief teacher-administered school-home intervention (TAPES; Teacher Anxiety Program for Elementary Students) to reduce student anxiety symptoms. Eight elementary teachers completed a 1-day training and administered TAPES to 10 students with elevated symptoms of anxiety (M age: 8 years old; 50% female; 90% Caucasian). Feasibility of the intervention was assessed using several indicators, including training and intervention satisfaction as well as fidelity of implementation. Pre–post intervention student outcomes were collected from parents, students, and teachers. Results indicated that the majority of teachers were satisfied with the training and reported the intervention was feasible. Paired t-tests on pre–post outcome measures revealed significant reductions in student anxiety symptoms according to teachers and parents. Preliminary results suggest TAPES is feasible and helpful in reducing anxiety symptoms. Additional evaluation using a randomized controlled design is warranted.

Research has shown that writing can help reduce anxiety in individuals who have experienced trauma or complicated grief. This small case study asked if writing could also reduce anxiety in those bereaved by addiction. For this study, thirteen individuals who experienced increased anxiety as a result of bereavement by addiction completed two semi-structured interviews and responded to ten writing prompts over four weeks. Thematic analysis was used to analyze interview transcripts and narrative analysis was used to analyze participants��� writing. Findings from this study suggest that writing decreased anxiety for six participants by helping them to identify intrusive ruminations and by demonstrating the progress they had made since the death of their loved one. However, more research is needed to understand why writing reduced anxiety for only half of these participants and to understand how writing might be more effectively used as a therapeutic intervention for individuals bereaved by addiction.

Extensive research has been published on the effects of music in reducing anxiety. Yet, for most of the existing works, a common methodology regarding musical genres and measurement techniques is missing, which limits considerably the comparison between them. In this study, we assess, for the first time, markedly different musical genres with both psychological and physiological measurements. Three previously studied musical samples from different genres—classical (Pachelbel’s Canon in D), Turkish (Hüseyin Makam), and electroacoustic (pure electronic)—were employed to influence “everyday anxiety” in 50 German participants (25 females, 25 males). Psychological (self-perception assessment) and physiological (heart rate measurement) indicators of anxiety, as most typical of prior work, were considered. Our study shows that listening to Pachelbel’s Canon increases the self-perception of calm, whereas listening to the electroacoustic sample decreases it; the Turkish sample is in between. No differences in heart rate are found for any of the musical genres. Our study also suggests that listeners’ self-perception might be biased by the statements used in the psychological evaluation (positive or negative), which are interpreted differently by the subjects depending on their current state.

This study aims to investigate whether there is a dose- effect relationship between music intervention and anxiety reduction in first-year dental students. We hypothesized that more frequent sessions of music concerts would result in a larger and longer lasting anxiety reduction outcome. To test our hypothesis, we invited first-year dental students to attend five live string-quartet music concerts over two consecutive academic terms. We assessed anxiety levels (STAI-6) and the students’ music concert perceived experience. Our results demonstrated that first-year dental student posed the highest anxiety levels before the series of concerts initiated. There was an overall significant reduction in anxiety levels, which plateaued over time. Dental students exhibited a strong positive perception of the live music concerts experience and wanted to have the music concert experience more often. We conclude that music concerts are a feasible tool to reduce anxiety in dental students particularly for female dental students.

Introduction: Hospitalized still be an unpleseasant experience and cause traumatic for children. So that children express with a feeling of angst, angry, fear, sad therefore need exerts his therapy playing for minimize anxiety on a child. Objective: The purpose of this literature study to find out therapy playing lego as the lower anxiety at the age of a preschool due to the hospitalized. Method: Research using data such as a base Google Scholar, PubMed, Elseveir, Science Direct and Pro-Ques with the key word in period 2015-2020. Results: Once in the 20 journal in accordance with the title and the results of a matrix by the synthesis in the group into three part of of the input, the process and output. Discussion: After done analysis of 20 journal provision therapy playing on the give positive influence of thw anxiety children are heavy became lighter was. Conclusion: Therapy playing lego effective used us a method of anxiety at the age of a preschool, besides being able to improve the remember and feeling and emotions, lego can also reduce anxiety in children due to the hospitalization.

Although rituals are believed to lower anxiety, the underlying mechanism of anxiety reduction has not been explained well enough. According to Boyer and Liénard (2006), ritualized behavior decreases the anxiety levels because it swamps working memory. This blocks anxious thoughts’ access to consciousness. As a result, ritualized behavior lowers anxiety temporarily but maintains it in the long run. In the article, I analyze what processes should be engaged in ritualized behavior to bring the aforementioned outcomes. I propose that ritualized behavior has anxiolytic properties if it preoccupies consciousness without placing too many demands on cognitive control. While conscious preoccupation with ritualized behavior should reduce anxiety, cognitive control load related to efforts to concentrate on ritualized behavior may bring immediate paradoxical effects of self-regulation, i.e., anxiety increases. Moreover, since anxiety disrupts attentional control capabilities, ritualized behavior should not be too cognitively demanding if an anxious person is to perform it.

