Books on the topic 'Work-related anxiety'
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1
Anspaugh, Susan Lincoln. PHYSICAL HEALTH, TRAIT ANXIETY, HARDINESS, WORK-RELATED CHARACTERISTICS AND WORK PERFORMANCE OF FEMALE NURSES. 1993.
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2
Chiesa, Jorge O. How to Effectively Cure Chronic Work-Related Stress: Stop Stressing Yourself at Work, Remove Acute Anxiety from Your Life Quickly, Develop a Positive Attitude. Independently Published, 2019.
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3
Schneier, Franklin R., Hilary B. Vidair, Leslie R. Vogel, and Philip R. Muskin. Anxiety, Obsessive-Compulsive, and Stress Disorders. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0006.
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Patients with generalized anxiety disorder experience anxiety related to multiple areas, such as work, finances, and illness. Discrete, unexpected panic attacks and anticipatory anxiety characterize patients with panic disorder. Patients with social anxiety disorder have fear of embarrassment in social situations. Patients with obsessive-compulsive disorder are preoccupied with and distressed by inappropriate thoughts, urges, and images. The four cardinal features of posttraumatic stress disorder are intrusive reexperiencing of the initial trauma, avoidance, persistent negative alterations in cognitions and mood, and alterations in arousal and activity. One element common to patients suffering from most of the anxiety disorders is an elevated sensitivity to threat, which appears to involve brain systems identified to mediate “fear” responses, including the amygdala. The selective serotonin reuptake inhibitors (SSRIs) and serotonin-norepinephrine reuptake inhibitors (SNRIs) are the first-line pharmacotherapy treatment for obsessive-compulsive disorder and most of the anxiety and stress disorders. Cognitive-behavioral therapy for anxiety, obsessive-compulsive, and stress disorders is an empirically validated time-limited treatment.
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Meyers, Tom, and Natalie Hill. The effect of the Reaset Approach on the autonomic nervous system, state-trait anxiety and musculoskeletal pain in patients with work-related stress: A pilot study. CreateSpace Independent Publishing Platform, 2016.
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5
Kendler, Kenneth S. Introduction to “Obsessive-compulsive and related disorders in DSM-5, ICD-11, and RDoC: Conceptual questions and practical solutions”. Edited by Kenneth S. Kendler and Josef Parnas. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198796022.003.0007.
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This chapter presents an introduction to conceptual questions and practical solutions on obsessive-compulsive and related disorders (OCRDs) in DSM-5, ICD-11, and RDoC. It highlights the important issues confronted by the Anxiety, Obsessive-Compulsive Spectrum, Posttraumatic, and Dissociative Disorders DSM-5 work group.
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Stein, Dan J. Obsessive-compulsive and related disorders in DSM-5, ICD-11, and RDoC: Conceptual questions and practical solutions. Edited by Kenneth S. Kendler and Josef Parnas. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198796022.003.0008.
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Key nosological questions facing the DSM-5 and ICD-11 work groups on obsessive-compulsive and related disorders (OCRDs) included whether putative OCRDs should be classified together, and whether obsessive-compulsive disorder (OCD) should retain its classification as an anxiety disorder. Given that some of the putative OCRDs were new to the official nosologies, the work groups also had to grapple with the perennial questions of how to decide whether any condition is a mental disorder, and how to draw boundaries between disorder and normality. This chapter reviews some of the conceptual questions that emerged and some of the practical solutions that were suggested. The emphasis on both diagnostic validity and clinical utility is consistent with an integrative approach which holds that nosology should be both evidence-based and values-based.
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Mohr, David. The Stress and Mood Management Program for Individuals With Multiple Sclerosis. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195368895.001.0001.
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Multiple Sclerosis presents not only physical challenges, but emotional challenges as well. Many people with MS suffer from depression, anxiety and stress. Problems with mood and stress can interfere with relationships with others, reduce ability to meet obligations at work and at home, and substantially worsen overall quality of life. The stress and mood management program described in this book is backed by research and has proven effective in clinical trials. Based on the principles of cognitive-behavioral therapy (CBT), one of the most effective therapeutic techniques available for combating depression and anxiety, this program can help manage stress and improve well-being. It provides ways to learn skills for identifying and challenging your unhelpful thoughts, as well as how to motivate to reengage in pleasant activities. It also covers treatment modules that can be modified to specific MS-related problems. Choices include modules on managing symptoms like fatigue, pain, and cognitive problems, and improving communication and assertiveness skills, among others. It also provides a module on self-injection anxiety.
