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Journal articles on the topic "FRIENDS: Prevention of Anxiety and Depression Program"
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Zwaanswijk, Marieke, and Mia P. Kösters. "Children's and Parents’ Evaluations of ‘FRIENDS for Life’, an Indicated School-Based Prevention Program for Children With Symptoms of Anxiety and Depression." Behaviour Change 32, no. 4 (September 18, 2015): 243–54. http://dx.doi.org/10.1017/bec.2015.13.
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There is evidence that the school-based program FRIENDS for Life is effective in preventing childhood anxiety and depression. Effectiveness is, however, not the only prerequisite for successful implementation. Participants’ evaluation of a prevention program may provide suggestions about how to fine-tune it to fit the needs of the target population. This study investigated children's and parents’ evaluations of the Dutch version of FRIENDS for Life. Forty-four participants of FRIENDS for Life (9–13 years) participated in online focus groups and 38 parents were interviewed in 2011–2012. Questions concerned the general opinion about the program, its perceived effectiveness and group atmosphere, and suggestions for program improvement. Most children (95.5%) and parents (65.8%) evaluated the program positively, and the majority (61.4% and 76.3%) thought that it had been useful in changing the child's behaviour. Children and parents expressed complementary views about the behaviours the child had learned. Some children (38.6%) expressed negative opinions about the program. Parents’ attendance at parent meetings was low (31.6–36.8%). Considered together with the growing evidence of the effectiveness of FRIENDS for Life, we concluded that it can be successfully implemented as an indicated prevention program in primary schools for children who show symptoms of anxiety or depression. Efforts could be made to increase parents’ involvement in the program.
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Barrett, Paula M., and Kristine M. Pahl. "School-Based Intervention: Examining a Universal Approach to Anxiety Management." Australian Journal of Guidance and Counselling 16, no. 1 (July 1, 2006): 55–75. http://dx.doi.org/10.1375/ajgc.16.1.55.
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AbstractAnxiety disorders are among the most common mental health problems affecting children and adolescents. Current estimates indicate that 1 in 5 children or 4 to 6 students within a classroom of 30 children are at risk for developing an anxiety disorder (Boyd, Kostanski, Gullone, Ollendick, & Shek, 2000). Of these children, many will not receive clinical intervention. The school environment is the optimal setting to address this issue and to minimise the risk and prevent the development of anxiety disorders. This article examines the importance of early intervention and prevention within the school setting through an examination of the risk and protective factors of anxiety and the comparability of three approaches to prevention in schools — selective, indicated, and universal approaches. All three prevention approaches are discussed along with the advantages and disadvantages of each. The applicability of the universal approach to prevention is discussed in relation to the FRIENDS for Life (FRIENDS) program (Barrett, 2004, 2005) and its implementation within schools. The FRIENDS program is an evidence-based, cognitive–behavioural anxiety program for children and youth. It is the only evidence-based program endorsed by the World Health Organization as an effective program for the prevention and treatment of anxiety and depression in children and youth.
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Gallegos, Julia, Alejandra Rodríguez, Graciela Gómez, Marisol Rabelo, and Mónica Fernanda Gutiérrez. "The FRIENDS for Life Program for Mexican Girls Living in an Orphanage: A Pilot Study." Behaviour Change 29, no. 1 (March 2012): 1–14. http://dx.doi.org/10.1017/bec.2012.8.
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Anxiety and depression are common problems experienced by children and adolescents that, without an effective intervention, can lead to a series of negative consequences. The aim of this study was to evaluate the effectiveness the Spanish version of the FRIENDS for Life program (Barrett, 2008a, 2008b), a social and emotional skills program that uses cognitive-behavioural techniques for the prevention and early intervention of anxiety and depression. The program was implemented at the selective level of prevention with girls living at an orphanage in Mexico. Participants received the program for 10 consecutive weeks, and pretest and post-test measures were administered. Measures evaluated participants’ anxiety and depressive symptoms and risk status, proactive coping skills, levels of self-concept, self-esteem, and optimism. Social validity was also assessed. Results showed positive changes particularly in optimism and self-concept. Particular items and subscales of the measures also reported statistically significant changes, such as a decrease in worry, physiological symptoms of anxiety, and negative mood, and an increase in self-esteem at home and with peers. Participants evaluated the program as enjoyable and useful. Implications of the findings and further research are discussed.
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Lowry-Webster, Hayley M., Paula M. Barrett, and Mark R. Dadds. "A Universal Prevention Trial of Anxiety and Depressive Symptomatology in Childhood: Preliminary Data from an Australian Study." Behaviour Change 18, no. 1 (April 1, 2001): 36–50. http://dx.doi.org/10.1375/bech.18.1.36.
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AbstractThis paper describes the development and preliminary findings of a program designed to prevent the development of anxiety and depressive symptoms in children aged 10 to 13 years. Using a universal prevention approach, a total of 594 children were randomly assigned on a class-by-class basis to either a 10-session family group CBT program (FRIENDS) routinely implemented as part of the school curriculum, or to a comparison group. Pre-post intervention changes were examined universally, and for children who scored above the clinical cut-off for anxiety at pretest. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms, regardless of their risk status, than the comparison group at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced improvements at posttest. Overall, these preliminary results appear to support the benefits of a school-based universal cognitive-behavioural intervention program. Implications of this study are discussed, and long-term follow-up measures are currently underway.