The FRIENDS for Life (FFL) programme, a school-based anxiety prevention programme, targets anxiety reduction and resiliency development in elementary school-aged children (Barrett, Sonderegger & Xenos, 2003). In the context of equivocal effectiveness findings regarding FFL in Canadian schools, the present study assessed pre–post changes in anxiety, self-esteem, and prosocial behaviour in a school system in Northeastern Canada. To yield further insight to the potential sources of equivocal FFL effectiveness findings, we also evaluated FFL treatment integrity (TI) and social validity (SV). Few studies have assessed FFL TI at the level of identifying which programme sessions, or within-session content, have or have not been adhered to (Higgins & O'Sullivan S, 2015). Similarly, few studies have provided detailed programme SV data or perceived programme benefits by children and parents. TI and SV can provide programme data beyond anxiety reduction, which is key in prevention programming research, as pre–post changes are challenging to detect in ‘healthy’ samples (Durlak & Wells, 1997). Treatment outcome, TI, and SV data were collected from classrooms across 10 elementary schools administering FFL. The sample included 210 child and 108 parent participants; post-testing occurred 1 week following FFL programme completion. Findings indicated significant decreases from pre- to post-test in child-reported anxiety and self-esteem but no changes in prosocial behaviours. Findings suggest that low TI ratings may have impacted anxiety, self-esteem, and prosocial behaviour results, and that child-reported SV may be more related to programme outcomes than parent-reported SV. Implications for FFL programme developers and future FFL evaluation studies are discussed.

Background and Aims: Student life has its challenges although it offers new opportunities for the individual. The present study aimed to determine the effectiveness of mindfulness training on reducing anxiety and improving the quality of life as well as perceived academic control of students. Materials and Methods: This quasi-experimental study was conducted based on a pretest and posttest design with a control group. The population of this study consisted of 40 students who were identified through anxiety, quality of life, and perceived academic control questionnaires. They were then randomly assigned to the case (n=20) and control (n=20) groups. The experimental group was subjected to eight 2-h mindfulness training sessions for two months. On the other hand, the control group received no pieces of training. It should be mentioned that the posttest sessions were administered for both groups. The data were analyzed using covariance analysis. Results: The results showed that the implementation of mindfulness training sessions had a significant effect on reducing anxiety (P

The development of the Skilful surfing Online For Anxiety Reduction (SO-FAR) in pregnancy (SO-FAR) mental health (mHealth) application (app) was supported by previous research which modelled the theory of Skilful Surfing. The model informed the app development, with each facet of the model corresponding to a different intervention included in the app. The aim of this chapter was to report the development of an mHealth app to relieve pregnancy-specific health anxiety. App content inclusion was based on previous literature and recommendations for mHealth app inclusions. Overall, the chapter provides the reader with a comprehensive account of the development of the SO-FAR app which may reduce levels of pregnancy-specific HA by encouraging women to become more adept when navigating through online health information, self-aware, and educated and promoting the ability to identify triggers and understand when and why they are experiencing maladaptive cognition and rumination in a self-guided manner.

(1) Background: For nearly 20 years, the wingwave® method, which combines elements of eye movement desensitization and reprocessing (EMDR) and a muscular strength test, has been used to reduce anxiety and improve relaxation in subjects. Past studies have scientifically evaluated this method in various contexts and have found it to be effective. In this study, we investigated the effects of short-term wingwave® coaching on specific anxiety parameters regarding school, concentration ability, and subjective feelings towards two self-chosen themes in schoolchildren. (2) Methods: A group of 53 schoolchildren aged 11 to 12 years were randomly divided between an experimental and a control group. The experimental group received an intervention of three wingwave® coaching sessions (one hour each). In these sessions, past and present negative feelings towards school as well as psychological resources to face future tasks in school were focused on and utilized. (3) Results: The results showed that the overall text anxiety, manifested anxiety, and dislike of school decreased significantly in the experimental group after the three coaching sessions compared to the control group. Furthermore, both concentration ability and the subjective feeling towards self-chosen subjects improved significantly in the experimental group compared to the control group. (4) Conclusions: Our results indicate that the wingwave® method is an appropriate and effective instrument to reduce school anxiety and to improve concentration performance in schoolchildren—at least in the short and medium term.