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Brody, David L. Concussion Care Manual. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199383863.001.0001.
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This manual, based on the experience of the director of the concussion clinic at Washington University in St Louis, provides specific step-by-step guidance for managing a variety of problems related to complex concussions, including making an accurate diagnosis, general treatment strategies, headaches, sleep disruption, attention deficit, mood instability, anxiety and depression, post-traumatic stress, personality change, balance problems, dizziness, fatigue etc. Furthermore, there are specific sections on returning to work, driving, school, and contact sports. Finally, the manual includes information on special topics, such as concussion in adolescents, children, contact sport athletes, military personnel, and patients involved in medico-legal matters. It also includes information on how to set up a specialty concussion clinic, and an extensive list of resources related to concussion.
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Lo, Meng-chen, Marie-France Marin, Alik S. Widge, and Mohammed R. Milad. Device-Based Treatment for PTSD. Edited by Frederick J. Stoddard, David M. Benedek, Mohammed R. Milad, and Robert J. Ursano. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190457136.003.0025.
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Device-based neuromodulation is an emerging tool with great potential for significant scientific and clinical implications for a number of mental disorders. Neuromodulation techniques deliver electro-magnetic pulses into the brain via invasive or noninvasive electrodes, with various timing and stimulation parameters. The stimulation is thought to work as a “brain pacemaker” that either activates or inactivates targeted brain regions to restore normal homeostasis. There have been significant recent efforts to explore the clinical utility of device-based approaches for the treatment of mood, anxiety disorders, and to a limited extent posttraumatic stress disorder (PTSD). This chapter outlines the scientific underpinnings and rationale for various device-based treatments of PTSD, highlights positive results of studies in other mental disorders, and summarizes the limited clinical data related specifically to the treatment of PTSD and other trauma- and stressor-related disorders to date.
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Martin, Jeffrey J. Self-Efficacy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0023.
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Self-efficacy theory is one of the most researched topics in sport psychology. This chapter defines self-efficacy and provides an overview of the antecedents and outcomes of strong and weak self-efficacy. An overview of self-efficacy-based research in disability sport is also provided. Correlational work has demonstrated that athletes with strong self-efficacy, relative to athletes with weaker efficacy, have stronger psychological skills, less anxiety, more positive affect, and less negative affect and receive more social support from significant others. Imagery and self-talk are also related to self-efficacy providing theoretical support for these two antecedents. Athletes with strong training self-efficacy also tend to have strong performance self-efficacy. Research examining self-efficacy for pain management and the challenges of training is advocated as well as longitudinal research and intervention work. Similarly, work examining disability and disability sport–specific antecedents and outcomes of efficacy is called for, as is research into coach, team, and referee self-efficacy.
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Landau, Iddo. Conclusion II. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190657666.003.0019.
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This chapter continues the discussion of general issues related to the meaning of life. The book has argued that to see life as meaningless is to see it as lacking a sufficient number of aspects of sufficient value. But many people describe the meaninglessness of their lives differently, mentioning existential guilt, anxiety, and despair. Others portray their meaningless lives as a joke, a lie, or an unfulfilled promise. The chapter argues that the analysis of meaninglessness presented in the book explains rather than conflicts with the ways in which people actually describe their feeling of meaninglessness. The chapter also stresses the importance of investing effort and work in enhancing meaning in life and, lastly, reviews the most crucial of the practical guidelines this book offers.
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Papiasvili, Eva D. Principles of Therapeutic Change. Edited by Louis G. Castonguay, Michael J. Constantino, and Larry E. Beutler. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780199324729.003.0009.
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This chapter describes how the author would implement each of the empirically based principles of change identified in Chapter 2, as they specific related to the three cases of social anxiety presented in Chapter 8. The chapter begins with the author’s initial reaction to the list of principles, as well as to the task of describing their implementation in her day-to-day clinical work. Also included in the chapter are the author’s case formulation and treatment for each case, which serve as the general context for the author’s detailed explanation of why and how she would apply the principles in ways that are best attuned to the needs of particular clients. The chapter ends with the description of the author’s thoughts and experience about writing this chapter.