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Lowry-Webster, Hayley M., Paula M. Barrett, and Sally Lock. "A Universal Prevention Trial of Anxiety Symptomology during Childhood: Results at 1-Year Follow-up." Behaviour Change 20, no. 1 (March 1, 2003): 25–43. http://dx.doi.org/10.1375/bech.20.1.25.24843.
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AbstractIn 2001 we evaluated a universal prevention trial of anxiety during childhood, and also examined the effects of the program on levels of depression. Participants were 594 children aged 10—13 years from seven schools in Brisbane, Australia, who were randomly assigned to an intervention or control group on a school-by-school basis. The intervention was based on the group CBT program FRIENDS (Barrett, Lowry-Webster & Holmes, 1999a, 1999b, 1999c). Results were examined universally (for all children) and for children who scored above the clinical cut-off for anxiety at pre-test. At 12-month follow-up, intervention gains were maintained, as measured by self-reports and diagnostic interviews. Eighty-five per cent of children in the intervention group who were scoring above the clinical cut-off for anxiety and depression were diagnosis free in the intervention condition, compared to only 31.2% of children in the control group. Implications of these findings are examined, alongside limitations and directions for future research.
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Fukushima-Flores, Marnie, and Lynn Miller. "FRIENDS Parent Project: Effectiveness of Parent Training in Reducing Parent Anxiety in a Universal Prevention Program for Anxiety Symptoms in School Children." Behaviour Change 28, no. 2 (June 1, 2011): 57–74. http://dx.doi.org/10.1375/bech.28.2.57.
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AbstractAnxiety is the most pervasive childhood mental health disorder today. This study examined the parent component of a school-based universal prevention and early intervention program. Participating parents (N= 122) completed four measures on anxiety, the Anxiety Sensitivity Index, the Center for Epidemiological Studies-Depression, the Penn State Worry Questionnaire, and the Screen for Child Anxiety Related Emotional Disorders, before and after the parent program. The effectiveness of the program was investigated by analysing mean scores of the parent self-reported anxiety symptoms and parent reports of child anxiety symptoms. The main analyses conducted were 2 × 2 between-within ANOVAs for each measure. The hypothesis that parents who participated in the program (n= 20) would report reduced anxiety symptoms for themselves and for their children when compared to parents who did not attend (n= 120) was not confirmed. The parent's satisfaction level with the program was also studied, with high acceptability ratings providing strong social validity for this program. Implications of the findings, strengths, limitations and suggestions for further research are discussed.
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Kösters, Mia P., Mai J. M. Chinapaw, Marieke Zwaanswijk, Marcel F. van der Wal, Elisabeth M. W. J. Utens, and Hans M. Koot. "FRIENDS for Life: Implementation of an indicated prevention program targeting childhood anxiety and depression in a naturalistic setting." Mental Health & Prevention 6 (June 2017): 44–50. http://dx.doi.org/10.1016/j.mhp.2017.03.003.
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Barrett, Paula M., Lara J. Farrell, Thomas H. Ollendick, and Mark Dadds. "Long-Term Outcomes of an Australian Universal Prevention Trial of Anxiety and Depression Symptoms in Children and Youth: An Evaluation of the Friends Program." Journal of Clinical Child & Adolescent Psychology 35, no. 3 (July 1, 2006): 403–11. http://dx.doi.org/10.1207/s15374424jccp3503_5.
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Conley, Colleen S., Jenna B. Shapiro, Brynn M. Huguenel, and Alexandra C. Kirsch. "Navigating the College Years: Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being." Emerging Adulthood 8, no. 2 (August 26, 2018): 103–17. http://dx.doi.org/10.1177/2167696818791603.
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College presents unique opportunities and stressors that challenge psychosocial adjustment. This 4-year longitudinal study examines multiple aspects of adjustment in 5,532 college students from immediately pre-college across each of 4 academic years. Student adjustment generally worsens across the first 2 years in the domains of psychological functioning (decreased self-esteem; increased depression, anxiety, and stress), cognitive-affective strategies (decreased active emotional coping, increased avoidant emotional coping), and social adjustment (decreased social support from friends). The latter 2 years generally witness improvement, though only recovering to pre-college levels in self-esteem and active emotional coping for women, and just the latter for men. Women experience worse initial psychological functioning (more distress and lower self-esteem), though their self-esteem recovers by the end of college. Men exhibit worse friend support and active emotional coping, and a pattern of worsening avoidant emotional coping throughout college. Current findings highlight the first 2 years as an extended transition period when prevention programs may be especially needed.
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Cole, John Charles. "Active and healthy: a ten year group history designed to support relapse prevention for older people suffering with anxiety and/or depression." Mental Health and Social Inclusion 25, no. 2 (February 4, 2021): 134–45. http://dx.doi.org/10.1108/mhsi-09-2020-0062.
