scholarly journals Empirical Evidence for the Outcomes of Therapeutic Video Games for Adolescents With Anxiety Disorders: Systematic Review (Preprint)

2017 ◽  
Author(s):  
Steven Barnes ◽  
Julie Prescott
Keyword(s):  
Systematic Review ◽  
Anxiety Disorders ◽  
Stress Reactivity ◽  
Behavioral Therapy ◽  
Experimental Studies ◽  
Therapeutic Interventions ◽  
Care Practice ◽  
Inclusion Criteria ◽  
Attention Bias Modification ◽  
Research Journal

BACKGROUND Extant evidence suggests that the proportion of adolescents suffering from anxiety disorders (ADs) has increased by up to 70% since the mid-1980s, with experience of anxiety at this stage associated with significant negative short- and long-term life outcomes. The existing therapeutic interventions (eg, cognitive behavioral therapy, CBT; attention bias modification, ABM) have proven to have clinically measurable benefits in reducing anxiety, but their efficacy is often compromised by social and practical barriers. The growing discrepancy between demand for, and access to, clinical interventions for anxiety has led to the development of a range of eHealth (health care practice supported by electronic processes and communication) and mHealth (versions of eHealth using mobile devices) interventions. One such protocol is therapeutic games, which aim to provide clinical frameworks in dynamic, adaptable, and personalized virtual environments. Although some evidence exists to suggest therapeutic games are associated with reductions in subjective anxiety and observed stress reactivity, there is currently, to our knowledge, no systematic review of the adherence to, and effectiveness of, therapeutic games for adolescent anxiety. OBJECTIVE The aim of this review was to establish the effectiveness of therapeutic games in making clinically measurable reductions in anxiety symptoms in adolescent samples. METHODS A systematic search of the existing academic literature published between 1990 and July 2017 was conducted using the databases Journal of Medical Internet Research, Journal Storage, Psychology Articles, Psychology Info, ScienceDIRECT, and Scopus. Records linked to empirical papers on therapeutic games for anxiety using adolescent samples were evaluated. RESULTS A total of 5 studies (N=410 participants) met the inclusion criteria, and 3 gamified anxiety interventions for adolescents were identified. The papers included a mixture of randomized controlled trials, quasi-experimental studies, and usability studies comprising quantitative and qualitative measures, with varying degrees of mixed methods. Extant evidence shows potential for therapeutic games to create clinically measurable reductions in symptoms of anxiety in adolescent samples, though findings are complicated in some cases by a low sample size, and in other cases by research design and methodological complications, including anxiety reductions in control groups caused by a control-game selection. CONCLUSIONS Although research in this field appears to be extremely limited, as demonstrated by the small number of papers meeting the inclusion criteria for this review, early findings suggest that therapeutic games have potential in helping to engage adolescents with anxiety and lead to clinically measurable reductions in symptoms.

scholarly journals Clinical Interventions for HIV-Associated Neurocognitive Disorder (HAND): A Systematic Review

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 896-896
Author(s):  
Hannah Mitchell ◽  
Erin Robinson ◽  
Allison Donehower
Keyword(s):  
Systematic Review ◽  
Study Design ◽  
Experimental Studies ◽  
Therapeutic Interventions ◽  
Current Evidence ◽  
Neurocognitive Disorder ◽  
Inclusion Criteria ◽  
Cross Sectional ◽  
Hiv Associated Neurocognitive Disorder ◽  
Cognitive Therapies

Abstract Despite the widespread use of antiretroviral therapy, HIV-associated neurocognitive disorder (HAND) continues to be one of the most common central nervous system complications of human immunodeficiency virus type 1 (HIV-1). The severity and prevalence of HAND underscores the need for safe, effective therapies to mitigate or eliminate the impacts of the disorder to improve the quality of life of individuals living with HAND. The current study conducted a systematic review of the literature regarding experimental studies of clinical therapeutic interventions for HAND. An electronic search of four databases (PsycINFO, SCOPUS, Ovid MEDLINE, and CINAHL) initially returned 4,280 articles, 31 of which met the inclusion criteria for this study. Articles were selected for inclusion based on several criteria, including the use of a clinical experimental study design and measurement of neuropsychological performance. A large number of studies were excluded due to utilizing observational or cross-sectional designs, relevance, or for otherwise not meeting inclusion criteria. The results of this review revealed 31 articles that investigated both pharmaceutical and cognitive therapies for HAND. Pharmaceutical interventions range from common antiretroviral therapies to novel drug classes with various mechanisms of action. Importantly, this review revealed a number of limitations present in the greater body of HAND research including inconsistencies among methods of diagnosis of HAND and study design, which ultimately make comparisons across studies difficult. This review presents the current evidence that exists regarding therapies for HAND and broadly discusses trends, limitations, and gaps in the literature.

