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Comparison of SAS-A and CSPSCA pre-and post-test scores of the therapy and control groups in the main study.
Source publication
Objective:
The aim of this research project is to investigate the effects of cognitive-behavioral group therapy on adolescents suffering from symptoms of social anxiety.
Method:
cognitive behavioral group therapy program for reducing social anxiety was developed by the authors, after which a pilot study was conducted, evaluated for deficiencies,...
Contexts in source publication
Context 1
... pre-and post-tests were within-subject variable, and the group was between- groups variable in the analysis. The pre-and post-tests' mean scores of SAS-A belonging to the therapy and con- trol groups are summarized in Table 3. ...
Context 2
... presented in Table 3, the social anxiety scores of the therapy group decreased considerably after the therapy, but the social anxiety scores of the control group decreased only slightly. The interaction effect between the pre-post test and the groups in terms of SAS-A total scores was found statistically significant (F(1,42) =7.511, p< 0.01, η 2 =0.15). ...
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Background
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Background
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Citations
... Table 3 shows the synthesis of the studies included in the systematic review and the risk of bias. There were 7 studies (17.94%) on ADHD (23,36,37,39,42,53,61), 14 studies (35.90%) on PTSD (28, 29, 33-35, 38, 41, 43, 46-48, 55, 57), 10 studies (25.64%) on depression (24,27,30,32,44,45,49,50,54,56), and 7 studies (17.94%) on anxiety (25,30,31,51,59,60,62). ...
Background
Implementation of interventions to treat child and adolescent mental health problems in schools could help fill the mental health care gap in low- and middle-income countries (LMICs). Most of the evidence available come from systematic reviews on mental health prevention and promotion, and there is less evidence on treatment strategies that can be effectively delivered in schools. The aim of this review was to identify what school-based interventions have been tested to treat children and adolescents in LMICs, and how effective they are.
Methods
We conducted a systematic review including seven electronic databases. The search was carried out in October 2022. We included randomised or non-randomised studies that evaluated school-based interventions for children or adolescents aged 6–18 years living in LMICs and who had, or were at risk of developing, one or more mental health problems.
Results
We found 39 studies with 43 different pairwise comparisons, treatment for attention-deficit and hyperactivity (ADHD), anxiety, depression, and posttraumatic stress disorder (PTSD), Conduct disorder (CD). Pooled SMD were statistically significant and showed that, overall, interventions were superior to comparators for PTSD (SMD = 0.61; 95% CI = 0.37–0.86), not statistically significant for anxiety (SMD = 0.11; 95% CI = −0.13 to 0.36), ADHD (SMD = 0.36; 95% CI = −0.15 to 0.87), and for depression (SMD = 0.80; 95% CI = −0.47 to 2.07). For CD the sample size was very small, so the results are imprecise.
Conclusion
A significant effect was found if we add up all interventions compared to control, suggesting that, overall, interventions delivered in the school environment are effective in reducing mental health problems among children and adolescents.
Systematic review registration
[https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=129376], identifier [CRD42019129376].
... Almost half of the studies came from Iran (n = 52; 48.6%) [10,. China [72][73][74][75][76][77] and India [78][79][80][81][82][83] contributed six (5.6%) studies each, and Brazil [84][85][86][87][88] five (4.8%), while Palestine [89][90][91][92], Sri Lanka [93][94][95][96] and Turkey [97][98][99][100] contributed four (3.8%) each. Seven other countries contributed two (1.9%) studies each [101][102][103][104][105][106][107][108][109][110][111][112][113][114], and twelve countries one (0.9%) each [115][116][117][118][119][120][121][122][123][124][125][126]. ...
... Some key features of interventions are presented in in Supplemental Table S3 (Appendix 2). The most common settings were schools (n = 37; 34.6%) [10,25,26,36,37,46,47,53,54,56,66,[73][74][75]83,87,89,90,92,93,96,97,102,105,[107][108][109][110][111][112]114,116,117,121,123,126,128] and outpatient clinics (n = 35; 32.7%) [23,24,27,28,[30][31][32][33]35,39,40,42,48,49,55,58,[60][61][62][63]67,[69][70][71]77,79,80,84,86,88,95,98,99,118]. Over one-fifth of studies did not report the settings in which interventions were delivered [34,38,41,43,50,51,57,59,64,65,68,72,78,82,85,100,101,104,106,119,120,125,127]. ...
