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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.

Little research exists on using clay as an anxiety-reducing intervention with patients in psychiatric hospitals. This article reports on a study that used a one-group, pretest/posttest design with 49 adults in a psychiatric facility who created a clay pinch pot. The State-Trait Anxiety Inventory (STAI) was used as a pre- and posttest measure. Results revealed a significant decrease in anxiety and a significant gender interaction. Pretest mean scores for men were higher than those for women, rendering the amount of anxiety reduction significantly greater for men. These results provide evidence that clay work may effectively reduce state anxiety for adult psychiatric inpatients.

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.

OBJECTIVES This study investigates the relationship between anxiety reduction and functional outcomes in children and adolescents receiving intensive interdisciplinary rehabilitation services for chronic pain (CP). Specifically, we evaluated whether: (1) anxiety changes over the course of treatment; (2) anxiety covaries with functional outcomes to rehabilitation; and (3) change in anxiety predicts change in functional outcomes from rehabilitation for CP. Using 3 separate measures assessing anxiety-related constructs, we hypothesized that anxiety would be associated with functioning, both before and following intensive rehabilitation for CP. Further, we hypothesized that a decrease in anxiety-related symptoms following rehabilitation would predict a positive change in functional outcomes. MATERIALS AND METHODS Our sample consisted of 119 children and adolescents treated for CP in an interdisciplinary rehabilitation program between 2007 and 2012. Children completed 3 measures related to anxiety (general anxiety, pain-specific anxiety, pain catastrophizing) and 2 functional outcome measures (eg, Bath Adolescent Pain Questionnaire, PedsQL) as part of clinical care. RESULTS Measures of anxiety-related constructs were significantly correlated with measures of impairment and functioning, both at admission and at 1-month postdischarge. Regression analyses demonstrated that, after controlling for age, sex, and pain level at admission, a decrease in anxiety significantly predicted between 14% and 40% unique variance in functional outcomes. DISCUSSION The findings of this study support existing research on anxiety and CP, specifically the relationship between anxiety and pain-related disability. This study also supports the benefit of intensive interdisciplinary rehabilitation for both reducing anxiety and increasing functional outcomes, suggesting a possible link in children's response to intervention. Study limitations and future directions for related research are discussed.

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.

Transdiagnostic group cognitive behavioral therapy for anxiety (TGCBT) has demonstrated effectiveness in improving comorbid conditions, including depression. Mediators of change in reductions in comorbid depression have yet to be established following this anxiety-focused treatment. Negative affect (NA) and intolerance of uncertainty (IU) have demonstrated contributions to anxiety reduction in TGCBT, as has positive affect (PA) on depression reductions in other cognitive behavioral treatments. IU is also associated with depression and anxiety as a transdiagnostic vulnerability. This study evaluated the mediational effect of NA, IU, and PA on reduction in comorbid depressive symptoms in TGCBT. We hypothesized the indirect effect of the treatment through IU would be significant even when controlling for indirect effects through NA, PA, anxiety symptoms, and diagnostic severity.Data collected as a part of previous clinical trials at a clinic at a large university in the southwestern United States were used. Participants included 61 individuals from a mixed anxiety-disordered sample for whom pre- and post-treatment data were available. Mediation analyses were conducted using ordinary least squares regression in path-analytic form.The total effect of the model was significant (F(10, 50) = 8.40, p .001). When controlling for potential mediators, the direct effect of treatment was not significant (B = -1.01, t = -0.40, p = .688). Analysis of indirect effects revealed significant effects of NA (B = 0.50, SE = 0.17, p = .005, 95%CI [0.02, 0.83]) and IU (B = 0.13, SE = 0.05, p = .010, 95%CI [0.03, 0.23]), but not diagnostic severity (B = 1.39, SE = 0.86, p = .114, 95%CI [-0.35, 3.12]), anxiety symptoms (B = 0.19, SE = 0.12, p = .136, 95%CI [-0.06, 0.44]), or PA (B = -0.25, SE = 0.13, p = .051, 95%CI [-0.51, 0.01] on depression symptoms when modeled with TGCBT).These results suggest IU contributes uniquely to the improvement of comorbid depression in TGCBT above negative affect, an established change process. Implications for treatment and theory are discussed.