This study aims to determine the relationship of emotional intelligence with anxiety reduction in students of the Faculty of Pharmacy, Institut Kesehatan Helvetia Medan 2016/2017. This study used quantitative approach. Measuring instruments used in the form of emotional intelligence scales are based on the theory of emotional intelligence by Goleman who has 30 items and anxiety reduction scales that are based on Conroy's theory have 30 items. The samples of this study were 80 students of the Faculty of Pharmacy, Institut Kesehatan Helvetia. The data analysis method used in this study is the Pearson Product Moment correlation with the correlation r = -0,649, with a significant p = 0,000 means (p

Introdução: A ansiedade pré-competitiva constitui-se um dos temas mais estudados dentre os fatores psicológicos, para o desempenho em competições de alto rendimento. Quando se trata de categorias de base esta pressão pode ser maior, considerando a estrutura psíquica e a idade destes pequenos atletas. Objetivo: O objetivo deste relato é discutir teoricamente sobre os conceitos de estresse e ansiedade pré-competitiva, descrevendo uma experiência de aquisição de técnicas e comportamentos dos participantes por meio de um treinamento de habilidades mentais no dia da competição. Métodos: Este estudo foi realizado a partir das observações de quatro atletas entre 11 e 13 anos no Campeonato Brasileiro de Judô em 2018, após um período de sete meses de treinamentos de habilidades mentais, realizadas em um projeto de intervenção em Psicologia do Esporte. Resultados: Por meio de relatos e observações forma observados o uso de estratégias e técnicas para redução de ansiedade, utilizadas pelos quatro atletas participantes do projeto. Conclusão: Os resultados demonstraram que os fatores situacionais como sensações corporais somáticas e pensamentos disfuncionais, denotaram os principais modos como à ansiedade foi vivenciada por estas crianças. As técnicas aprendidas no treinamento mental vivenciado pelos atletas, foram aplicadas na competição e tiveram impacto positivo no controle das ansiedades cognitiva e somática. ABSTRACT. Pre-competitive anxiety in athletes of the judo base categories: experience report of brazilian judo championship. Background: Pre-competitive anxiety is one of the most studied themes among psychological factors for performance in high performance competitions. When it comes to grassroots categories this pressure can be higher considering the psychic structure and age of these little athletes. Objective: The objective of this report is to discuss theoretically the concepts of pre-competitive stress and anxiety, describing an experience of acquiring participants’ techniques and behaviors through a training of mental skills on the day of competition. Methods: This study was conducted from the observations of four athletes between 11 and 13 years old at the Brazilian Judo Championship in 2018, after a seven-month period of mental skills training, performed in an intervention project in Sports Psychology. Results: Through reports and observations, it was observed the use of strategies and techniques for anxiety reduction, used by the four athletes participating in the project. Conclusion: The results showed that situational factors such as somatic body sensations and dysfunctional thoughts, denoted the main ways anxiety was experienced by these children. The techniques learned in the mental training experienced by the athletes were applied in competition and had a positive impact on the control of cognitive and somatic anxieties.

Aim: The aim of this study was to determine the examination of relaxation training based on the PRECEDE-PROCEED model in anxiety reduction on nursing staffs. Materials and Methods: Intervention studies were examined in Alzahra hospital on 64 members of the nursing staffs based on Spielberger anxiety questioner with higher anxiety score in 2016. We used Spielberger (State-Trait Anxiety Inventory) questionnaire for the measurement of the anxiety and for assaying predisposing, enabling and reinforcing factors, a questionnaire designed based on the PRECEDE- PROCEED model. Participants were divided randomly into 2 intervention and control groups. The educational training was carried out in 4 sessions for 45-60 minute in the intervention group. Questionnaire completion was done before, immediately and 4 months after the training. Data were analyzed in SPSS 22 (p˂0.05). Findings: The results of this study showed that the mean of anxiety score before of training in two groups did not significantly (p=0.12), but after of training, the anxiety score was decreased significantly in the intervention group (p˂0.01). Also, after training, the amount of predisposing factors, enabling factors, and reinforcing factors increased significantly in the intervention group in comparison to control group (p

