scholarly journals ‘Relearning How to Think’: A Brief Online Intervention to Modify Biased Interpretations in Emotional Disorders. Study Protocol for a Randomised Controlled Trial

2021 ◽  
Author(s):  
Inés Nieto ◽  
Carmelo Vazquez
Keyword(s):  
Emotional Disorders ◽  
Intervention Program ◽  
Cognitive Biases ◽  
Controlled Trial ◽  
Online Intervention ◽  
Control Group ◽  
Depression And Anxiety ◽  
The Impact ◽  
Experimental Group ◽  
Assessment Session

Abstract Background: Cognitive biases seem to play an important role in the development and maintenance of emotional disorders such as depression and anxiety. Novel procedures, known as Cognitive Bias Modification (CBM), aim to reduce these dysfunctional information processing modes. This study develops a brief online intervention program to modify biased interpretations in depression and anxiety, overcoming some methodological issues that have been addressed in previous literature. Methods: Volunteer participants will be recruited via social media, posters and universities. They will be randomly assigned to an experimental group or a waiting list control group. Both groups will attend two assessment sessions at the lab. The assessments will consist of questionnaires measuring cognitive and emotional variables as well as three experimental tasks to measure cognitive biases (i.e., attention, memory and interpretation). After the first assessment session, only participants in the experimental group will receive a link to follow the four-sessions program at home. All participants will receive, via email, follow-up questionnaires two weeks and three months after the second assessment session.Discussion: This study will test an online program potentially beneficial to modify cognitive variables in disorders such as depression and anxiety. Several limitations of previous CBM procedures are addressed and the impact of the program both on cognitive performance and clinical symptoms will be explored.Trial registration: This trial was prospectively registered on June 17, 2019 with the ClinicalTrials.gov NCT03987477

scholarly journals Brief online intervention to modify interpretation biases in emotional disorders: Study protocol for a randomized controlled trial

2020 ◽  
Author(s):  
Ines Nieto ◽  
Carmelo Vázquez
Keyword(s):  
Emotional Disorders ◽  
Intervention Program ◽  
Cognitive Biases ◽  
Clinical Symptoms ◽  
Controlled Trial ◽  
Online Intervention ◽  
Control Group ◽  
Depression And Anxiety ◽  
The Impact ◽  
Experimental Group

Background: Cognitive biases seem to play an important role in the development and maintenance of emotional disorders such as depression and anxiety. Novel procedures, known as Cognitive Bias Modification (CBM), aim to reduce these dysfunctional information processing modes. This study aims to develop a brief online intervention program to modify biased interpretations in depression and anxiety overcoming some methodological issues that have been addressed in previous literature. Methods: Volunteer participants will be recruited via social media, posters and universities. They will be randomly assigned to the experimental group or a waiting list control group. Both groups will attend two assessment sessions at the lab. The assessment will consist of questionnaires measuring cognitive and emotional variables as well as three experimental tasks to measure cognitive biases (i.e., attention, memory and interpretation). After the first assessment session only participants in the experimental group will receive a link to follow the four-sessions program at home. All participants will receive, via email, follow-up questionnaires two weeks and three months after the second assessment session.Discussion: This study will test an online program potentially beneficial to modify cognitive variables in disorders such as depression and anxiety. Several limitations of previous CBM procedures are addressed and the impact of the program both on cognitive performance and clinical symptoms will be explored.Trial registration: This trial was prospectively registered on June 17, 2019 with the ClinicalTrials.gov NCT03987477

scholarly journals ‘Relearning how to think’: A brief online intervention to modify biased interpretations in emotional disorders—study protocol for a randomised controlled trial

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Inés Nieto ◽  
Carmelo Vazquez
Keyword(s):  
Emotional Disorders ◽  
Cognitive Bias ◽  
Cognitive Biases ◽  
Clinical Symptoms ◽  
Controlled Trial ◽  
Online Intervention ◽  
Control Group ◽  
Depression And Anxiety ◽  
The Impact ◽  
Experimental Group