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Purpose The purpose of this project was to determine if consumers of Older People’s Mental Health (OPMH) recovering from depression and/or anxiety would benefit, in terms of a reduction in symptomatology and an increase in overall quality of life, from a group program approach. Design/methodology/approach The Active & Healthy Group Program was developed drawing on evidenced-based psycho-education, psychotherapy, cognitive behavioural therapy and research on the effects of diet and activity on well-being. The program consists of six weekly sessions, each consisting of 50 min of psycho-education followed by physical and social activity of similar duration. Pre-and post-testing was undertaken using the Geriatric Depression Scale (GDS), Kessler 10 (K10) and European Health Interview Survey-Quality of Life-8 Item Index. In addition, participants completed a qualitative post-group survey focussing on their evaluation of the group, strengths and suggested improvements. The pre- and post-group measures were subjected to statistical analysis. Findings According to pre- and post-test measures, the majority of group participants showed significant reductions in depressive symptoms and psychological distress (GDS and K10). This aligned with an overall increase in measures of quality of life (WHO QOL 8). Originality/value This paper contributes to the emerging evidence that older people are often open to education and change, given a friendly non-confrontational environment where evidence is presented that challenges the negative stereotypes so often put forward about old age. Given the nature of the outcomes, Active & Healthy, perhaps, has the potential to impact on service transformation to incorporate group work of this type as a valuable adjunct to core service provision.
Dissertations / Theses on the topic "FRIENDS: Prevention of Anxiety and Depression Program"
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Bacchus, Natashia Soraiya. "Teacher Implementation of a School Based Anxiety Prevention Program in British Columbia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5303.
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The Friends for Life program is an evidence-based practice being used in schools to assist children to learn skills to manage anxiety. The Friends for Life program has been used by school districts in British Columbia, Canada, for over 10 years, yet there is little research on how the program is being implemented in schools by teachers. This qualitative case study investigated the implementation practice of the Friends for Life program by teachers in Grades 4 and 5. Semi-structured interviews were conducted with 8 teachers from a smaller school district in British Columbia, Canada. The results yielded themes, which described critical factors that helped or hindered teachers in implementing the program with fidelity. A key finding of the study demonstrated teachers were running the program weekly, as per program guidelines. A key factor that was identified as helping teachers to implement the program with fidelity was support of school counselors, district staff, and the building administrator. The implications for social change include providing school administrators with information, which can help them to support teachers to implement the Friends for Life program with fidelity. As a result of these findings the Friends for Life program may consider updating the training materials and program implementation protocols in order to ensure teachers are implementing the program with fidelity and therefore, children are learning the skills they need to manage their anxieties and worries.
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Lewis, Krystal Monique. "An Ounce of Prevention: Evaluation of the Fun FRIENDS Program for Kindergarteners in a Rural School." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/49691.
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Anxiety disorders are among the most common psychological disorders in childhoodwith reported rates as high as 41.2% (Cartwright-Hatton, McNicol, & Doubleday, 2006; Cooley,
Boyd, & Grados, 2004). A majority of the anxiety intervention programs target children who are
7 years of age and older. Yet, many anxiety disorders develop in the preschool years (APA,
2000). Therefore, it seems desirable to work with young children who display early signs of
anxiety to provide them with skills that would protect them from later full-blown
psychopathology. Early intervention and prevention programs may be effective ways to modify
the developmental trajectory of anxiety disorders.
The present research reports findings from an anxiety prevention program for 4-7 year
olds. One hundred and ten children from two schools in a rural part of Southwest Virginia
participated. Fifty-seven children from one school received a classroom-based prevention
program on a weekly basis over 20 weeks. Fifty-three children from a second school served as a control group. The mean age of the sample was 5.11 years. Results suggested that anxiety was positively correlated with emotional symptoms (r = .67, p<.001), peer difficulties (r = .21,p<.05), and total difficulties (r =.29, p<.03) on the Strengths and Difficulties Questionnaire for all children. Overall, there were significant decreases in anxiety symptoms from pre to follow-up for both groups of children [F (1, 105) = 7.79, p =.006]. Unexpectedly, anxiety symptoms increased from pre to post for children in the intervention school whereas they decreased for children in the control school. Although these findings are reversed of what was expected, these results may have important implications concerning the importance of providing anxiety education and awareness for teachers. Implications of the current findings, limitations of the study, and directions for future research and dissemination are discussed.
Ph. D.
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Fukushima-Flores, Marnie. "FRIENDS parent project : effectiveness of parent training in reducing parent anxiety in a universal prevention program for anxiety symptoms in school children." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7975.