A lo largo de nuestra investigación hemos pretendido alcanzar los siguientes objetivos: • Dar más a conocer la meditación trascendental en las escuelas italianas, como un método útil para reducir el estrés en la educación; • Probar un método eficaz para reducir las dinámica negativas de la escuela (absentismo, acoso escolar, ansiedad, comportamiento anormal de los profesores y estudiantes, individuales o de grupo...) derivados a causa del estrés; • Evaluar si la práctica es contextualmente útil para estudiantes y profesores y qué variables influyen más o menos en la validez de este método; • Garantizar que la ejecución de proyectos de MT en las escuelas sea un ejemplo para otros posibles campos de acción. Método: La investigación evalúa el estado de ansiedad de un grupo de 15 profesores de la escuela secundaria que practican la meditación trascendental y otros 15 maestros que no practican ninguna meditación, con las mismas características a través del test de Spielberg STAI Y1 y Y2 que revela la ansiedad rasgo y la de estado. Los datos se analizaron a continuación con el programa SPSS. Resultados: Los profesores practicantes de MT se encontraban en un estado de menor ansiedad que los no practicantes. Diferencias importantes distinguen a los dos grupos en la percepción y la gestión de situaciones angustiosas, de inquietud, de felicidad, de preocupaciones generales o particulares, con una extendida incapacidad para el control de las situaciones internas y externas. Conclusión: La práctica de la meditación trascendental influye, por lo tanto, de manera positiva en el ejercicio de la profesión docente manteniendo a raya la ansiedad en la importante tarea de la transmisión de conocimientos, evaluación objetiva, papel de guía., Objectives: • To be more familiar with the transcendental meditation in Italian schools, as an usuful method to reduce stress in education; • Test an effective method inreducing negative school dynamics (absenteeism, bullying, anxiety, abnormal behavior of teachers and students, individual or group…) derived from the cause “stress”; • Assess whether the practice is contextually useful both to students and teachers and which variables affect more or less in the validity of this method; • Ensure that implementation of MT programs in schools is an example for other possible fields of action. Method: The research evaluates the anxiety status of a 15 teachers group of secondary school practicing transcendental meditation and of 15 teachers not practing any kind of meditation, with same features, through the Spielberg test, STAI Y1 and Y2, about trait and state anxiety. Data, were, then, analyzed with SPSS program. Results: MT practitioners teachers were resulted in a state of less anxiety than non-practitioners. Important differences distinguish the two groups in the perception and the management of painful situations of anxiety, happiness, general or particular concerns, with a widespread inability to control internal and external situations. Conclusion: The practice of transcendental meditation affects, therefore, positively on the exercise of the teaching profession holding off anxiety in the important task of transmitting knowledge, objective evaluation, guiding role.

Although transcranial alternating current stimulation (tACS) has demonstrated short-term effects in modulating neural oscillations, potential clinical efficacy of tACS for treating “oscillopathies” (disorders associated with aberrant neural oscillations) hinges on its ability to generate long-term neural plasticity, which can translate into lasting behavioral changes. Administering alpha-frequency tACS over 4 consecutive days, we evaluated short- and long-term (> 24 hours) effects of α-tACS on local alpha power and oscillatory connectivity, along with behavioral outcomes in anxious arousal and affective sensory perception. The α-tACS (vs. sham stimulation) group exhibited increases in posterior alpha power immediately and 30 minutes post-stimulation but not 24 hours post-stimulation, suggesting transient effects on local neuronal synchrony. Strikingly, long-range alpha-frequency Granger causal connectivity (posterior→frontal) increased not only immediately and 30 minutes but also 24 hours post-stimulation, paralleled by sustained reductions in anxious arousal and aversion to auditory stimuli. Therefore, tACS is capable of eliciting long-term plasticity in long-range oscillatory connectivity with direct, lasting behavioral consequences, while leaving endogenous local oscillations unaltered. This temporal disparity in local and network effects favors the view of large-scale network strengthening by tACS, calling for research attention to the circuit and network impacts of tACS. Critically, with the growing recognition of large-scale network dysfunctions as a transdiagnostic pathophysiology of psychiatric disorders, this connectivity plasticity advocates for the clinical application of tACS with its unique advantage in tackling network pathologies.

Objetivo: avaliar a realização de intervenções educativas para os cuidadores de crianças com cardiopatia congênita como estratégia para redução do nível de ansiedade. Métodos: Estudo do tipo grupo intervencionista, realizada em um hospital de referência de Pernambuco, no período de junho a setembro de 2014. Resultados: Participaram do estudo 32 cuidadores de crianças com cardiopatia congênita. Observou-se que os cuidadores de crianças com cardiopatia congênita apresentaram-se com nível de ansiedade menor após as intervenções educativas realizadas pelo enfermeiro no pré-operatório quando comparados com os que não receberam (12,47±8,98 versus 17,12±10,46). Conclusão: Conclui-se que as estratégias de intervenção educativa produzem efeitos positivos na melhoria do grau de ansiedade em cuidadores de crianças com cardiopatia congênita.