Abstract Background Cognitive biases play an important role in the development and maintenance of emotional disorders, such as depression and anxiety. Novel procedures, known as Cognitive Bias Modification (CBM), aim to reduce these dysfunctional information processing modes. This study develops a brief clinically based online intervention programme to modify biased interpretations in depression and anxiety (CBM-IClin), overcoming some methodological issues that have been addressed in previous literature. Methods Volunteer participants will be recruited via social media and posters at the university. They will be randomly assigned to an experimental group or a waiting list control group. Both groups will complete two assessment sessions (before and after the intervention) consisting of questionnaires measuring cognitive and emotional variables as well as experimental tasks measuring cognitive biases (i.e. attention, memory, and interpretation). After the first assessment session, only participants in the experimental group will receive a link to follow the four CBM-IClin sessions at home. All participants will receive, via email, follow-up questionnaires 2 weeks and 3 months after the second assessment. Discussion This study will test the 'Relearning how to think', an online programme potentially beneficial to modify cognitive biases in emotional disorders. Several limitations of previous CBM procedures are addressed, and the impact of the programme both on objective cognitive bias tasks and clinical symptoms will be explored. Trial registration ClinicalTrials.gov NCT03987477. Prospectively registered on June 17, 2019

scholarly journals Effect of Radiance-Dimmer Devices Simulating Natural Sunlight Rhythm on the Plasma Melatonin Levels and Anxiety and Depression Scores of the Submarine Personnel

2019 ◽  
Author(s):  
Khodabakhsh Ahmadi ◽  
Majid Hazrati ◽  
Mohammadjavad Ahmadizadeh ◽  
Sima Noohi
Keyword(s):  
Minnesota Multiphasic Personality Inventory ◽  
Controlled Trial ◽  
Control Group ◽  
Depression And Anxiety ◽  
Plasma Parameters ◽  
Natural Sunlight ◽  
Plasma Melatonin ◽  
Before And After ◽  
The Impact ◽  
Experimental Group

Objective: Not perceiving circadian shifts of sunlight due to living in enclosed environments may have deleterious effects on mental health and plasma parameters. This study aimed to determine the effect of dim regulation on the submarine personnel of Iranian Navy forces by radiating devices according to natural circadian sunlight shifts. Also, this study aimed to investigate the impact of mimicking sunlight circadian by artificial radiance luminating devices on the serological and psychological measures of submarine personnel. Method: Participants were randomly assigned to experimental and control groups in this non-randomized controlled trial. There were 26 participants in each group, and they were all male aged 21-29 years. Both groups were living in the submarine underground hall, with 120 meters 2 area with constant radiance with the same intensity. The experimental group had been given extra lighting devices with changing radiance intensity according to the natural sunlight circadian cycles. Plasma melatonin levels and depression and anxiety scores were determined before and after the experiment for both groups. Minnesota Multiphasic Personality Inventory (MMPI) and Cattell’s Anxiety Scale Questionnaire (IPAT) were used to measure depression and anxiety, respectively. Results: Findings indicate that the plasma melatonin levels (-16.2±13.6 vs 8.0±9.3 mg/dL, respectively; p<0.001), depression scores (-6±6 vs 3.9±5.4, respectively; p<0.001), and anxiety scores (-1±1.2 vs 0.73±1.04, respectively; p<0.001) significantly reduced in the experimental group compared to the control group. Conclusion: Using radiance dimmers, with a radiance intensity regularity according to the sunlight, is effective in improving psychiatric and plasma parameters and can be used in closed occupational environments such as underground environments and submarine halls.

Reducing the Social Stigma Associated with Obsessive Compulsive Disorder: A Controlled Trial of an Intervention Program in a Turkish Community Sample

2020 ◽  
Vol 20 (2) ◽  
pp. 101-120
Author(s):  
Ayça Aktaç Gürbüz ◽  
Orçun YORULMAZ ◽  
Gülşah DURNA
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Intervention Program ◽  
Controlled Trial ◽  
Community Sample ◽  
Case Vignette ◽  
Control Group ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Significant Difference ◽  
The Impact