Character customization is a prominent feature in digital games, affording users the ability to tailor one’s virtual self-representation (avatar) to match aspects of their actual or ideal self, influencing psychological well-being. The mental health implications of character customization can be partially explained by self-discrepancy theory, which argues that achieving congruence with one’s avatar reduces cognitive dissonance. However, the role of undesirable self-concepts such as mental health ailments have largely been overlooked in this context despite forming part of one’s identity. In theory, customization of an avatar representing undesirable self-concepts presents a self-regulatory paradox: individuals desire to reduce discrepancies with a self-representation, yet they also desire to enlarge discrepancies with a disliked-self. To reconcile this, two experiments explored the psychological implications of imbuing avatars with undesirable self-concepts. In Study 1 (N= 90), participants customized an avatar to represent anxiety within themselves (i.e., an anxiety avatar). Customization significantly reduced state anxiety compared to a control group, supporting the proposed discrepancy-reduction mechanism. Study 2 (N= 122) employed a 2 (customization: yes, no) × 2 (destruction: yes, no) between-subjects design, with participants either destroying or observing an anxiety avatar. Destruction of customized anxiety avatars resulted in the largest reduction in anxiety among all conditions, supporting the proposed discrepancy-enlargement mechanism. Theoretical and practical implications for the use of avatar-based e-mental health interventions are discussed.

Experimental studies have developed, conducted, and evaluated classroom interventions for foreign language anxiety (FLA) reduction. However, various characteristics of those classroom interventions make it difficult to synthesize the findings and apply them to practice. We conducted what is, to the best of our knowledge, the first systematic review on educational interventions for FLA. Six criteria were established for inclusion of studies. Using English keywords, we identified 854 potentially eligible studies through ProQuest and Scopus, 40 of which were finally included. All included studies were published from 2007 to 2020. The studies differed in type of intervention, duration of intervention, and scale to measure FLA. Our systematic review resulted in seven features of classroom interventions, categorized as student–student interactions, student-teacher interactions, self-management, and mood boosters; we also categorized interventions as either individual or interactional.

The quasi-experimental study reported in this paper investigated whether contracting students’ speaking in the foreign language (FL) classroom could effectively mitigate their FL classroom anxiety. It also explored the working mechanisms of this approach to the reduction of classroom anxiety and examined the attitudes FL students had toward it. To these ends, 42 Chinese-as-the-first-language university students learning English as a foreign language (EFL) were recruited and placed into the experimental (n = 20) and comparison groups (n = 22). Both groups were tested for anxiety before and after completing a 1-week contract and a non-contracting treatment, respectively. The experimental group participants’ diaries were also collected, and their attitudes toward the intervention were elicited. Results showed that the experimental group’s level of anxiety decreased significantly more as compared with that of the comparison group, suggesting the better efficacy of contracting speaking in FL anxiety reduction. Diary analyses also suggested that contracting speaking could increase learners’ FL learning engagement; enhance their self-efficacy; facilitate their self-reflection of weaknesses and strengths as an FL learner; cultivate their character strengths and positive emotions; and diminish their fear, nervousness, and worries in class. Furthermore, the experimental group participants generally did not feel uncomfortable with the intervention. These findings were discussed in relation to classroom pedagogy for more effective delivery of FL education.

Color therapy, healing through color, supposedly works through the physical exposure to color. In two studies, we assessed stress and anxiety reduction after color exposure using a commercially available relaxation‐through‐color routine. Participants either completed the routine by looking at the accompanying color disks or at a white patch. In study 1 (longitudinal), 60 participants completed the routine three times, each testing session separated by a week. In study 2 (cross‐sectional), 63 participants completed half of the trials once. In both studies, we recorded a decrease in stress and anxiety levels comparing before‐after scores. In study 1, we recorded incremental decreases with each week. Crucially, decreases were the same whether participants (a) physically saw colors or not, and (b) completed the full or shortened version. We conclude that other factors but physical exposure to color explain changes in affective states associated with this and probably other color therapy routines.

The purpose of this quasi-experiment is to test two different methods for helping students reduce anxiety before an exam. Students in two introductory psychology courses ( N = 111) engaged in either a focused breathing exercise or an expressive writing exercise before their final exam. Results indicated that, compared with previous exam performance, both focused breathing and expressive writing improved performance for students with high levels of trait test anxiety. However, there was no effect on final exam performance for either method for students with low levels of trait test anxiety. Both the exercises appeared to reduce state anxiety for students, although the reduction was greater for students with high levels of trait test anxiety. These findings can be used to assist students who struggle with trait test anxiety.