Childbirth is a great moment in a woman's life and is inevitably influenced by emotional, social, and psychological stress. This study aimed to assess the anxiety and pain level of nulliparous women giving birth using physiological methods (without doula support) during labor and those women supported by a doula at Towhid Hospital of Jam, Bushehr, Iran in 2015. In this interventional study, 150 women were randomly assigned to either an intervention (with doula support) or a control group (with no doula support). The intrapartum, postpartum, and hidden anxiety levels were measured using Spielberger standard questionnaire used for assessing anxiety. The labor pain rate was evaluated using McGill questionnaire. Results showed that the average rate of obvious anxiety during labor was 57.76 ± 9.57 in physiological delivery (without doula) and 48.04 ± 9.61 in doula-supported delivery. The difference between mean scores of obvious anxiety during labor was significant. The mean anxiety of the control group (who did not receive doula support) was higher (P = .000). Also, the difference between the mean labor pain scores of the 2 groups was statistically significant. The results of the study showed that doula's presence has positive significant effects on labor pain and anxiety reduction; also, doula-supported mothers reported considerably lower pain and anxiety compared with those experiencing physiological delivery (without doula). Thus, the increased use of doula in hospitals all over the country is recommended.

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.

Darbo tikslas: atskleisti paauglių mokyklinio nerimo mažinimą taikant netradicines fizinio aktyvumo pamokas. Darbo uždaviniai: Įvertinti 14-16 metų (9 -10 kl.) mokinių mokyklinio nerimo lygį; nustatyti kaip dažnai mokyklose taikomos netradicinio fizinio aktyvumo pamokos; palyginti mokinių mokyklinio nerimo lygį su netradicinio fizinio aktyvumo pamokų dažniu tarp tyrime dalyvavusių mokyklų. Tyrimo hipotezė: paauglių, kurių mokykloje netradicinio fizinio aktyvumo pamokos taikomos dažniau, mokyklinio nerimo lygis bus mažesnis, nei paauglių, kurių mokykloje netradicinio fizinio aktyvumo pamokos taikomos rečiau. Atlikus 14-16 metų paauglių mokyklinio nerimo tyrimą, naudojant B. Fillipso metodiką, nustatyta, kad mokiniams dažniausiai pasireiškia bendrojo nerimo, frustracijos siekiant tikslo bei socialinio streso išgyvenimo faktoriai. Tyrimo hipotezė pasitvirtino, kadangi mokykloje, kuriose dažniau taikomos netradicinės kūno kultūros pamokos, moksleiviai pasižymi reikšmingai mažesniu bendruoju nerimu, mažesniu socialinio streso išgyvenimu, žemesne frustracija, žemesne baimes saviraiška ir mažesne aplinkinių lūkesčių nepateisinimo baime, nei kad moksleiviai iš mokyklos, kurioje netradicinės kūno kultūros pamokos taikomos rečiau. Taip pat nustatyti reikšmingi skirtumai tarp mokyklinio nerimo pasireiškimo dažnumo ir lyties. Nustatyta, kad moksleivės merginos pasižymi reikšmingai didesniu bendruoju nerimu, didesniu socialinio streso išgyvenimu, didesne frustracija siekiant tikslo, didesne baimės saviraiška ir didesne žinių patikrinimo baime bei didesne baime dėl problemų santykiuose su mokytojais. Taip pat nustatyta, kad mokykloje, kuriose netradicinės kūno kultūros pamokos taikomos rečiau, devintokai pasižymėjo didesne socialinio streso išgyvenimo baime, frustracijos siekiant tikslo baime, saviraiškos baime, žinių patikrinimo baime ir problemų ir baimių santykiuose su mokytojais baime nei kad dešimtokai., The aim: to identify adolescent school anxiety reduction through non-traditional exercise classes. The tasks: Evaluate 14-16 years (grade 9 -10.) pupil school anxiety level; determine how often schools practice non-traditional exercise classes; compare the pupils' school anxiety level with non-traditional exercise classes at a frequency between schools involved in the study. The research hypothesis: In schools, where non-traditional physical activity lessons practice more often, teen’s anxiety level will be lower than for teens whose shools non-traditional lessons apply less frequently. The 14-16-year-olds in school anxiety test using B. Fillipso methodology found that students usually gets general anxiety and frustration towards the objective of social stress and survival factors. The study hypothesis was confirmed, because where the school use non-traditional physical education classes more often, students are characterized by significantly lower overall anxiety, lower social stress survival, lower frustration, lower fears of self-expression and less surrounding expectations no excuse fear than the students from the school, in which non-traditional physical education lessons applied less frequently. Also identify significant differences between school anxiety and sex. It was found that school girls has significantly increased general anxiety, increased social stress survival, more frustration for the purpose for fear of greater self-expression and greater knowledge and greater fear of inspection for fear of problems in relationships with teachers. It was also found that the school, in which non-traditional physical education lessons applied less frequently, ninth grade pupils characterized by higher levels of social stress survival fear, frustration towards the objective of fear, fear of freedom, fear and knowledge verification problems and fears relations with teachers fear than the tenth.