Cognitive Behavioral Therapy for Anxiety Disorders: Outcomes From a Multi-State, Multi-Site Primary Care Practice

2021 ◽  
Vol 78 ◽  
pp. 102345
Author(s):  
Olivia E. Bogucki ◽  
Julia R. Craner ◽  
Summer L. Berg ◽  
Megan K. Wolsey ◽  
Stephanie J. Miller ◽  
...  
Keyword(s):  
Primary Care ◽  
Cognitive Behavioral Therapy ◽  
Anxiety Disorders ◽  
Primary Care Practice ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Care Practice

scholarly journals Physical exercise, IGF-1 and cognition A systematic review of experimental studies in the elderly

2018 ◽  
Vol 12 (2) ◽  
pp. 114-122 ◽  
Author(s):  
Angelica Miki Stein ◽  
Thays Martins Vital Silva ◽  
Flávia Gomes de Melo Coelho ◽  
Franciel José Arantes ◽  
José Luiz Riani Costa ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Exercise ◽  
Longitudinal Studies ◽  
Web Of Science ◽  
Experimental Studies ◽  
The Elderly ◽  
Inclusion Criteria ◽  
Exercise Induced ◽  
Assessment Results

ABSTRACT One of hypothetical mechanisms related to cognition is exercise-induced IGF-1. Objective: The aim of this study was to analyze the effects of exercise on IGF-1 levels and cognition in the elderly. Methods: The article searches were conducted on Pubmed, Web of Science, PsycINFO and Scielo databases and reviewed according to PRISMA guidelines. The inclusion criteria were: [1] original articles published up to 2017; [2] samples including elderly; [3] protocols including physical exercise; [4] longitudinal studies having exercise as main outcome; [5] assessment of IGF-1; [6] cognition assessment. Results: Seven studies were included in this review. Three of the studies showed an exercise-induced increase in IGF-1; three found stable IGF-1 levels and one found a reduction in IGF-1; with and without improvement in cognition. Conclusion: Disparities in the type of physical exercise, protocols and samples under different conditions hinder the establishment of a consensus on IGF-1, cognition and physical exercise.

scholarly journals Psychosocial interventions for adults with visible differences: A systematic review

2014 ◽  
Author(s):  
Alyson Norman ◽  
Timothy P Moss
Keyword(s):  
Systematic Review ◽  
Social Anxiety ◽  
Psychosocial Adjustment ◽  
Psychosocial Intervention ◽  
Experimental Studies ◽  
Psychosocial Interventions ◽  
Skills Training ◽  
Sufficient Evidence ◽  
Inclusion Criteria ◽  
Randomised Controlled

Background: Some individuals with visible differences have been found to experience psychosocial adjustment problems that can lead to social anxiety and isolation. Various models of psychosocial intervention have been used to reduce social anxiety and appearance related distress in this population. The objective of this review was to update a previous systematic review assessing the efficacy of psychosocial intervention programs for adults with visible differences. The original review (Bessell & Moss, 2007) identified 12 papers for inclusion. Methods: A search protocol identified studies from 13 electronic journal databases. Methods: Studies were selected in accordance with pre-set inclusion criteria and relevant data were extracted. Results: This update identified an additional four papers that met the inclusion criteria. Two papers provided very limited evidence for the efficacy of a combined cognitive-behavioural and social skills training approach. None of the papers provided sufficient evidence for the optimal duration, intensity or setting of psychosocial interventions for this population. Discussion: The review concluded that a greater number of Randomised Controlled Trials and experimental studies were required to increase the methodological validity of intervention studies.

Effectiveness and Efficacy of Therapeutic Interventions Performed by Nurses for Anxiety Disorders: A Systematic Review

2022 ◽  
pp. 107839032110681
Author(s):  
Roslaine Ifran Amaral ◽  
Fernanda Cirne Lima Weston ◽  
Vânia Naomi Hirakata ◽  
Adriana Aparecida Paz ◽  
Ana Cristina Wesner
Keyword(s):  
Systematic Review ◽  
Anxiety Disorders ◽  
Negative Impact ◽  
Self Control ◽  
Therapeutic Interventions ◽  
Quality Of Evidence ◽  
Assessment Development ◽  
Anxiety Levels ◽  
The Individual

BACKGROUND: Anxiety disorders are characterized by excessive anxiety, fear, and behavioral disorders that can lead the individual to have losses in daily, social, and work activities, generating a negative impact on their quality of life. AIM: To evaluate the quality of evidence of the therapeutic interventions performed by nurses for anxiety disorders. METHOD: An analysis of the quality of evidence was performed using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) system. The systematic review protocol was registered in the Prospective Register of Systematic Reviews (Prospero), CRD420202939. RESULTS: The interventions performed by nurses were effective ( d = 0.44), with significant improvement in reducing anxiety levels, reducing drug use, and improving self-control. CONCLUSIONS: The study indicates that therapeutic interventions performed by nurses are beneficial for individuals who suffer from anxiety disorders, with significant improvement in reducing anxiety levels, reducing medication use, improving self-control, and remission of anxiety symptoms.