Growing evidence of transcranial alternating current stimulation (tACS) modulating intrinsic neural oscillations has spawned interest in applying tACS to treat psychiatric disorders associated with aberrant neural oscillations. The alpha rhythmic activity is known to dominate neural oscillations at the awake, restful state, while attenuated resting-state alpha activity has been implicated in anxious mood. Administering repeated alpha-frequency tACS (α-tACS; at individual peak alpha frequency; 8–12 Hz) over four consecutive days (in the experiment group, sham stimulation in the control group), we demonstrated immediate and lasting (>24 h) increases in resting-state posterior ➔frontal connectivity in the alpha frequency, quantified by Granger causality. Critically, this connectivity enhancement was accompanied by sustained reductions in both anxious arousal and negative perception of sensory stimuli. Resting-state alpha power also increased, albeit only transiently, reversing to the baseline level within 24 h after tACS. Therefore, the lasting enhancement of long-range alpha connectivity due to α-tACS differs from local alpha activity that is nonetheless conserved, highlighting the adaptability of alpha oscillatory networks. In light of increasing recognition of large-scale network dysfunctions as a transdiagnostic pathophysiology of psychiatric disorders, this enduring connectivity plasticity, along with the behavioral improvements, paves the way for tACS applications in clinical interventions of psychiatric ‘oscillopathies’.

This study compared the effects of 4 different coloring activities on state anxiety scores to determine whether adult coloring books are as effective as other coloring activities in reducing anxiet...

An exploration of the role that creativity can play in anxiety reduction was conducted using a quantitative study design. Participants completed the State Anxiety Inventory (SAI) before and after c...

Background: Many studies have shown the positive effects of extended mindfulness interventions on anxiety reduction in several different populations; however, few have yet to examine the effects of mindfulness interventions on test anxiety in a college student population. Aim: This study assesses the effects of overall test anxiety reduction through the use of Dialectical Behavior Therapy's (DBT's) mindfulness skills over an eight-week period among college students. Methods: Participants included 16 college students that were trained in mindfulness, which included an eight-week mindfulness training using DBT's "What" and "How" skills of the mindfulness module. Participants were assessed on text anxiety, general anxiety, and mindfulness at the beginning, mid-way point, and end of the study. A weekly schedule of mindfulness practices was given to participants to complete on their own at home. Results: Participants showed significant within-group reductions in test anxiety from the start of the study ( Mean = 56, SD = 11.47) to the end of the study ( Mean = 37.56, SD = 9.98). Conclusions: It is likely a mindfulness intervention that specifically teaches the “What” and “How” skills of DBT can help students reduce not only test anxiety, but overall anxiety, as well as increase individual levels of mindfulness based on the self-reported mindfulness questionnaire. Further research is needed to more definitively assess these results matched against a wait-list control group.

Cognitive behavioral therapies (CBTs) are efficacious treatments for anxiety disorders in Latino youth. However, there is a gap in knowledge about moderators of CBT outcomes in Latino youth. This study addresses this gap by examining parental acculturation as a moderator of youth anxiety outcomes in a randomized controlled trial of parent-involved CBT (CBT/P) and peer-involved group CBT (GCBT) in 139 Latino youth (ages 6 to 16 years; mean age = 9.68 years). Comparable youth anxiety reduction effects were found for CBT/P and GCBT. Parental acculturation to majority US culture, but not identification with country of origin, significantly moderated youth anxiety outcomes: at low levels of parental acculturation to majority US culture, youth posttreatment anxiety scores were lower in GCBT than CBT/P; at high levels of parental acculturation to majority US culture, youth posttreatment anxiety scores were lower in CBT/P than GCBT. These findings provide further evidence for the efficacy of CBTs for anxiety disorders in Latino youth and also provide guidance for moving toward personalization of CBTs' selection depending on parental acculturation levels.

Researchers note the use of recorded music for anxiety reduction, but have rarely studied the effects of instrumentation. The investigator asked two questions: (a) Do string music, piano music, and marimba music each promote a reduction in anxiety, and (b) Is there a difference among these instrument types regarding their ability to facilitate anxiety reduction? Prior to giving a classroom presentation, university student participants ( N = 54) listened to a version of Bach Air from Orchestra Suite No. 3 in D. Major , BWV 1068, using strings, piano, or marimba. Results indicated a significant difference for anxiety reduction from pretest to posttest when all participants were included as one group, or when in their separate respective groups. Analysis indicated no significant difference among the three groups for anxiety reduction. This feasibility study therefore offers preliminary indications that particular types of percussion instrumentation may be as effective as other instrumentation for anxiety reduction.

Despite a wealth of knowledge on the importance of resource availability and reward processing for emotional regulation, surprisingly little is known about the extent to which these two mechanisms interact. Indeed, while research largely supports a positive association between reward processing and recovering from a negative emotional experience, the research does not make a clear prediction regarding the effect of resource availability on this relationship. In two experiments, we explored the extent to which resource availability impacts the efficacy of reward processing to reduce the aversive emotional experience of anxiety. We manipulated participants' mental resource availability, induced anxiety, and varied exposure to either a rewarding or non-rewarding stimulus. The findings consistently demonstrate an interaction between resource availability and reward processing; specifically, the combination of high resource availability and reward processing facilitated the greatest levels of anxiety reduction. Moreover, this interaction was shown to amplify with the intensity of participants' exposure to the reward stimulus. We discuss the practical contributions of these findings and their generative nature for further clarifying the processes underlying emotional regulation.