Daily clinical practice is an important source of stress and emotional exhaustion. In the health field, patients could experience a significant number of emotional reactions. There are high levels of anxiety in patients referred for medical imaging, and these levels are even higher in patients undergoing complicated diagnostic procedures. All this shows the need to understand that anxiety must be diagnosed and treated. This situation forces radiologist to develop emotional and social skills to resolve difficulties that may arise in the communicative act. In the patient-radiologist interaction, many elements have been analysed, being communication and communicative skills one of the most important elements. The objective is to present an emotional management tool, the U-technique. It consists of four movements: sympathize, empathize, feel the antidote emotion and spread the antidote emotion in order that the health professionals recognize their emotional state in each moment of the relationship with the patient.

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.

This study aimed to evaluate the effectiveness of massage with or without guided imagery in reducing anxiety prior to cardiac catheterization.A total of 55 inpatients and outpatients received massage, guided imagery, or massage with guided imagery prior to cardiac catheterization. Self-reported anxiety levels and blood pressure (BP) and heart rate (HR) were evaluated in participants and a matched comparison group.Massage with and without guided imagery resulted in significant reductions in self-reported anxiety (p 0.0001). Patients receiving intervention had lower diastolic BP and HR vs. the comparison group (p 0.0001 and p 0.05).Massage with or without guided imagery immediately reduced self-reported anxiety. This pilot study has certain limitations: a non-randomized, convenience sample and a matched control group that was created retrospectively. However, the study indicates a benefit to providing massage or massage with guided imagery prior to anxiety-inducing medical procedures such as cardiac catheterization.

Objective This study examines discontinuation of psychotherapy from a consumer decision-making perspective. Two plausible predictors, the level of illness and rate of progress from where the patient started, were examined as predictors of treatment discontinuation. Method Using data from 139 patients (45.5% women; mean age = 32.18 years) participating in a 12-week transdiagnostic cognitive-behavioral therapy program for anxiety, weekly assessments of anxiety severity were examined to investigate the extent to which level of anxiety and rate of improvement predicted treatment discontinuation. Results Support was found for a significant interaction effect wherein at higher anxiety levels, rate of progress was less associated with discontinuation than at lower anxiety levels. Conclusion Faster rates of anxiety reduction are associated with greater likelihood of discontinuation when the client is at a lower level of anxiety, whereas rate of improvement is less associated with discontinuation if there remains continued impairment and room for improvement. As such, clinicians should monitor rates of improvement throughout treatment to help identify and evaluate patients at increased risk of premature discontinuation.

The current study examines the relationships between exposure to partisan political parody, affinity for political humor given a desire to reduce anxiety, and internal political efficacy. Analyzing data from a spring 2013 experiment (N = 269), the results suggest that prior media exposure, an affinity for political humor given the desire to reduce anxiety, and a preference for humor that attacks the opposition are significant predictors of political efficacy. In addition, a three-way interaction between partisan identification, humor type, and affinity for political humor (AFPH)–anxiety relative to the dependent variable of internal political efficacy was significant. In particular, high AFPH–anxiety Republicans who viewed Democrat-directed humor were more likely to feel politically efficacious. The significance of the findings is discussed along with suggestions for potential theoretical mechanisms that can guide future academic research on the democratic impacts of politically entertaining media.