... A variety of other delivery agents also delivered interventions, for example, other mental health professionals (n = 6; 5.6%) [36,42,49,86,88,124], teachers (n = 9; 8.4%) [89,90,93,94,98,106,112,116,118] and lay people (n = 9; 8.4%) [78,92,96,102,104,114,122,125,126]. Over one-third of studies (n = 42; 39.2%) did not report or did not specify by whom interventions were delivered [10,24,25,29,34,35,37,40,41,[43][44][45]48,50,52,54,58,60,[62][63][64][65]68,72,74,75,77,79,80,[82][83][84][85]95,97,107,[119][120][121]123]. ...
Background
Treatments for mental health problems in childhood and adolescence have advanced in the last 15 years. Despite advances in research, most of the evidence on effective interventions comes from high-income countries, while evidence is scarce in low- and middle-income countries (LMICs), where 90% of world's children and adolescents live. The aim of this review was to identify evidence-based interventions tested in LMICs to treat or prevent child and adolescent mental health problems.
Methods
We conducted a systematic review of seven major electronic databases, from January 2007 to July 2019. We included randomised or non-randomised clinical trials that evaluated interventions for children or adolescents aged 6 to 18 years living in LMICs and who had, or were at risk of developing, one or more mental health problems. Results were grouped according to the studied conditions. Due to the heterogeneity of conditions, interventions and outcomes, we performed a narrative synthesis. The review was registered at PROSPERO under the number CRD42019129376.
Findings
Of 127,466 references found through our search strategy, 107 studies were included in narrative synthesis after the eligibility verification processes. Nineteen different conditions and nine types of interventions were addressed by studies included in the review. Over 1/3 of studied interventions were superior to comparators, with psychoeducation and psychotherapy having the highest proportion of positive results. One-third of studies were classified as presenting low risk of bias.
Interpretation
This review shows that different interventions have been effective in LMICs and have the potential to close the mental health care gap among children and adolescents in low-resource settings.
... For social anxiety disorder, cognitive strategies such as cognitive restructuring, teaching cognitive distortions, and behavioral strategies such as graded exposure and skills training are usually employed by the therapists. Group format tended to be the treatment modality of choice (Aydin et al., 2010). Test anxiety is usually treated using behavioral strategies with test-taking skills training, studying skills training, and cognitive strategies like cognitive restructuring of dysfunctional beliefs about the exam or its meanings (Ulusoy et al., 2016). ...
Being located in a place where most essential elements were discovered and most important figures who changed the direction of humanity lived, today’s modern Turkey has certainly taken advantage of its rich cultural, historical, and geopolitical accumulation. Indeed, home to many cultures between east and west, Mesopotamia and Balkan peninsula, ancient Persians and Greeks, many aspects in the history of mankind had the chance to originate from Anatolian peninsula from the first agricultural practice and many agricultural products (fig, wine, etc.) to one of the first settlements and the first temples (Curry, 2008; Turkey’s Fauna, n.d.).
... This view uses a cognitive approach to diagnose and treat psychopathology such as social phobia and emphasizes the effects of non-functional cognition on the disorder. Individuals suffering from social anxiety frequently focus on their shortcomings in social performance, increasing their anxiety symptoms [33]. Besides, another factor that affects the inmates' anxiety is their emotional readiness to get proper psychological treatment. ...
Recurring cases of suicide, escapement, riots, and overcapacity have been observed in correctional institutions in Indonesia. Mental health issues are one of the causes of such a phenomenon. The emergence of this mental health issue may negatively impact inmates and cause disturbances in correctional institutions. Rational Emotive Behavior Therapy (REBT) focuses on transforming an irrational concept into a rational belief. This study aims to investigate the effects of REBT counseling with patronage technique on reducing anxiety levels. This new Patron-Client platform, equipped with the signification of gratitude and contentment, becomes a new form of proper counseling in a correctional institution. This study adopted the quasi-experiment before-after method with the Solomon four-group design. To garner the data, it involved four groups divided into two experimental and two control groups, consisting of 240 research population and 160 research subjects. ANOVA and T-test analysis were used to further analyze the obtained data. The findings show significantly different anxiety levels in the inmate groups before and after the treatment. Besides, no difference was observed in the inmates who did not receive the treatment. This study concludes that REBT counseling with patronage technique significantly decreases the inmates’ anxiety levels in the correctional institution.