Although millions of cats live among humans worldwide the scientific community knows relatively little about cat behavior and cognition. Olfaction is an important perceptual sense for many members of Carnivora, however the role of chemical signals in cat social relationships is not fully understood. Research indicates chemical signals play an important role in many areas of cat behavior including mother-offspring and conspecific interactions and exploration of their environment. Chemical cues appear to play a role in stress and anxiety reduction, allowing cats to feel secure in their environment. A better understanding of cat chemical signals, especially as it relates to within and between species communication, may lead to an increase in cat wellbeing as humans can utilize this knowledge in applied settings. Therefore, the purpose of this review is to investigate how cats process and use chemical signals in social contexts and identify ways this information can be applied to address cat behavioral issues, such as inappropriate litter box and scratching behavior, and improve cat welfare, including species-appropriate ways of reinforcing the human-cat bond.

This study investigated the continuous influence of applying formative assessment on EFL (English as a foreign language) learners’ anxiety and listening efficacy. The participants, divided into an experimental and a control group, were 60 Iranian EFL learners in an English-language institute. This study thus highlights the pedagogical implications of assessment in EFL classrooms. Therefore, this report investigated the effect of formative testing used by teachers on students’ achievement in EFL classes and its effect on reducing anxiety and improvement of listening efficacy. All in all, our hypothesis was that providing learners with formative testing during the instruction will have a beneficial impact on their improvement and learning. The sample consisted of one experimental and one control group. The data collected were analyzed by using t-test. The results revealed that there was a significant difference in the level of achievement of the treatment group in the intended matters (anxiety and listening efficacy in comparison to the control group in the summative test due to taking advantage of formative assessment).

Anxiety and claustrophobic reactions in MRI examinations cause unintentional movements, and such motion artifacts lead to interpretation problems. Furthermore, requested anesthesia makes the process costly. A total of 60 outpatients were examined in the Diagnostic Centre of Pécs, Hungary, to test whether synchronizing recorded music to the gradient pulsation of the MRI device can improve the sedative effect of the music. The patients were assigned to three groups: a nonmusic (control), an original tempo (random) and a synchronized music (synchronous) group. Results showed a significantly decreased state anxiety level after the MRI examination in the random and synchronous groups as compared with the control group. However, there was no difference in the effectiveness of either music conditions regarding state anxiety level after the examination. Participants in the music groups found the examination significantly more pleasant compared with the control group. In conclusion, the present study provides support for the notion that listening to music during an MRI examination significantly reduces patient anxiety, whereas noise attenuating devices do not provide the same effect. peerReviewed

Interpretations of the curious behavior observed in shipwrecked sailors, prisoners of war, and even of Admiral Byrd in the Antarctic usually have emphasized the role of isolation in the changes of behavior observed. Isolation may be stress inducing for some people and stress reducing for others. Explanations of isolation effects have included psychodynamic process change, disturbance of social interaction patterns, and individual difference reactions, among others. Flotation appears to be a possible effective intervention for several health conditions. Time for each float was up to 60 minutes and the runs were usually about 1 week apart. Flotation may have its effect, at least in part, by providing a comfortable environment in which such cognitive restructuring can occur. A distinct possibility exists that neurotransmitter changes are associated with the flotation experience. These in turn may bring about cognitive or behavioral changes.

Alpine skiing is the kind of sport where there is little time for proving athletes’ abilities – the number of attempts is so low that each of the smallest mistakes reflects highly on the result of the participant. The aim of this study is to extend the knowledge of psychological preparation in Alpine skiing at a high performance level. This Article presents results of the research, which focused on the relationship between Alpine skier’s competition effectiveness and their competition anxiety levels, along with selected methods of emotional condition self-regulation before the start. The research is based on studying the world’s top athletes, who participated in an international alpine skiing race at least 6 times per season. The research is based on theoretical materials and empirical investigation, where 86 of the world’s top 200 ranked alpine skiers participated in a test and filling out of a questionnaire about their preparation for competition. The obtained results testify that most high-ranking athletes have created their own individual system of psychological skills, which contains both somatic and cognitive means of controlling emotional states. Usually only a few anxiety reduction methods are picked by athletes, depending on their self-evaluated emotional state before a given competition. A link between competition anxiety levels and an Alpine skier’s competition effectiveness is generally confirmed. Research results show that top Alpine skiers’ competition effectiveness will be better if anxiety levels are low or moderate, and the results will improve if the self-regulation of pre-start emotional states is based on practised adapted breathing, self-inspiration, visualisation and ideomotor methods.