Sixty-four primary school going boys of the Indian sub-continent in the age range of 9-12 years having high trait anxiety and attention-deficits, volunteered as the participants in this experiment. Half of them were recruited from residential academic institution in Bangladesh, while their counterparts were selected from identical residential academic institution in India. For the experiment proper, in both of the set-ups participants were categorised into two groups, viz. Gr. A (Control group, not exposed to any intervention program) and Gr. B (Experimental group, received Abbreviated version of Progressive Muscle Relaxation – (APMR training). Both groups were subjected to the pre-intervention assessment of attentive capacity, electrical muscle potentiality and different variables of skin conductance measure (as indices of heightened emotionality). Thereafter Gr. B boys were introduced to the training of APMR (monitored training of APMR for 15 min.s/day; three days/week) for a period of two months during the afternoon sessions under the guidance of a qualified and trained instructor. Post-intervention assessment and follow up assessment (after two months), on all the aforesaid variables however revealed that in both of the set-ups (in Bangladesh as well as in India) training and subsequent monitored long-term practice of APMR was found effective in reducing anxiety level and in developing better attentive capacity in the children of the both of the countries, who were exposed to the respective intervention. Improvement in frontalis muscle tension and in the basal skin conductance level along with higher autonomic habituation as an impact of long-term and regulated APMR training was suggested as facilitator of sustainable improvement in attentive capacity in the children.

Anxiety disorders are common in children and may signal risk of depression, social, or academic difficulties. This study evaluated the effects of a universal mental health promotion intervention delivered in primary schools. Three hundred and seventeen 9- to 10-year-olds were randomly allocated by class group to intervention conditions (psychologist-led or teacher-led), or a comparison condition. Coping and anxiety were measured pre- and post-intervention and at six-month follow-up. Significant anxiety reduction and improved coping were found post-intervention and at follow-up. There were no significant differences between the teacher- and psychologist-led intervention groups. Results indicated that a universal school programme delivered by teachers can have positive effects on anxiety and coping.

More and more researchers are finding anxiety and stress as critical health problems influencing quality of life and various illnesses. Studies suggest gardening activities help with anxiety. Our goal is to create engaging ways for people to interact with plants and eventually reduce anxiety and stress. We made three short games employing a person's touch interaction with a plant as the input interface. Each of the three games implements a unique interaction: tapping, patting, and gentle pinching. We then tested the games with ten players, among whom five of them (the plant group) played the games with the plant as the input interface. The other five (the non-plant group) played the games with a pressure sensor board. The plant group showed decreased anxiety with a borderline statistical significance (p=0.054) with Cohen's d of 0.20 (i.e., 'small' effect), while the non-plant group showed a non-significant decrease in anxiety after the gameplay (p=0.65). We further examined which in-game elements contributed to calming the participants as well as the design elements that need to be improved for plant-based games.

While the function of restricted repetitive behaviors (RRBs) in autism spectrum disorder (ASD) is unclear, RRBs may function as anxiety reduction strategies (Joosten et al. J Autism Dev Disord 39(3):521-531, 2009. Moreover, anxiety in ASD is associated with low social motivation (Swain et al. J Autism Dev Disord, 2015. The present study examined social motivation as a mediator between anxiety and RRBs in a sample of 44 children (2-17 years old; 80 % male) with ASD. The relationship between anxiety and IS, but not other RRBs, was partially mediated by social motivation. These findings suggest anxiety is linked to social motivation deficits in children with ASD, which may increase ritualized behaviors and difficulties with changes in routine. Implications are discussed for differing functions and treatment of RRB domains.

The study investigated whether typical psychological, physiological, and neurophysiological changes from a single exercise are affected by one's beliefs and expectations. Seventy-six participants were randomly assigned to four groups and saw different multimedia presentations suggesting that the subsequent exercise (moderate 30 min cycling) would result in more or less health benefits (induced expectations). Additionally, we assessed habitual expectations reflecting previous experience and beliefs regarding exercise benefits. Participants with more positive habitual expectations consistently demonstrated both greater psychological benefits (more enjoyment, mood increase, and anxiety reduction) and greater increase of alpha-2 power, assessed with electroencephalography. Manipulating participants' expectations also resulted in largely greater increases of alpha-2 power, but not in more psychological exercise benefits. On the physiological level, participants decreased their blood pressure after exercising, but this was independent of their expectations. These results indicate that habitual expectations in particular affect exercise-induced psychological and neurophysiological changes in a self-fulfilling manner.