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Anxiety is one of the most pervasive childhood mental health disorders of our day. This is reflected in the growing body of research investigating the most effective ways to treat and prevent childhood anxiety. This study adds to the discussion by examining the parent component of a school based universal prevention and intervention program. Participating parents (N = 122) completed four measures on anxiety, the Anxiety Sensitivity Index (ASI, Reiss, Peterson, Gursky, & McNally, 1986), the Center for Epidemiological Studies-Depression (CES-D, Radloff, 1977), the Penn State Worry Questionnaire (PSWQ, Meyer, Miller, Metzger, & Borkovec, 1990), and the Screen for Child Anxiety Related Emotional Disorders (SCARED, Birmaher et al., 1999) before and after the parent program. The effectiveness of the program was investigated by analysing mean scores of the parent self-reported anxiety symptoms and parent reports of child anxiety symptoms. The main analyses conducted were 2 x 2 between-within ANOVAs for each measure. The hypothesis that parents who participated in the program (n = 20) would report reduced anxiety symptoms for themselves and for their children when compared to parents who did not attend (n = 120) was not confirmed. The parent’s satisfaction level with the program was also studied with high acceptability ratings providing strong social validity for this program. Implications of the findings, strengths, limitations and suggestions for further research are discussed.
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Webster, Hayley Monique, and n/a. "An Ecological Approach to the Prevention of Anxiety Disorders during Childhood." Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030807.105928.
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Research shows that anxiety disorders are common and problematic in children. Treatment studies demonstrate that cognitive-behavioural interventions for children can successfully minimise these problems. Further, when implemented as early intervention or prevention programs, these interventions can prevent the onset of anxiety problems in 7 to 14 year olds and reduce existing levels of anxiety. This type of preventive approach has enormous potential for improving community mental health in a low cost model of service delivery. Yet, to develop this as a viable service model, these programs need to be evaluated under 'real world' conditions as opposed to specialist university clinical teams. In this research, the long-term effectiveness of an ecological model of the prevention of anxiety disorders for children was conducted. In the first study, teachers (N = 17) were trained intensively in the principles of anxiety and the FRIENDS anxiety prevention program (Barrett, Lowry-Webster & Holmes, 1999). Measures were taken of the PROXIMAL effects of training on the knowledge and self-efficacy of participating teachers at two points in time. Compared to teachers in a control group (N= 17) and a group comprised of psychologists regarded as experts in the FRIENDS anxiety program (N= 22), trained teachers demonstrated significant increases in the levels of knowledge and self-efficacy at time two. These increases approached levels exhibited by experts in terms of knowledge, and were not significantly different from experts in their levels of self-efficacy to implement the FRIENDS program following training. This study also explored the quality or fidelity of program implementation by these trained teachers (INTERMEDIATE EFFECTS). Results demonstrated that trained teachers implemented the program with high levels of integrity in accordance with the FRIENDS intervention manual. The second study sought to investigate the outcomes for participating children in terms of actually preventing and reducing existing levels of anxiety. Also of interest was the impact this intervention had on levels of depression. Participants were 594 children aged 10-13 years from 7 schools in Brisbane Australia. Children, and parents reported on children's social, emotional and behavioural characteristics at three-assessment points over 12 months. Results were examined universally (for all children) and for children who scored above the clinical cut-off for anxiety at pre-test. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms regardless of their risk status at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced significant improvements at posttest. The results indicated that intervention gains were maintained over a period of 12 months, as measured by self-reports and diagnostic interviews. Moreover, evidence of a prevention effect was also demonstrated, with a significantly greater percentage of children in the control group progressed to "at risk" or "remained at risk" compared to children in the intervention group. Additionally, 85% of children in the intervention group who were scoring above the clinical cut-off for anxiety and depression were diagnosis free in the intervention condition at 12-month follow-up, compared to only 31.2% of children in the control group. Implications of these findings are examined, alongside limitations of the study and directions for future research.
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Lock, Sally, and n/a. "A Developmental Approach to the Prevention of Anxiety Disorders During Childhood." Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040615.140812.