Research methods courses elicit more anxiety than usual for graduate social work students, and the online environment may pose an even greater challenge as the personal interaction between instructor and student is reduced or absent. It is therefore incumbent on research instructors to creatively engage students, reduce anxiety, and foster learning. There is a dearth of evidence, particularly regarding online education, explicating specific teaching strategies. This exploratory study sought to provide some answers. First-semester MSW students were invited to participate in a voluntary, anonymous, online survey at the end of a research methods course to determine which online teaching strategies were most effective in decreasing anxiety and increasing perception of knowledge. Strategies used in the class include asynchronous activities such as discussion questions, PowerPoint lectures, and email and telephone contact with instructors in addition to synchronous class sessions. Three tactics were rated by the 43 respondents as being most helpful for both decreasing anxiety and enhancing the perception of knowledge: personal contact with the instructor either via email, phone, and/or online meetings; the instructor’s synchronous class sessions; and active learning strategies employed during the synchronous class sessions. Implications for teaching and future research are discussed.

Background Performance anxiety related to nursing simulation can potentially impede student learning. Method This study employed a randomized control group pretest–posttest design to examine the effect of music listening on anxiety, self-efficacy, and performance among baccalaureate nursing students undergoing simulation testing (N = 38; Mage = 23.05, standard deviation = 3.41). Results Heart rate, mean arterial pressure, and state-trait anxiety scores were significantly lower in the experimental group, F(3, 35) = 6.55, p = .02, η2 = 0.27, whereas instructor performance ratings were significantly higher than the control condition (p = .009). No differences were seen on self-efficacy scores (p = .37). Conclusions The intervention has the potential to reduce anxiety, improve performance, and facilitate learning in simulation testing experiences.

A. Review use of mindfulness as a stress reduction technique. B. Review rapid anxiety reduction techniques that faculty members can use. C. Review those strategies. In addition to selection of stress reduction techniques, the nurse and nurse educator might consider how use of these elements may help foster improved critical thinking. The National League for Nursing’s Guide for Teaching Thinking calls for exploring context, content and course of going forward. Reflection is a critical component of assessing the relevance of content and how to use the information to go forward. Using mindfulness can provide the nurse, nursing student, and nurse educator with means for enhancing critical thinking. Mindfulness is defined as awareness of the present moment, being nonjudgmental, simply having a sense of who and where you are. Dr. Jon Kabat-Zinn, University of Massachusetts, developed a Mindfulness-Based Stress Reduction (MBSR) program several years ago. Program elements assist the individual to foster awareness of the present moment and uses techniques such as breathing, meditation, yoga, and a body-scan awareness exercise. Mindfulness increases awareness of one’s 5 senses, noticing landscapes of your mind without holding on or pushing out what one is feeling

Digital self-improvement programs (e.g., interventions, training programs, self-help apps) are widely accessible, but can not employ the same degree of external regulation as programs delivered in controlled environments. As a result, they suffer from high attrition -- even the best programs won't work if people don't use them. We propose that volitional engagement -- facilitated through avatar customization -- can help combat attrition. We asked 250 participants to engage daily for 3 weeks in a one-minute breathing exercise for anxiety reduction, using either a generic avatar or one that they customized. Customizing an avatar resulted in significantly less attrition and more sustained engagement as measured through login counts. The problem of attrition affects self-improvement programs across a range of do-mains; we provide a subtle, versatile, and broadly-applicable solution.

The purpose of this study was to evaluate reductions in negative automatic thoughts and metacognitive beliefs as predictors of treatment gains in CBT for childhood anxiety disorders. A sample of 44 clinically anxious children between 7 and 12 years of age, who underwent CBT, completed questionnaires assessing negative thinking, metacognitive beliefs and processes, and anxiety symptoms before, after, and 6 months following treatment. Results indicated that negative thoughts and metacognitions decreased equally during the treatment period. Furthermore, metacognitions continued to decrease during the posttreatment period. Negative thinking and metacognitions were both significant predictors of reductions in child-reported anxiety from pre- to posttreatment. For long-term anxiety changes, only decreases in negative thoughts were related to anxiety reduction. Mediation analysis showed that metacognitions partially mediated the relation between negative thinking and anxiety. The study supports negative automatic thoughts and metacognitive beliefs and processes as putative mediators of CBT.