Radial artery puncture is often perceived as a daunting challenge to the radial newcomer, however certain techniques exist that can maximise the chances of success. In this chapter we discuss preparation of the patient, emphasising hydration and anxiety reduction measures. The most successful radial puncture techniques are covered, along with guidance on sheath type and size. Once the radial artery has been accessed, traversing tortuous anatomy in the radial artery is also discussed.

Preparation for and induction of anesthesia in children has evolved significantly over the last decade, with particular reference to the reduction of perioperative anxiety reduction by nonpharmacologic and pharmacologic means. Several new large population studies and meta-analyses further scrutinize the current techniques.Many nonpharmacologic methods to reduce anxiety are effective λU similar to sedative premedications, with the exception of parent present induction of anesthesia. Healthcare providers can be taught to increase anxiety-reducing behaviors through an educational intervention. Clonidine and dexmedetomidine have many similar or superior qualities to midazolam.Larger studies still need to be conducted before wide-scale application of many nonpharmalogical interventions such as parental acupuncture. Similarly, more investigation should be done on outcomes such as onset, emergence, and discharge times, as well as the postoperative response with reference to emergence delirium and postoperative nausea and vomiting prevention to outline the differences among sedative premedications such as midazolam, clonidine, and dexmedetomidine.

A recent study of patient decision making regarding acceptance of an implantable cardiac defibrillator (ICD) provides a substantial but nonrandom sample (N = 191) of telephone interviews with persons who have made an affirmative decision regarding an ICD. Using a coding scheme developed through qualitative analysis of transcribed interviews, these data can be subjected to exploratory statistical analysis. The reasons given by respondents for getting the ICD differed by both region and gender, and show some correlations with whether the device has or has not delivered any stimulation (shocks) since implantation. Cluster analysis reveals association among certain important themes in the discussion of the decision process, particularly linking rather opposite concepts into clusters related to specific dimensions. The results suggest the importance, to patients, of maintaining the integrity of the self by asserting control and independence. The majority of the respondents (61%) have not received the primary intended benefit of the device (stimulation). Thus, the findings suggest that psychological benefits alone of having the device (such as anxiety reduction) serve to justify acceptance of a computerized device. Implications for other lines of computerized health support and for further study of these issues are discussed. © 2012 Wiley Periodicals, Inc.

The current study examined the therapeutic utility of creative endeavors for the reduction of anxiety among undergraduate college students enrolled in a public university in the United States. Students were randomly assigned to participate in one of three conditions: an individual art project (n = 30), a group art project (n = 30), or a non-art control project (n = 30). An overall within-subjects effect of anxiety was noted in which participants reported reduced anxiety levels following intervention. A statistical interaction showed that anxiety was reduced by both individual and group arts interventions, but not by the control condition in which participants completed puzzles. The extent of anxiety reduction did not differ between the individual and group conditions. In conclusion, although presently underutilized, arts interventions may be a viable form of anxiety-reduction among college students.

Este trabalho consiste no relato da utilização de um programa de exercícios físicos aeró-bicos intervalados no contexto da terapia cognitivo-comportamental em um caso de transtorno de pânico e agorafobia. São descritos os procedimentos utilizados, bem como os resultados positivos obtidos na redução da ansiedade cardíaca e na ansiedade cotidiana em relação a situações que exigem esforço físico. The present article reports the use of an interval aerobic exercise program as an adjunct intervention in the context of cognitive behavioural therapy in a patient with panic disorder and agoraphobia. We describe the procedures used in the exercise program and also the positive results achieved regarding cardiac anxiety reduction and everyday anxiety reduction concerning activities that requested physical effort.

While several studies have discovered authentic coping strategies for language anxiety that learners use in actual classroom situations, their effects in terms of anxiety reduction remains unclear. This study investigates the effects of coping strategies on the levels of classroom speaking anxiety among Japanese EFL learners, focusing on five coping strategies extracted by previous research (preparation, relaxation, positive thinking, peer seeking, and resignation). Incidentally, general statistical methods such as correlation and regression analyses should be cautiously used for those two specific constructs (coping strategy and language anxiety), because the difficulty in distinguishing the following two directions (entitled A and B) in one dataset could distort the results: (A) because learners feel more (or less) anxious, they need to use coping strategies more (or less) frequently; (B) because learners use coping strategies more (or less) frequently they feel less (or more) anxious. Therefore, the present study employs “willingness to communicate” as an alternative variable and exploits these statistical approaches to investigate the effects of the coping strategies. The analysis of 149 Japanese EFL learners indicated that preparation and positive thinking were significantly effective strategies for coping with speaking anxiety among the group, both of which are discussed in terms of more general perspectives. The pedagogical implications describe teachers’ responsibilities to enable learners to use these two coping strategies more effectively.