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The studies presented in this thesis sought to investigate a number of developmental factors that influence the efficacy of preventive intervention for child anxiety disorders. Preventive intervention has emerged as a vital step forward in clinical research following data indicating anxiety disorders are among the most common forms of psychopathology in youngsters (Kashani & Orvaschel, 1990; Mattison, 1992). Several risk and protective factors associated with childhood anxiety disorders have been identified, along with effective treatment protocols (Kendall, 1994; Howard & Kendall, 1996; Barrett, 1998, 1999; Silverman et al., 1999a, 1999b), as prerequisites to the development of preventive programs for child anxiety problems (Spence, 2001). The first objective of this research was to add to the literature on risk and protective factors by investigating the role of peer interaction in the development of child anxiety problems. Study one examined developmental differences in the influence of peer interaction on children's anxiety-related cognition and behaviour. One hundred and sixty two children enrolled in grade 6 (n = 96) aged between 9 and 10 years, and grade 9 (n = 66) aged between 14 and 16 years participated in the study. Participants were stratified into either an at risk group or to a healthy group, based on their anxiety scores on the Spence Child Anxiety Scale (SCAS; Spence, 1997), and further allocated to a peer group comprising of 3 'healthy' (non-anxious) and 3 'at risk' (high anxious) children. Prior to and following a peer discussion, participants completed a standardised self-report measure of threat interpretation and response plans to two ambiguous vignettes (Barrett, Rapee, Dadds, & Ryan, 1996; Dadds, Barrett, Rapee, & Ryan, 1996). Results showed all participants evidenced changes in threat interpretation and response plans following the discussion with peers (p < .001). Overall, findings highlight the potential importance of peer interaction in the development of anxiety-related cognition and behaviour. The findings of study one have important implications for the future development of school-based intervention programs; specifically those conducted in the classroom. Study two sought to advance the current research on preventive intervention for child anxiety by establishing the age at which youngsters benefit the most from the FRIENDS program as a classroom-based universal intervention. Study two presents the results of a longitudinal study evaluating the effects of a universal school-based intervention for child anxiety at two developmental stages. The study involved a cohort of 733 children enrolled in grade 6 (n = 336, 45.6%) aged between 9 and 10 years, and grade 9 (n = 401, 54.4%) aged between 14 and 16 years, Participants were allocated to either a school-based cognitive behavioural intervention or to a monitoring group. Participants completed standardised measures of anxiety, depression and coping style. Participants identified as 'at risk' of an anxiety disorder were assessed for a clinical diagnosis with a structured diagnostic interview. Results indicated the universal intervention effective in significantly reducing anxiety (p < .001), depression (p < .001) and behaviour avoidance in children at post- intervention and 12-month follow-up intervals. Grade 6 children reported significantly higher anxiety at pre-intervention and greater reductions in anxiety at post intervention compared with the grade 9 (p < .001), although both primary and secondary school participants showed equal reductions in anxiety at 12-month follow up. Overall, findings suggest universal intervention potentially successful in reducing symptoms of anxiety and increasing coping skills in children. Primary school children reported the greatest changes in anxiety symptoms, suggesting earlier preventive intervention potentially more advantageous than later intervention. Developmental differences in anxiety, depression and coping strategies are discussed in addition to the implications and limitations of this study and directions for future research.
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(13714644), Jenny Adermann. "The friends: Prevention of anxiety and depression program in action." Thesis, 2001. https://figshare.com/articles/thesis/The_friends_Prevention_of_anxiety_and_depression_program_in_action/20958490.
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Anxiety is a significant psychological problem for many children today affecting their social and academic functioning. Research indicates that childhood anxiety can lead to anxiety and depression in adulthood and that early intervention in childhood anxiety is desirable.
This professional practicum report discussed the effectiveness and the practical implications for teachers and guidance officers wishing to run the FRIENDS: Prevention of Anxiety and Depression Program in schools. Although the program had applications for both childhood anxiety and depression, the focus of this study was on anxiety.
An action research methodology was used to report on the outcomes of FRIENDS as it was run in one Brisbane state school. The program was conducted over three months on a weekly, after -school basis, with a group of children who had been identified by teachers and the guidance officer as displaying anxious behaviours. Home activities involved parental assistance. Workshops were conducted to inform parents of the rationale and theoretical principles behind the program and to support them in the home activities.
The program effectiveness was monitored by pre- and post -questionnaires, interviews, observations and active researcher involvement in the program. Implications were discussed and recommendations made to guidance officers and teachers planning to conduct the program in school settings.
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Cooper, Jonathan A. "Canadian social validity evaluation of the FRIENDS school-based universal anxiety prevention program." 2007. http://hdl.handle.net/1993/20451.
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Gallegos, Guajardo Julia 1979. "Preventing childhood anxiety and depression : testing the effectiveness of a school-based program in México." 2008. http://hdl.handle.net/2152/18005.
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A growing number of school-aged children experience or are at risk for myriad psychological and behavioral problems such as anxiety and depression that interfere with their interpersonal relationships, school performance, and potential to become productive citizens--hence, the critical nature of early prevention and intervention in schools. The purpose of this study was to assess the effectiveness of AMISTAD, a social and emotional program focusing on the prevention of anxiety and depression of four groups of students. Eight schools from a northern city in México were randomly selected and assigned to either an intervention or monitoring condition. Sixteen teachers implemented the intervention, and 16 served as control. Participants were 1,030 fourth- and fifth-grade students (ages 9-11), including 131 children with learning disabilities (LD). Children in the intervention group received the program and learned about relaxation techniques, coping with difficulties, positive thinking, and interpersonal skills, among others. For analysis, the sample was divided into four nonoverlapping groups: children diagnosis-free for anxiety and non-LD, children at risk for anxiety and non-LD, children at risk for anxiety with LD, and children diagnosis-free for anxiety with LD. The impact of the program was evaluated immediately after the intervention and after 6 months. Results showed statistically significant improvements of small impact for the overall sample and for children diagnosis-free for anxiety and non-LD, in that those receiving the program decreased the severity of their depressive symptoms, the number of children at risk for depression decreased, and these children increased their proactive coping skills. For children already showing risk for anxiety and/or LD, the program in the current format did not produce meaningful changes. Therefore, adaptations regarding culture, mode of delivery, and content should be incorporated in order to better meet these children’s needs. Finally, this study confirms the importance of prevention, as in the current study, almost 1 out of 5 children reported clinical depression, and it appears that without intervention, these symptoms will escalate over time.text
Books on the topic "FRIENDS: Prevention of Anxiety and Depression Program"
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Weersing, V. Robin, Araceli Gonzalez, and Michelle Rozenman. Brief Behavioral Therapy for Anxiety and Depression in Youth. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197541432.001.0001.