Scientific research into the reduction of stigmatization, particularly related to specific problems such as Obsessive-Compulsive Disorder (OCD), is scarce. In the present study, we examine the impact of a video-based antistigma intervention program for OCD in a pretest-posttest control group research. After being randomly assigned to either an intervention (n= 101) or control group (n= 96), the participants reported their attitudes on a hypothetical case vignette before and after OCD vs. Multiple Sclerosis (MS) videos, and again six months later as a follow up assessment. The mixed design analyses for the group comparisons indicated that although there was no significant difference in the measures of the control group, the participants watching the anti-stigma OCD video, in which the focus was psychoeducation and interaction strategies, reported significantly lower scores on social distances and negative beliefs for the case vignettes they read, and this difference was maintained six months later. Then, the present results indicate the effectiveness of our anti-stigma intervention program for OCD. Interventions to reduce stigmatization can also be viewed as effective tools for changing the attitudes of people toward OCD, although further research and applications are needed related to specific disorders if a longlasting impact is to be achieved.

scholarly journals Biofeedback Intervention for Stress and Anxiety among Nursing Students: A Randomized Controlled Trial

ISRN Nursing ◽  
2012 ◽  
Vol 2012 ◽  
pp. 1-5 ◽  
Author(s):  
Paul Ratanasiripong ◽  
Nop Ratanasiripong ◽  
Duangrat Kathalae
Keyword(s):  
Nursing Students ◽  
Stress Level ◽  
Clinical Training ◽  
Intervention Program ◽  
Controlled Trial ◽  
Controlled Study ◽  
Control Group ◽  
Moderate Increase ◽  
Randomized Controlled ◽  
The Impact

Purpose. It has been well documented that nursing students across the world experience stress and anxiety throughout their education and training. The purpose of this randomized controlled study is to investigate the impact of biofeedback intervention program on nursing students' levels of stress and anxiety during their first clinical training. Methods. Participants consisted of 60 second-year baccalaureate nursing students. The 30 participants in the biofeedback group received training on how to use the biofeedback device to assist in stress and anxiety management for 5 weeks while the 30 in the control group did not receive any training. Findings. Results indicated that the biofeedback group was able to maintain the stress level while the control group had a significant increase in the stress level over the 5-week period of clinical training. Additionally, the biofeedback group had a significant reduction in anxiety, while the control group had a moderate increase in anxiety. Conclusions. The better the nursing students can manage their stress and anxiety, the more successful they can be in their clinical training. Ultimately, the more psychologically healthy the nursing students are, the more likely they will flourish and graduate to become productive and contributing members of the nursing profession.

scholarly journals Effect of an intensive patient educational programme on the quality of bowel preparation for colonoscopy: a single-blind randomised controlled trial

2020 ◽  
Vol 7 (1) ◽  
pp. e000376
Author(s):  
Sivakami Janahiraman ◽  
Chan Yen Tay ◽  
Jie Min Lee ◽  
Wen Ling Lim ◽  
Chun Hoe Khiew ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Bowel Preparation ◽  
Controlled Trial ◽  
Tertiary Hospital ◽  
Educational Programme ◽  
Control Group ◽  
Randomised Controlled ◽  
The Impact ◽  
Experimental Group

ObjectivePreprocedural bowel preparation is necessary for optimal colonoscopy visualisation. However, it is challenging to achieve high-quality bowel preparation among patients scheduled for colonoscopy. This study aims to evaluate the impact of an intensive patient educational programme on the quality of bowel preparation.DesignAn accessor-blinded randomised controlled trial was carried out at the outpatient surgical clinic of a tertiary hospital. Patients were randomly assigned to the control group (received standard written and verbal instructions) or the experimental group (received an intensive and structured educational programme). All subjects completed a questionnaire before colonoscopy to assess their compliance, acceptability, and tolerability towards bowel preparation regime. Quality of bowel preparation was determined using the Boston Bowel Preparation Scale (BBPS).ResultsA total of 300 subjects who fulfilled the inclusion criteria were recruited. The experimental group had a significantly higher proportion of good quality bowel preparation than the control group (98.7% vs 52.3%, p<0.001). The median total BBPS score was also significantly higher in the experimental group (8 vs 5, p<0.001). Factors associated with good quality of bowel preparation included educational programme (OR: 22.79, 95% CI: 4.23 to 122.85, p<0.001), compliance to bowel cleansing agent (OR: 24.98, 95% CI 3.12 to 199.71, p<0.001), very difficult acceptability of preparation (OR: 0.11, 95% CI 0.03 to 0.38, p<0.001), tolerability towards bowel preparation (OR: 4.98, 95% CI 1.44 to 17.20, p<0.011) and hypomotility drugs (OR: 3.03, 95% CI 0.12 to 0.91, p<0.05).ConclusionAn intensive patient educational programme can significantly improve the quality of bowel preparation for colonoscopy.