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Spayd, Catherine S. A Cognitive-Behaviorist’s Report from the Trenches. Edited by Louis G. Castonguay, Michael J. Constantino, and Larry E. Beutler. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780199324729.003.0010.
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This chapter describes how the author would implement each of the empirically based principles of change identified in Chapter 2, as they specific related to the three cases of social anxiety presented in Chapter 8. The chapter begins with the author’s initial reaction to the list of principles, as well as to the task of describing their implementation in her day-to-day clinical work. Also included in the chapter are the author’s case formulation and treatment for each case, which serve as the general context for the author’s detailed explanation of why and how she would apply the principles in ways that are best attuned to the needs of particular clients. The chapter ends with the description of the author’s thoughts and experience about writing this chapter.
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Weinberg, Igor. More Than a Feeling? Edited by Louis G. Castonguay, Michael J. Constantino, and Larry E. Beutler. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780199324729.003.0011.
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This chapter describes how the author would implement each of the empirically based principles of change identified in Chapter 2, as they specific related to the three cases of social anxiety presented in Chapter 8. The chapter begins with the author’s initial reaction to the list of principles, as well as to the task of describing their implementation in his day-to-day clinical work. Also included in the chapter are the author’s case formulation and treatment for each case, which serve as the general context for the author’s detailed explanation of why and how he would apply the principles in ways that are best attuned to the needs of particular clients. The chapter ends with the description of the author’s thoughts and experience about writing this chapter.
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Maksymenko, Sergii, Oleg Kokun, Vitalii Panok, Heorhii Danylenko, Igor Linskiy, Oleksii Serdiuk, Viktor Burlaka, Olena Shcherbakova, and Nadiia Lunchenko. Українське Лонгітюдне Дослідження = Ukrainian Longitudinal Study (ULS). Kharkiv National University of Internal Affairs, 2021. http://dx.doi.org/10.32631/uls2021.
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Guidelines for the use of a set of adopted and standardized for Ukraine international tools for psychodiagnostics of deviant behavior, screening of mental and behavioral disorders, depression and anxiety, loneliness and social isolation, substance abuse, suicide, bullying, parental behavior, family flexibility and more. The methodology, methodics and tools for research work in the framework of the Ukrainian Longitudinal Research (ULS) are presented. Significant attention is devoted to the interpretation of the results of psychodiagnostics of deviant behavior. Recommendations include instructions for the study, samples of related documents, recommendations for use described tools in practice, official letters from the Ministry of Education and the psychological service. Recommended for employees of educational institutions, psychologists, physicians, sociologists and anyone interested in the study of somatic and mental development of the child.
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Maksymenko, Sergii, Oleg Kokun, Vitalii Panok, Heorhii Danylenko, Igor Linskiy, Oleksii Serdiuk, Viktor Burlaka, Olena Shcherbakova, and Nadiia Lunchenko. Українське Лонгітюдне Дослідження = Ukrainian Longitudinal Study (ULS). Kharkiv National University of Internal Affairs, 2022. http://dx.doi.org/10.32631/uls2022.
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Guidelines for the use of a set of adopted and standardized for Ukraine international tools for psychodiagnostics of deviant behavior, screening of mental and behavioral disorders, depression and anxiety, posttraumatic stress disorder, loneliness and social isolation, substance abuse, suicide, bullying, parental behavior, family flexibility and more. The methodology, methodics and tools for research work in the framework of the Ukrainian Longitudinal Research (ULS) are presented. Significant attention is devoted to the interpretation of the results of psychodiagnostics of deviant behavior. Recommendations include instructions for the study, samples of related documents, recommendations for use described tools in practice, official letters from the Ministry of Education and the psychological service. Recommended for employees of educational institutions, psychologists, physicians, sociologists and anyone interested in the study of somatic and mental development of the child.
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Muroff, Jordana, Abigail Ross, and Joseph Rothfarb. Additive and Alternative Approaches to Treating Obsessive Compulsive Disorder. Edited by Gail Steketee. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195376210.013.0086.