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The Brief Behavioral Therapy (BBT) program is designed to help kids and teens with “internalizing problems”—by this we mean feeling stressed, sad, bad, nervous, worried, moody, irritable, or scared. Feelings like these are the most common mental health problems that kids, teens, and even adults experience throughout their lives. Although these issues are quite common, internalizing problems can lead to serious consequences if they are not treated. Without treatment, anxiety and depression tend to become chronic, long-lasting issues. They also make it hard for kids to do the things they need and want to do in life: do well in school, participate in and enjoy out-of-school activities, make and keep friends, and have warm and supportive family relationships. The purpose of the BBT program is to tackle this directly and to help youth and families keep doing, or start doing, the important tasks of life even when bad feelings happen. The program provides provide tools and skills for reducing stress and solving problems and a step-by-step guide for approaching difficult situations while managing negative feelings. This volume is the youth and family workbook, designed to be used in combination with the BBT Therapist Guide. Each chapter in this workbook builds on the prior chapter, and each chapter has a matching lesson in the Therapist Guide. When used together with the support of a mental health provider, the BBT program has been found to significantly reduce symptoms and improve kids’ functioning in daily life.
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Burgio, Louis D., and Matthew J. Wynn. The REACH OUT Caregiver Support Program. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190855949.001.0001.
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Our nation increasingly relies on family members or friends (i.e., informal caregivers) for needed care and support as we age. Family caregivers typically assume their caregiving role willingly and reap personal fulfilment from helping a family member, developing new skills, and strengthening family relationships. For these benefits, however, caregivers often sacrifice their own health and well-being. Depression, anxiety, poor physical health, and compromised immune function are more common among family caregivers than in adults not providing such care. The REACH OUT (Resources for Enhancing Alzheimer’s Caregiver Health: Offering Useful Treatments) program is a multicomponent, tailored, and flexible intervention for caregivers of people with dementia focused on the evidence-based therapeutic strategy of problem solving. This work is designed to guide clinicians through the process and provide them the necessary tools to share with caregivers with the goal of enhancing caregiver physical and mental health. Five common risk areas (home safety, caregiver health, social support, challenging behaviors, and emotional well-being) are described in the manual; and interventions are described that respect the nuances of each risk area. By beginning with an individualized risk assessment and being flexible to the needs and issues of the caregiver, the REACH OUT intervention helps clinicians identify risk areas and provide caregivers with tailored action plans to reduce risk and promote well-being.
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Carmo, Leide Silva do, and Nelson Iguimar Valerio. Psicologia & saúde treino de habilidades de vida e saúde mental em universitários. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-87836-06-5.
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Several factors can cause damage to the mental health of university students, e.g. academic adaptation, housing change, distance from family and friends, and dealing with stressors regarding new requirements, which need some resources to cope with such situations. The content of this book, from the Master's Dissertation developed by the authors at the Stricto-Sensu Psychology and Health Post-Graduation Program at the Medical School of São José do Rio Preto - FAMERP, aims at describing the presence of mental disorders and demonstrating the implementation of a life-skills training in university students (Medicine and Nursing), randomly chosen in a teaching institution in a medium-sized city, interior of São Paulo state. The participants expressed high symptoms of anxiety, depression and stress in the initial evaluation, however, after the training of group life skills, they showed significant improvements with maintenance of these rates during the follow-up. This training can be stood out to improve the mental health and life skills of the students. It is likely that the intervention group may have helped these students to cope with negative pressures, avoiding risky behaviors, communicating effectively; moreover, coping with adaptations and changes in such academic process. It is worthwhile to point out that this study may encourage further research in relation to mental health and life-skills in university students, and that it will encourage the insertion of programs with these skills training, due to their effectiveness, low cost, the participants´ acceptance, improvement in mental health, and provide increasing academic performance.
Book chapters on the topic "FRIENDS: Prevention of Anxiety and Depression Program"
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Iizuka, Cristina Akiko, Paula Barrett, and Kate Morris. "Anxiety Prevention in School Children and Adolescents: The FRIENDS Program." In The Wiley-Blackwell Handbook of The Treatment of Childhood and Adolescent Anxiety, 519–43. Chichester, West Sussex, UK: John Wiley & Sons, Ltd., 2012. http://dx.doi.org/10.1002/9781118315088.ch22.
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Miller, Ivan W., Brandon A. Gaudiano, and Lauren M. Weinstock. "CLASP Introduction, Development, and Empirical Support." In The Coping Long Term with Active Suicide Program (CLASP), 1–8. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780190095260.003.0001.