Hypnosis of preschool age children for anxiety reduction in dentistry - Hypnosis of preschool age children for anxiety reduction in dentistry. A non-verbal hypnotic induction technique for three year old children at their first dental visit rapidly reduces anxiety. The mind set is done via pre-mailed printed materials. The induction sequence is as follows: Adjust shoes and socks, examine fingers, measure height, assist arm levitation, and praise. The key is to allow the child to feel in control, while the dentist acts as a guide. Proceeding against a child’s will, destroys hard earned trust forever. Technical procedures require detailed progressive desensitization. Operator patience and painless techniques are most important. Key words: hypnosis, children, non-verbal, dentist, progressive, desensitization. Parole chiave: ipnosi, bambini, non-verbale, dentista, desensibilizzazione progressiva.

Araki, Shimazaki, Imai, & Ito (2008) indicated that listening to preferred music for days gradually reduced the level of state anxiety. Hereinafter, this study is called the accumulated effect. To our knowledge, there is no paper replicated this accumulated effect. So, the first aim of the current study was to examine whether the accumulated effect could be replicated. Furthermore, as a second aim, this study explored whether the above accumulated effect could last for at least two day. In order to achieve the two aims, the procedure of this study consisted of such as follows. At first, all participants completed the state anxiety scale of Japanese Edition (Mizuguchi, Shimonaka, & Nakasato, 1999) of State-Trait Anxiety Inventory (STAI; Spilberger, Gorsuch, & Lushene, 1970). After that, they were asked to listen to the preferred music or white noise. The preferred music was selected by the participant, while white noise was presented by the experimenter. After listening, all participants again completed the state anxiety scale. This session (STAI measurement-music listening-STAI measurement) was undergone once per day for three consecutive days. On day two after music listening on the 3rd day, they again completed state anxiety scale and answered the interview at follow-up to examine whether the accumulated effect could last. The results indicated that only in high anxiety individuals, listening to preferred music for three consecutive days gradually decreased state anxiety score by the day. Thus, the accumulated effect was replicated. Moreover, in high anxiety group, there was no difference between the state anxiety score on the 3rd day and that on day two after preferred music listening on the 3rd day. Consequently, the accumulated effect lasted afterward via preferred music listening for three consecutive days.

Zusammenfassung. Theoretischer Hintergrund: Dysfunktionale Kognitionen stellen den Kern des kognitiv-behavioralen Modells zur Erklärung psychischer Störungen dar. Fragestellung: In einer Längsschnittstudie wird geprüft, ob die Reduktion von Angst- und depressiver Symptomatik mit dem Ausmaß und der Reduktion dysfunktionaler Kognitionen zusammenhängt. Methode: N = 87 Patienten mit den Diagnosen Zwangsstörung, Major Depression und Panikstörung bzw. Agoraphobie beantworteten vor und nach einer kognitiven Verhaltenstherapie Fragebögen zu Symptomatik, dysfunktionalen Einstellungen, Sorgen und Grübeln. Ergebnisse: Die Patienten verbessern sich im Therapieverlauf hinsichtlich kognitiver Inhalte und Prozesse sowie der Belastung. Ausgeprägte Sorgen zu Therapiebeginn korrelieren mit weniger Besserung ängstlicher Symptomatik, Reflektion ist dagegen ein protektiver Faktor. Die Abnahme dysfunktionaler Einstellungen sagt die Reduktion der Ängstlichkeit, die Abnahme des Sorgens die Reduktion der Depressivität vorher. Schlussfolgerungen: Die Annahmen des kognitiv-behavioralen Modells werden gestützt.