Randomized Controlled Trial of a Cognitive Narrative Crisis Intervention for Bereavement in Primary Healthcare

2016 ◽  
Vol 45 (1) ◽  
pp. 85-90 ◽  
Author(s):  
Ana Sofia Andrade ◽  
Margarida Moreira ◽  
Mónica Sá ◽  
Duarte Pacheco ◽  
Vera Almeida ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Traumatic Stress ◽  
Controlled Trial ◽  
Cost Effective ◽  
Structured Interview ◽  
Control Group ◽  
Randomized Controlled ◽  
Demographic Questionnaire ◽  
The Impact ◽  
Experimental Group

Background and Aims: As there are known risks of retraumatization through bereavement crisis interventions, we tailored a new intervention lowering the degree of direct emotional activation. However, we need some evidence on the effects of depression and psychotraumatic symptoms between 1 and 6 months after a loss. Method: We conducted a randomized controlled trial with two groups: control group (n = 18) and experimental group (n = 11) in two assessments (1 and 6 months after loss); both included a semi-structured interview (Socio-Demographic Questionnaire, Beck Depression Inventory and the Impact of Events Scale-Revised–IES-R). The experimental group had a cognitive-narrative program with four sessions: recalling; cognitive and emotional subjectivization; metaphorization; and projecting sessions. Results: Participants in the experimental and control groups have lower levels of depression and traumatic stress 6 months after a loss. Statistically significant results in emotional numbing IES-R sub-scale are observed. Conclusions: A brief narrative-based cost-effective intervention has a positive effect on depression, controlling the traumatic stress and time after a loss.

scholarly journals The Impact of Using Mindfulness-Based Stress Reduction (MBSR)intervention for Reducing Teacher Burnout and Enhancing Self-efficacy of teachers of Autism Syndrome Disorder (ASD)

2021 ◽  
Vol 58 (2) ◽  
pp. 3848-3859
Author(s):  
Dr. Moudi Abdullah Amer Alajmi
Keyword(s):  
Stress Reduction ◽  
Self Efficacy ◽  
Intervention Program ◽  
Teacher Burnout ◽  
Control Group ◽  
Study Results ◽  
Mindfulness Based Stress Reduction ◽  
The State Of Kuwait ◽  
The Impact ◽  
Experimental Group

The current study aimed to explore the effectiveness of using Mindfulness-Based Stress Reduction (MBSR) intervention on reducing teacher burnout of teachers of Autism Syndrome Disorder (ASD).It is also aimed to investigate the impact of decreased teachers' burnout on enhancing the self-efficacy of those teachers. To achieve such goal, Mindfulness-Based Stress Reduction (MBSR) intervention and Oldenburg teacher burnout inventory, and Self-efficacy Scale. The sample of the study consists of 32 teachers who teach autistic children in the Autistic Behavior School (ABS) in Jahraa district, in the State of Kuwait. They were divided into two groups; the experimental group including 15 ASD teachers and the control group that includes 17 teachers. Both quantitative and qualitative designs were used; the quasi-experimental research design has been adopted in this study to assess the improvement achieved by the experimental group compared with the control group as a result of using the MBSR intervention program. Also, semi-structured interviews have been held with certain teachers with a high level of burnout. Results of the study revealed statistically significant differences in the mean scores of experimental and control groups in favor of the experimental group. MBSR intervention was effective in alleviating teachers' burnout and enhancing their self-efficacy. Based on the study results, it is recommended that mindfulness strategies should be used to alleviate anxiety, depression, stress, and even burnout teachers experience due to their job especially those teaching children with disabilities and autism.

scholarly journals Cluster randomised controlled trial of an online intervention to prevent ecstasy and new psychoactive substance use among adolescents: final results and implications for implementation