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This chapter introduces the Coping Long Term with Active Suicide Program (CLASP), which is a suicide prevention intervention process. Suicide behavior is viewed as a major public health problem as it is the third-leading cause of death across the world, especially for people between the ages of 15 and 24 years. Moreover, the chapter highlights how suicide impacts suicidal individuals and their respective families. Relatively few trials have been conducted in line with suicide prevention treatments in comparison to the thousands of trials for depression and anxiety. A successful empirical study resulted in the development of CLASP after including family intervention and commitment therapy. The completed and ongoing studies give a strong empirical database for the effectiveness of CLASP in suicidal behavior reduction among high-risk people.
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Popeliushko, Roman. "ANALYSIS OF THE RESULTS OF THE INITIAL STAGE OF THE PROGRAM OF PSYCHOLOGICAL SUPPORT OF COMBATIANS AND THEIR FAMILIES." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-27.
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The article emphasizes that Ukrainian society is suffering from the effects of the war in the east of the country. These consequences are manifested both in the direct participants in the hostilities and in their family members, who have been in a state of stress for a long time, waiting for the disappointing news from the east about their relatives and friends. It is noted that while participating in hostilities, many combatants receive combat mental injuries. These injuries further lead to post-traumatic stress disorder and other psychosomatic disorders that cause his psychoso-cial self-isolation, disruption of relationships with family and self-destructive behav-ior that leads to premature death. An urgent and urgent problem of today's Ukrainian state is the organization of effective social and psychological rehabilitation of combatants and their families. But at the moment, Ukraine has not created a single comprehensive program of social and psychological rehabilitation of combatants and their families. Therefore, the aim of the article is to analyze the initial diagnostic indicators of psychological trauma of combatants who took part in our proposed program of psy-chological support of combatants and their families, at the initial, first stage of this program. The methodological bases of the work were such general scientific and special methods as: method of analysis and generalization of psychodiagnostic indicators, formal-logical method, psychological and clinical methods and tests. This paper briefly considers the purpose, main tasks and structural components of the proposed program of psychological support of combatants and their families. The main focus of the work is focused on the first (diagnostic) phase of the program. The purpose of this stage was to carry out a psychological diagnosis of the long-term effects of stressors in combatants. The implementation of the diagnostic stage was carried out during 2018, on the basis of military units, recreational facilities, social, volunteer and rehabilitation centers, etc. The total number of combatants covered by the study was 356 people. It is emphasized that for the experimental study of long-term effects of stress-ors in combatants, a proven set of clinical-psychopathological and psychodiagnostic techniques was proposed to study 5 factors that have become key in building a sys-tem of psychological rehabilitation of combatants. These factors included: the pres-ence of signs of post-traumatic stress disorder; the presence of signs of stress; the presence of signs of anxiety; the presence of signs of depression; and combat experi-ence of the combatant. Analysis of the results of the first stage of the program of psychological sup-port combatants noted the presence of a large number of subjects, such phenomena as post-traumatic stress disorder (more than 60% of combatants), stress (more than 45% of combatants), anxiety (more than 35% of combatants), depression (more than 30% of combatants). Also drawn attention to the fact that the findings confirm the results of previ-ous studies of domestic and foreign researchers and practitioners that some of the combatants who participated in the fighting eventually begin to suffer from long-term effects of stress effects. Therefore, further implementation of the program of psychological support of combatants, with long-term effects of stress, and their families, on the basis of genetic-psychological-axiological approach, namely the second stage, which provides psychological and social assistance or support to combatants and their families, is a promising and effective means of their psychological rehabilitation.
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Eduarda Serafim Crispim, Maria, Gabriela Trigueiro Lopes Ramalho, Flaviana Ribeiro Coutinho de Mendonça Furtado, Beatriz Ribeiro Coutinho de Mendonça Furtado, Gabriela Braga Santos, and Raoany Pontes Guerra. "PRIMARY CARE AS A TOOL TO FIGHT VIOLENCE AGAINST WOMEN: AN INTERNATIONAL APPROACH." In Estudos Interdisciplinares em Ciências da Saúde, 142–46. Editora Acadêmica Periodicojs, 2022. http://dx.doi.org/10.51249/easn05.2022.840.
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Introduction: Domestic violence against women is recognized as a global public health problem, requiring strategic direction. The WHO in its global plan to address interpersonal violence stated that there are four strategic directions: strengthening health system governance, strengthening health service delivery and professional response capacity, strengthening program prevention, and improving information and evidence. The most mental health sequelae for female victims are depression, anxiety, post-traumatic stress disorder, and substance use. The role of primary care varies, starting with preventing, identifying and evaluating women, being a longitudinal care, as it is common for aggression to be repeated. The aim of this study is to assess how different countries deal with violence against women, and thus, indicate effective forms of intervention. Methodology: This is a literature review study, with a qualitative approach. A search was carried out in the PubMed database with the descriptors “Domestic and Sexual Violence against Women” and “primary care” between the years 2003 to 2020. After eligibility criteria, eleven articles were selected, all in English. Results: Studies from different countries were found. Each country with a cut of the theme related to cultural disparities. So in India it was discussed how loveless marriages arranged by families can be related to domestic violence. In Canada, there is a study of ways to approach women victims of intimate partner violence. Some people argued that health professionals should ask women about domestic violence. They argue that ‘screening’ can encourage revealing abuse or acknowledging their own experience as violence. Others argue that such screening should be targeted at high-risk groups. Studies have suggested that women have a preference for screening methods that do not involve health professionals, given the sensitive nature of domestic violence. Personalized online interactions are currently being studied to help women in situations of violence. These can improve access to information and support for safety and well-being planning, particularly for women who are reluctant. Conclusion: It is necessary to train professionals to identify and approach violence against women, in addition, it is necessary to formulate well-defined public policies that guarantee comprehensive care. Increasing screening sensitivity, appropriate treatment for physical and psychological sequelae.