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While cognitive-behavioral therapy (CBT) and pharmacotherapy are “gold standard” treatments for obsessive-compulsive disorder (OCD), complementary and alternative treatments are frequently sought for anxiety disorders. The purpose of this chapter is to review and discuss the available research on the application, efficacy and effectiveness of complementary and alternative methods for treating OCD. The first section identifies and reviews studies focusing on specific alternative and complementary treatments that are independent from, or work in conjunction with CBT, such as yoga, herbal remedies, motivational strategies, and bibliotherapy. The second section discusses alternative and complementary methods of more mainstream CBT and related techniques, with a particular focus on technology-supported approaches. The chapter concludes with a discussion of the methodological issues in the existing research on complementary and alternative methods in the treatment of OCD, questions for future research, and implications for providers.
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Hopkins, Ramona O., Maria E. Carlo, and James C. Jackson. Critical Illness and Long-Term Cognitive Impairment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199398690.003.0003.
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Evidence from dozens of studies of thousands of individuals suggest that as many as half of critical illness survivors experience significant deficits in memory, executive functioning, attention, and processing speed that persist years after discharge from the intensive care unit (ICU). This chapter reviews the prevalence, characteristics, possible mechanisms, and risk factors for long-term cognitive impairment after critical illness. Some key risks factors—notably, delirium—may be modifiable, whereas others, such as genetic markers, are not. Cognitive impairments are associated with psychiatric disorders, including depression, anxiety, and posttraumatic stress disorder. The impact of critical illness–related cognitive impairment on individuals and society includes financial costs, inability to return to work, impairments in instrumental activities of daily living (financial management, medication management, shopping, home care), reduced quality of life, and caregiver burden. Efforts need to be directed not only at modifying risk factors but also at attempting to prevent, treat, and remediate deficits.
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Breitbart, William S., ed. Meaning-Centered Psychotherapy in the Cancer Setting. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199837229.001.0001.
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There is an evolution taking place regarding the nature and scope of the clinical goals of psychotherapeutic or counseling interventions in the palliative care setting. Meaning-Centered Psychotherapy in the Cancer Setting provides a theoretical context for meaning-centered psychotherapy (MCP), a nonpharmacologic intervention that has been shown to enhance meaning and spiritual well-being, increase hope, improve quality of life, and significantly decrease depression, anxiety, desire for hastened death, and symptom burden distress in the cancer setting. Based on the work of Viktor Frankl and his concept of logotherapy, MCP is an innovative intervention for clinicians practicing in fields of psycho-oncology, palliative care, bereavement, and cancer survivorship. This resource contains chapters on adapting MCP for different cancer-related populations and for different purposes and clinical problems, including interventions for cancer survivors, caregivers of cancer patients, adolescents and young adults with cancer, as a bereavement intervention, and cultural and linguistic applications in languages such as Mandarin, Spanish, and Hebrew.
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McAllister, Lesley S. Yoga in the Music Studio. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190915001.001.0001.
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The ancient practice of yoga, which has exploded in popularity in the United States over the past two decades, has the potential to help music students learn to practice more mindfully and reach peak performance more quickly. This book explores how professional musicians and music teachers of all instruments and levels can use yoga postures (asana) and breath work (pranayama) to enhance artistry. It begins with an overview of yoga philosophy and history before delving into principles of movement, alignment, anatomy, and breath. Following a research-oriented chapter illustrating the cognitive, physical, and emotional benefits of yoga, each chapter explores the unique benefits of yoga for a particular population of students, describing specific poses, modifications, sequences, and sample curricula that teachers can immediately implement into private lessons or group classes. Chapter Four describes the developmental benefits of yoga and music education in early childhood and includes a sample eight-week preschool music curriculum. Chapter Five on the adolescent student explains how yoga can alleviate stress related to social and performance anxiety, enhance mindfulness, and increase peer support in a music studio. Chapter Six, for professional musicians and college students, describes how yoga can prevent or alleviate repetitive stress injuries and other physical symptoms. The final chapter offers ideas for appropriate modifications for the retired adult along with a sample eight-week curriculum to combine yoga with Recreational Music Making. Throughout the book, yoga is presented as a tool for reducing physical tension and anxiety while simultaneously improving body awareness, enhancing cognition, and helping music students to achieve peak performance.