BMJ Open ◽  
2018 ◽  
Vol 8 (11) ◽  
pp. e020433 ◽  
Author(s):  
Katrina E Champion ◽  
Nicola Clare Newton ◽  
Lexine Stapinski ◽  
Maree Teesson
Keyword(s):  
Randomised Controlled Trial ◽  
Health Education ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Online Intervention ◽  
Control Group ◽  
Full Dose ◽  
Cluster Randomised ◽  
Randomised Controlled ◽  
The Impact

ObjectivesTo evaluate the effectiveness of the onlineClimate Schools: Ecstasy and Emerging Drugs moduleover 2 years, and examine the impact of intervention dose on outcomes.DesignCluster randomised controlled trial.SettingSecondary schools in Australia.Participants1126 students (aged 14.9 years) from 11 schools.InterventionFive schools were randomly allocated to the four-lesson internet-basedClimate Schools: Ecstasy and Emerging Drugsmodule. This universal intervention uses cartoon storylines to deliver harm-minimisation information about ecstasy and new psychoactive substances (NPS). It was delivered during health education classes over 4 weeks. Six schools were randomised to the control group (health education as usual). Participants were not blinded to intervention allocation.Outcomes measuresStudents completed self-report surveys at baseline, post-test, 6, 12 and 24 months post-baseline. Intentions to use ecstasy and NPS (including synthetic cannabis and synthetic stimulants), knowledge about ecstasy and NPS and lifetime use of ecstasy and NPS were assessed. This paper reports the results at 24 months post-baseline.AnalysisMixed effects regressions were conducted to analyse intervention effects from baseline to 24 months. Post hoc analyses using Inverse Probability of Treatment Weighting compared controls with students who: i) completed all four lessons (‘full dose’) and ii) partially completed the intervention (≤three lessons, ‘incomplete dose’).ResultsPrimary analyses found that controls were significantly more likely to intend on using synthetic cannabis compared with intervention group students (OR=3.56, p=0.01). Results from the weighted analyses indicated that controls reported significantly lower knowledge about ecstasy (p=0.001) and NPS (p=0.04) compared with the full-dose group. No significant differences were observed between the incomplete dose and control groups.ConclusionsThe online intervention was effective in modifying students’ intentions to use synthetic cannabis up to 24 months; however, this study highlights the importance of delivering prevention programmes in full to maximise student outcomes.Trial registration numberACTRN12613000708752.

scholarly journals Evaluation of the Impact of the Writing Program on Student Learning

2019 ◽  
Vol 7 (1) ◽  
pp. 44
Author(s):  
Su-Ching Lin ◽  
Ying-Ling Chen
Keyword(s):  
Student Learning ◽  
Junior High School ◽  
Self Efficacy ◽  
Intervention Program ◽  
Chinese Literature ◽  
Control Group ◽  
Writing Program ◽  
Motivation Scale ◽  
The Impact ◽  
Experimental Group

The purpose of this study was to evaluate the impact of the Chinese Writing Program of Self-Regulated Development Strategy (SRSDWP) on student learning. With that aim, two-groups were tested in an experimental design with comparison of scores of writing self-efficacy, writing self-regulated strategy, and writing motivation. Results between the experimental group and control group were examined to assess the impact of SRSDWRP on students’ learning. The SRSDCWP is based on the teaching model of self-regulated strategy development (SRSD) that consists of six instructional steps of developing background knowledge, discussing, modeling, memorizing, supporting, and independent performance. Participants consisted of 105 eighth graders from one junior high school located in central Taiwan divided into 50 students in the experimental group who attended the SRSDCWP, and 55 students in the control group who were not submitted to the intervention program. Three units of teaching materials were designed and implemented for 12 weeks. Two groups with a similar background and life/ schooling experience were taught by the same Chinese literature teacher and received writing instruction for 45 minutes in a total of 135 min per week. Data were collected through students’ writing self-efficacy scale, self-regulated strategy scale, and motivation scale. Data were analyzed using descriptive statistics of distribution frequencies, percentages, mean values, standard deviations and inferential statistic using ANCOVA. The results revealed that the scores of the experimental group regarding students’ writing self-efficacy scale, self-regulated strategy scale, and motivation scale were significantly higher than those of the control group. The study concluded that the SRSDCWP provided positive influence on students’ writing self-efficacy, self-regulated strategies, and motivation.

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