The use of general anaesthesia for dental treatment in the NHS outside hospitals has changed over time. Although deaths are uncommon during or immediately after general anaesthesia for dental treatment, they are more likely to occur than with other methods of pain and anxiety reduction, such as local anaesthesia and conscious sedation. Inquiries into recent anaesthetic deaths in dental practice have been critical of the standard of care provided in areas such as pre-operative assessment, monitoring, resuscitation and transfer to specialist critical care facilities.1

In animal societies, the effect of grooming interactions on anxiety reduction is unclear. This study examined the effects of giving and receiving grooming on anxiety reduction in free ranging female Japanese macaques (Macaca fuscata) by measuring rates of self-scratching as an index of anxiety. In this study, the authors used a focal-animal sampling method, targeting 17 females at Katsuyama, Okayama prefecture, Japan. They evaluated affiliative relationships, which were defined by standard proximity rates, and found that females' self-scratching rates were lower after grooming affiliated partners than during matched-control periods (occurring on another day, beginning at approximately the same time of day as the corresponding postgrooming period) and not after grooming unaffiliated partners. Moreover, regardless of affiliative relationships, self-scratching rates were lower after receiving grooming than during matched-control periods. These findings did not change after excluding data in which groomer and groomee were in proximity after the grooming interaction. In addition, multivariable analysis showed that affiliative relationships, but not kinship or rank distances, were related to differences in the rates of self-scratching between giving grooming and matched-control periods. In contrast, neither affiliative relationships nor kinship nor rank distances affected differences in self-scratching rates between receiving grooming and matched-control periods. Therefore, individuals' anxiety levels decreased both after giving grooming to affiliated partners and after receiving grooming, regardless of affiliative relationships. This is the first empirical study to support the notion that giving grooming to affiliated partners is self-rewarding in Japanese macaques.

PurposeThis article sets out to revisit Janis' groupthink theory that holds that, when anxiety is present for a decision‐making group, premature concurrence seeking emerges unless other mitigating factors are present. Research from selected segments of the decision making literature are introduced to explain the underlying causes of concurrence seeking. The result is an elaboration of the theory based on a synthesis of older and newer ideas, supporting Janis' core thesis that anxiety triggers this phenomenon.Design/methodology/approachThe paper is conceptual and draws on literature addressing the impact of emotions on decision‐making behaviour; human responses to anxiety, including psychological defence modes and mechanisms; and groupthink research and writing.FindingsThe theoretical elaboration of the groupthink model centres on the idea that anxiety associated with a decision task triggers implicit motivations of anxiety reduction in groups, which are enacted through the activation of common defence mechanisms, thus resulting in the symptoms of defective decision making. A table that recasts the symptoms of groupthink as common defence mechanisms is provided.Research limitations/implicationsSuggestions are made for broadening the conceptual base of the groupthink model, including consideration of the research on negative and positive emotions.Practical implicationsThe article distinguishes between poor decision making due to groupthink and other causes. Remedies for the emergence of groupthink include better approaches to recognising and surfacing anxiety and other negative emotions, so they can be managed constructively. Such remedies complement more conventional methods of improving group decision making.Originality/valueThe article focuses on the underlying causes of premature concurrence seeking, an aspect of the groupthink model that is not well understood. It builds on Janis' explanation of anxiety as the main cause, by elaborating the linkages between the presence of anxiety, the symptoms of groupthink and the signs of defective decision making. In this, the article draws on research into the effects of negative emotions on decision‐making behaviour and related theories. It synthesises several research streams to provide a more comprehensive explanation of concurrence seeking.

Recent studies of state anxiety patterns show that sensitization during the first minute of speech performance affects a substantial number of novice speakers. Because sensitization delays or obstructs adaptation to public speaking, thereby impeding skills acquisition, understanding the basic mechanisms underlying sensitization should be of interest to communication scholars. In the present study, Gray’s (1991) reinforcement sensitivity theory is examined as an explanation for this phenomenon. Specifically, sensitivity to punishment and affect intensity were found to predict sensitization during the initial minute of public speaking. The resulting regression equation explained 60.7% of the variance in sensitization during public speaking. Implications for the study of anxiety reduction and potential pedagogical applications for these findings are discussed.

One of the psychological states that can be monitored and influenced during learning in order to improve its various aspects is the state of anxiety, and one possible index of this state is frontal EEG beta. However, frontal EEG beta has also been associated with mental activities. This may imply that frontal EEG beta would not be a reliable index of anxiety in situations, such as learning, where significant mental activities can be involved. The present study investigated the relationship between frontal EEG beta and anxiety during computer-based learning. The frontal EEG beta and anxiety levels of four groups of 15 students were measured during learning conditions that comprised any of combinations of anxiety reduction and mental activities, anxiety reduction alone, or no treatment. The groups that combined anxiety reduction with mental activities showed significant increase in frontal EEG beta even though they recorded significant reduction in subjective anxiety. This may suggest that frontal EEG beta is not a reliable index of anxiety during computer-based learning.