Doi: 10.28991/ESJ-2022-06-02-08
Full Text: PDF
... Despite this, it seems that children and adolescents with SM and children and adolescents with SP at the age between 8 and 18 years have similar cognitions that occur in situations in which they are expected to speak. Due to the strong relation between SM and SP [3] and findings that cognitive interventions are essential in treatment of older children and adolescents with anxiety disorders [22] including SP [75], it seems promising to focus on maladaptive cognitions in treatment of SM as well. The restructuring of cognitions concerning the fear of social evaluation as well as the fear of imperfect answers might be a promising aspect for intervention in SM, especially in older children and adolescents. ...
Selective mutism (SM) is classified under the category of anxiety disorders in DSM-5 [1], although concrete fears that underlie the condition are not specified contrary to all other anxiety disorders. Given the lack of studies systematically investigating fears in SM, content and frequency of concrete fears as well as related cognitions have remained unclear so far. One hundred and twenty-four participants [M = 13.25 years (SD = 3.24), range 8–18 years] with SM (n = 65), social phobia (SP n = 18) or with typical development (TD n = 51) took part in an online survey. Participants with SM (n = 65) answered an open-ended question concerning fears that might cause the consistent failure to speak in select situations. Additionally, participants with SM, SP and TD completed a survey containing 34 fear-related cognitions that might occur in speech-demanding situations. Open text answers were systematically evaluated by extracting higher-order categories using a Qualitative Content Analysis. Single item scores of the survey were compared between the three groups. 59% of all spontaneously reported fears were assigned to the cluster of social fears. Other reported fears represented the categories fear of mistakes (28%), language-related fears (8%) and voice-related fears (5%). The SM- and SP group only differed regarding the cognition that one’s own voice might sound funny (SM > SP). Social fears and the fear of mistakes account for the majority of fears in SM. Therefore, future interventions should consider specifically targeting these types of fears.
... Through CBT, cognitive restructuring can be done to help individuals about matters relating to their social and behavioral situations when engaging with others. Therefore, CBT is one effort to change student social anxiety related to mindset and behavior in an effective way by using CBT group counseling (Aydin, Tekinsav, &Sorias, 2010) The cognitive and behavioral changes that occur in group members are inseparable from the role of CBT specifically applied in group settings, giving many opportunities for restructuring, homework, training to challenge their own thinking, in addition to achieving engagement and motivation, comfort, psychosocial education , comparison and social support of group members (Chrisner, Stewart & Freeman, 2007). CBT is effective in helping others with social anxiety (Herbert, Rheingold & Goldstein, 2002). ...
Social anxiety is one of the important factors that can obstruct students in the process of achieving the development to the optimal direction. Anxiety begins maladaptive cognitive, resulting in ineffective behavior. CBT is one approach to maladaptive cognitive restructuring and ineffective behavior. This study aims to examine the effectiveness of CBT counseling group settings in overcoming students' social anxiety. This research uses a quantitative approach with Quasi Experiment method through The Non Equivalent Control Group design. The subjects were 9 students of control group and 9 students of the experimental group. Data were analyzed using Wilcoxon Signed-Rank Test and Kolmogorov Smirnov 2 Independent Samples. The research findings show that CBT counseling group setting is effective in overcoming student social anxiety. The results of this study can be used as one of the strategies in overcoming the social anxiety of students.
... Through CBT, cognitive restructuring can be done to help individuals about matters relating to their social and behavioral situations when engaging with others. Therefore, CBT is one effort to change student social anxiety related to mindset and behavior in an effective way by using CBT group counseling (Aydin, Tekinsav, &Sorias, 2010) The cognitive and behavioral changes that occur in group members are inseparable from the role of CBT specifically applied in group settings, giving many opportunities for restructuring, homework, training to challenge their own thinking, in addition to achieving engagement and motivation, comfort, psychosocial education , comparison and social support of group members (Chrisner, Stewart & Freeman, 2007). CBT is effective in helping others with social anxiety (Herbert, Rheingold & Goldstein, 2002). ...
... Through CBT, cognitive restructuring can be done to help individuals about matters relating to their social and behavioral situations when engaging with others. Therefore, CBT is one effort to change student social anxiety related to mindset and behavior in an effective way by using CBT group counseling (Aydin, Tekinsav, &Sorias, 2010) The cognitive and behavioral changes that occur in group members are inseparable from the role of CBT specifically applied in group settings, giving many opportunities for restructuring, homework, training to challenge their own thinking, in addition to achieving engagement and motivation, comfort, psychosocial education , comparison and social support of group members (Chrisner, Stewart & Freeman, 2007). CBT is effective in helping others with social anxiety (Herbert, Rheingold & Goldstein, 2002). ...