This study is targeted for the mentally retarded people. They need to reduce their inherent anxiety in order to social adjust to new environment as adults. Tea-culture therapy is build and carried out for anxiety reduction through the program which can make them know and respect their true self in the new tea-culture environment. The participants of this study is made up of 22 handicapped people (experimental group 11, control group 11), rated level 1-3, who belong to the community center of the disabled and applied for the program. The result shows that anxiety scale average score was 46.82(SD 2.32) in the pretest but 34.53(SD 2.98) in the posttest. namely, 12. 27 was reduced. Accordingly, this study indicates that anxiety level of participants can be reduced statistically meaningfully through tea-culture therapy program.

This study examined the long-term outcomes of a nonclinical sample of anxious children (N=61) who were randomized by school to 9 weeks of group cognitive-behavioral therapy (CBT) for children, group CBT for children plus parent training, or no-treatment control. Parents and children completed measures of anxiety symptoms at baseline, posttreatment, and at 3-month, 6-month, 12-month, 2-year, and 3-year posttreatment follow-ups. Piecewise longitudinal growth curve analyses were applied to the data. When the two CBT groups were combined and compared with control, the combined treatment group showed significantly greater reduction in children’s anxiety severity based on the parent ratings in the first longitudinal phase. However, on the parent Clinician Severity Rating gains were maintained to three years. Child report revealed no significant differences between groups on anxiety reduction. This study maintained a small no-treatment control group during the entire follow-up period. From parental perspective only, school-based group CBT appeared to be beneficial in decreasing severity of anxiety symptoms and maintaining gains over time.

The study on drama and anxiety reduction was conducted with 24, 12 th grade students at a high school in Kozan, Turkey. The triangulation of the data was established with pre and post-tests, semi-structured pre and post-interviews, and student diaries. The teacher's reflections strengthened the qualitative aspect of the study. After six weeks of language and drama training, the drama techniques significantly lowered the speaking anxiety of EFL learners.

The chapter reports a mixed-methods quasi-experimental study extending over one year which investigated the effects of strategy instruction (SI) aimed at anxiety reduction on affective strategy use, and language and test anxiety levels. Strategy use and anxiety levels were investigated not only in general terms (self-reported anxiety levels in a given type of situation, self-reported frequency of strategy use) but also in relation to two implementations of an actual oral English exam (self-reported anxiety and use of strategies before, during and after an oral English exam). The participants were English majors in a small Polish university (N = 23). The tools used were language learning strategy use surveys including Strategy Inventory for Language Learning (Oxford, 1990), Reactions to Tests (Sarason, 1984; a test anxiety survey), Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), and anxometers (1-item 1–10 scales for measuring state anxiety). The results indicate that affective SI results in greater affective strategy use as well as the use of a larger range of strategies in general and in relation to the actual language exam when it is properly contextualized. An unequivocal reduction in anxiety levels as a result of SI was not detected possibly due to an insufficient amount of treatment and a small number of highly-anxious learners in the sample, with only some indications of an anxiety-reducing effect.

Attention bias modification (ABM) aims to reduce anxiety by reducing attention bias (AB) to threat; however, effects on anxiety and AB are variable. This review examines 34 studies assessing effects of multisession-ABM on both anxiety and AB in high-anxious individuals. Methods include ABM-threat-avoidance (promoting attention-orienting away from threat), ABM-positive-search (promoting explicit, goal-directed attention-search for positive/nonthreat targets among negative/threat distractors), and comparison conditions (e.g., control-attention training combining threat-cue exposure and attention-task practice without AB-modification). Findings indicate anxiety reduction often occurs during both ABM-threat-avoidance and control-attention training; anxiety reduction is not consistently accompanied by AB reduction; anxious individuals often show no pretraining AB in orienting toward threat; and ABM-positive-search training appears promising in reducing anxiety. Methodological and theoretical issues are discussed concerning ABM paradigms, comparison conditions, and AB assessment. ABM methods combining explicit goal-directed attention-search for nonthreat/positive information and effortful threat-distractor inhibition (promoting top-down cognitive control during threat-cue exposure) warrant further evaluation.

We hypothesized that initial cross-group friendships lead to a reduction of intergroup anxiety and increase self-confidence in communication which in turn increases positive attitudes towards contact and facilitates further contact. Our hypotheses were derived from the Anxiety and Uncertainty Management theory of communication (AUM; Gudykunst, 2005a ). This theory postulates that individuals are more likely to approach interpersonal communication with strangers when they are able to manage anxiety and uncertainty. In the present research, we considered intergroup anxiety and self-confidence in communication as mediators in this process. We tested the predicted model in a study with Spanish-speaking immigrants in Germany ( N = 216). Initial cross-group friendships were measured retrospectively. Furthermore, we assessed current intergroup anxiety, current self-confidence in communication, current attitudes toward cross-group contact, as well as current contact and current time spent with friends from the receiving society. The predicted model showed a good fit.