Cognitive–Behavioral Therapies for Young People in Outpatient Treatment for Nonopioid Drug Use

2016 ◽  
Vol 28 (3) ◽  
pp. 363-385 ◽  
Author(s):  
Trine Filges ◽  
Anne-Marie Klint Jorgensen
Keyword(s):  
Systematic Review ◽  
Young People ◽  
Drug Use ◽  
Outpatient Treatment ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Inclusion Criteria ◽  
Study Results ◽  
Behavioral Therapies ◽  
Cognitive Behavioral Therapies

Objectives: This review evaluates the evidence on the effects of cognitive–behavioral therapy (CBT) on drug use reduction for young people in treatment for nonopioid drug use. Method: We followed Campbell Collaboration guidelines to conduct a systematic review of randomized and nonrandomized trials. Meta-analytic methods were used to quantitatively synthesize study results. Results: The search yielded seven studies that met inclusion criteria. Each of the seven studies compared CBT to another intervention. Authors’ Conclusions: The review found that there was no evidence that CBT interventions perform better or worse than the comparison interventions and additional research is needed. The number of studies included in this review was limited, and therefore should the overall results be interpreted with caution.

Does Cognitive Behavioral Therapy Change the Brain? A Systematic Review of Neuroimaging in Anxiety Disorders

2009 ◽  
Vol 21 (2) ◽  
pp. 114-125 ◽  
Author(s):  
Patricia Ribeiro Porto ◽  
Leticia Oliveira ◽  
Jair Mari ◽  
Eliane Volchan ◽  
Ivan Figueira ◽  
...  
Keyword(s):  
Systematic Review ◽  
Cognitive Behavioral Therapy ◽  
Anxiety Disorders ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
The Brain

scholarly journals What Actually Differs between Traditional Teaching and Sport Education in Students’ Learning Outcomes? A Critical Systematic Review

2021 ◽  
pp. 110-125 ◽  
Author(s):  
Cristiana Bessa ◽  
Peter Hastie ◽  
Ana Ramos ◽  
Isabel Mesquita
Keyword(s):  
Systematic Review ◽  
High School Students ◽  
Physical Education ◽  
Learning Outcomes ◽  
Selection Process ◽  
Scientific Journal ◽  
Experimental Studies ◽  
Traditional Teaching ◽  
Sport Education ◽  
Inclusion Criteria

This systematic review aimed to examine the main findings concerning to the investigations focused on compare, within Physical Education context, the influence of Sport Education (SE) and Traditional Teaching (TT) on students’ learning outcomes. A literature search was conducted on nine electronic databases (PubMed, Google Scholar, Web of Science, SCOPUS, Academic Search Ultimate, ERIC, Education Source, APA PsycINFO and APA PsycARTICLES). Inclusion criteria were defined before the selection process. Accordingly, were only included articles that (i) were published in peer-reviewed international journals indexed in Journal Citation Reports or Scientific Journal Rankings; (ii) were available in full-text; (iii) were published in English, Portuguese or Spanish; (iv) were performed within Physical Education context; and (v) provided specifically a comparison between the effects of SE and TT on students’ learning outcomes. Globally, twenty-eight studies met the inclusion criteria. The manuscripts’ methodological quality was assessed through Downs and Black checklist, with all studies displaying moderate quality. Results showed that comparisons among SE and TT tend to analyze team sports activities sampling high-school students via quasi-experimental designs, with more than half of them were published over the past five years. Also, these investigations typically focused on the differences between both models on the development of personal and social skills, as well as its impact on the motor and cognitive domains. In this respect, although the results tend to point out increases in both SE and TT, superior values are achieved when SE is implemented. The analysis of the teaching-learning process using alternative research methods and designs (i.e., experimental studies, qualitative data, longitudinal analysis, action-research and case studies), longer units with appropriate planning, and the report of model’s fidelity so that robust findings can endorse the teachers’ praxis, must be a concern in future studies.

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