Social anxiety is one of the important factors that can obstruct students in the process of achieving the development to the optimal direction. Anxiety begins maladaptive cognitive, resulting in ineffective behavior. CBT is one approach to maladaptive cognitive restructuring and ineffective behavior. This study aims to examine the effectiveness of CBT counseling group settings in overcoming students' social anxiety. This research uses a quantitative approach with Quasi Experiment method through The Non Equivalent Control Group design. The subjects were 9 students of control group and 9 students of the experimental group. Data were analyzed using Wilcoxon Signed-Rank Test and Kolmogorov Smirnov 2 Independent Samples. The research findings show that CBT counseling group setting is effective in overcoming student social anxiety. The results of this study can be used as one of the strategies in overcoming the social anxiety of students.
... Through CBT, cognitive restructuring can be done to help individuals about matters relating to their social and behavioral situations when engaging with others. Therefore, CBT is one effort to change student social anxiety related to mindset and behavior in an effective way by using CBT group counseling (Aydin, Tekinsav, &Sorias, 2010) The cognitive and behavioral changes that occur in group members are inseparable from the role of CBT specifically applied in group settings, giving many opportunities for restructuring, homework, training to challenge their own thinking, in addition to achieving engagement and motivation, comfort, psychosocial education , comparison and social support of group members (Chrisner, Stewart & Freeman, 2007). CBT is effective in helping others with social anxiety (Herbert, Rheingold & Goldstein, 2002). ...
Social anxiety is one of the important factors that can obstruct students in the process of achieving the development to the optimal direction. Anxiety begins maladaptive cognitive, resulting in ineffective behavior. CBT is one approach to maladaptive cognitive restructuring and ineffective behavior. This study aims to examine the effectiveness of CBT counseling group settings in overcoming students' social anxiety. This research uses a quantitative approach with Quasi Experiment method through The Non Equivalent Control Group design. The subjects were 9 students of control group and 9 students of the experimental group. Data were analyzed using Wilcoxon Signed-Rank Test and Kolmogorov Smirnov 2 Independent Samples. The research findings show that CBT counseling group setting is effective in overcoming student social anxiety. The results of this study can be used as one of the strategies in overcoming the social anxiety of students.
... Social fears and social phobia in adolescents have a tendency to increase [4], [5]. Various studies describe a general tendency to anxiety among high school students as well as specific types of anxiety such as test anxiety, social anxiety, mathematics anxiety, music performance anxiety, school anxiety, etc. [6], [7], [8], but these studies have analyzed students who remain at the same high school. In general, it is known that any school transition such as, for example, transition from primary to high-school may increase the level of anxiety of pupils [9]. ...
Objective
The aim of the study was to measure the effects on levels of anxiety in healthy teenagers caused by a temporary change of country and school during a study abroad program.
Methods
In a prospective study we gathered the data from six anxiety level related tests on high school participants in a study abroad program (age 15–17, n = 364, M 172, F 192). These volunteer participants were divided into two separate groups: with self-reported elevated levels of anxiety (n = 111; YES-group) and with self-reported normal levels of anxiety (n = 253; NO-group). Two control groups of schoolchildren drawn from two local schools were used for comparison (n = 100 each). Three tests were subjective, i.e. self-fill-out tests. The next three tests were objective psychological or neurophysiological tests designed to estimate reflex control, concentration and a feeling for the passage of time.
Results
The initial mean anxiety level score among the 364 participants was 41.5 ± 16.7 (min 16, max 80) on 5–110 scale. For the YES-group the score was 56.5 ± 15.9, and for the NO-group the score was 34.7 ± 17.4 (p = 0.05). The retesting after they had been in the same place for 7 weeks revealed that the mean anxiety level score of the participants decreased to 37.4 ± 16.9 (min 15, max 72). For the YES-group the score significantly decreased to 39.3 ± 15.5, and for the NO-group the score slightly elevated to 36.7 ± 16.4 producing similar results for both groups (p = 0.81).
Conclusion
A temporary change of country and school at first results in a rise in anxiety levels in about one third of participants. However, after an extended stay it falls to normal levels.