Conference papers on the topic "FRIENDS: Prevention of Anxiety and Depression Program"
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Guerra, Federica, Jessica Ranieri, Claudio Ferri, and Dina Di Giacomo. "EMOTIONAL IMPACT IN FRONTLINE AND SECONDLINE HEALTHCARE PROFESSIONALS: COVID-19 AND II WAVE." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact028.
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"Introduction. The rapid spread of coronavirus disease 2019 (COVID-19) has created unprecedent global challenges for health systems. National Healthcare Systems Hospitals adopted protective measures and medical equipment resources, exposing healthcare workers at risk for stress syndromes, subclinical mental health symptoms, and long-term occupational burnout. Health workers have had to deal with the most severe clinical cases in intensive care specialized operative division. Since the first months of the epidemic spread, some studies have established shown that nurses have shown symptoms of severe anxiety associated with peritraumatic dissociative experiences. Most of the studies examined the emotional impact of COVID 19 on health professionals but did not focus on different consider professionals roles and hospital departments workload. Objective. The aim of our study was to analyze the emotional characteristics of health workers during the II wave of coronavirus (November-December 2020), comparing the frontline (COVID 19) and second line (chronic diseases) hospital divisions and analyzing the differences between the health roles. Methods. We conduct a pilot study among health-workers. A sample of 28 healthcare workers (aged 23-62 years) were recruited from frontline and secondline hospital departments (L’Aquila, IT). The administered psychological battery was composed of n. 4 self-reports evaluating emotional variables (depression, anxiety, and stress) (DASS-21), personality traits (BFI-10), burnout risk (MBI), and perceived stress (PSS). Results. The results highlighted significant differences: older health workers were found to be more vulnerable than those who younger health workers; another interesting point was that healthcare workers serving in frontline wards showed symptoms of depersonalization. No significant difference for the type of role held. Conclusions. A prevention program should be activated to preserve frontline and older workers mental health. Earlier support could mitigate the effect of the pandemic experience, reducing the risk for emotional health workers' fragility."
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Khaled, Salma, Peter Haddad, Majid Al-Abdulla, Tarek Bellaj, Yousri Marzouk, Youssef Hasan, Ibrahim Al-Kaabi, et al. "Qatar - Longitudinal Assessment of Mental Health in Pandemics (Q-LAMP)." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0287.
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Aims: Q-LAMP aims to identify risk factors and resilience factors for symptoms of psychiatric illness during the pandemic. Study strengths include the 1-year longitudinal design and the use of standardized instruments already available in English and Arabic. The results will increase understanding of the impact of the pandemic on mental health for better support of the population during the pandemic and in future epidemics. Until an effective vaccine is available or herd immunity is achieved, countries are likely to encounter repeated ‘waves’ of infection. The identification of at-risk groups for mental illness will inform the planning and delivery of individualized treatment including primary prevention. Methodology: Longitudinal online survey; SMS-based recruitment and social media platforms advertisements e.g. Facebook, Instagram; Online consent; Completion time for questionnaires: approx. 20 to 30 minute; Baseline questionnaire with follow up at 3, 6, 9 and 12 months; Study completion date: Sept. 2021. Inclusion criteria: Currently living in Qatar; Qatari residents: citizens and expatriates; Age 18 years; read Arabic or English (questionnaire and consent form available in both languages). Instruments: Sociodemographic questionnaire including personal and family experience of COVID-19 infection; Standard instruments to assess psychiatric morbidity including depression, anxiety and PTSD; research team-designed instruments to assess social impact of pandemic; standard questionnaires to assess resilience, personality, loneliness, religious beliefs and social networks. Results: The analysis was based on 181 observations. Approximately, 3.5% of the sample was from the sms-recruitment method. The sample of completed surveys consisted of 65.0% females and 35.0% males. Qatari respondents comprised 27.0% of the total sample, while 52% of the sample were married, 25% had Grade 12 or lower level of educational attainment, and 46.0% were unemployed. Covid-19 appears to have affected different aspects of people’s lives from personal health to living arrangements, employment, and health of family and friends. Approximately, 41% to 55% of those who responded to the survey perceived changes in their stress levels, mental health, and loneliness to be worse than before the pandemic. Additionally, the wide availability of information about the pandemic on the internet and social media was perceived as source of pandemic-related worries among members of the public. Conclusion: The continued provision of mental health service and educational campaigns about effective stress and mental health management is warranted.