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Sullivan, Maria A. Conclusion. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199392063.003.0012.
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Addiction in older adults very often goes unrecognized, for several reasons: social biases about the elderly, age-related metabolic changes, and the inappropriate use of prescription benzodiazepines and opioids to address untreated anxiety and mood conditions. Alcohol or substance-use disorders (SUDs) in older individuals may present in subtle and atypical ways. Strategies to overcome such difficulties include systematic screening using validated instruments, patient education regarding the impact of psychoactive substances on health, and cautious prescribing practices. Relying on standard DSM criteria may result in a failure to detect an SUD that presents with cognitive symptoms or physical injury, as well as the absence of work or social consequences. Older individuals can benefit from the application of risk-stratification measures, and they can be referred, e.g., to age-appropriate group therapy and non-confrontational individual therapy focusing on late-life issues of loss and sources of social support, as well as be offered medication management for alcohol or substance use disorder. Although research has been limited in this population, treatment outcomes have been found to be superior in older adults than younger adults.
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Hunsley, John, and Eric J. Mash, eds. A Guide to Assessments That Work. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190492243.001.0001.
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The use of evidence-based assessment principles is critical in providing contemporary psychological assessment services. Moreover, to ensure that psychological practice is truly evidence-based, scientifically sound assessment results must be incorporated into psychological treatment services. To this end, this volume provides reviews of psychological instruments appropriate for the clinical assessment purposes of (a) diagnosis, (b) case conceptualization and treatment planning, and (c) treatment monitoring and treatment evaluation. Chapters in this volume address the assessment of the most common disorders and conditions among children, adolescents, adults, older adults, and couples. Strategies and instruments for assessing mood disorders, anxiety disorders, couple distress and sexual problems, health-related problems, and many other conditions are covered in depth. Chapters include standardized tables that present ratings of norms, reliability, validity, and clinical utility for clinical assessment instruments. Overall, the volume provides essential information on the most scientifically sound instruments available for a range of psychological assessment purposes.
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Marcsisin, Michael J., and Jessica M. Gannon. History and Phenomenology of Schizophrenia and Related Psychoses. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199331505.003.0001.
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Psychosis has probably affected humans since the start of humanity itself, although the construct of schizophrenia is a relatively new phenomenon, dating back to the nineteenth century. Work by Emil Kraepelin and Eugen Bleuler helped consolidate ideas about psychotic disorders, setting the stage for both clinical care and neuroscience research in subsequent centuries. Phenomenologically, psychotic symptoms range from “positive” symptoms (delusions, hallucinations), to “negative” symptoms (avolition, affective blunting), to “disorganization” symptoms (disorganized speech and behavior), which all combine to produce functional deficits. Different psychotic disorders have different combinations of symptoms, which can combine with mood and anxiety symptoms to affect functioning problems in unique ways. These symptoms can be recognized fairly reliably in individuals. Understanding the inner experience of psychosis can help improve patient-centered care.
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Steffen, Ann M., Larry W. Thompson, and Dolores Gallagher-Thompson. Treating Later-Life Depression. 2nd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190068431.001.0001.
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One of the greatest challenges for providers treating later-life depression is the wide variability of life circumstances that accompany depressive symptoms for clients across outpatient mental health, integrated primary care, and inpatient psychiatric settings. This thoroughly revised Clinician Guide for Treating Later-Life Depression: A Cognitive-Behavioral Therapy Approach outlines culturally responsive practices that target the contexts and drivers/antecedents of depression in middle-aged and older adults. Clinicians choose research-supported modules from the accompanying workbook that fit the needs of their clients (i.e., changes in brain health, chronic pain, sleep problems, anxiety, experiences of loss, family caregiving issues). This practical guide reflects continuing international scientific and clinical advances in applying cognitive-behavioral therapy to age-related problems using individual and group formats, with clinician-tested recommendations for telehealth practice. Flexible use of these clinical tools enhances the personalized application of change strategies, including behavioral activation, problem solving, relaxation training, attention to personal strengths and positive emotional experiences, self-compassion, cognitive reappraisal, and communication skills training. Case examples are provided to support the efforts of practitioners from a range of disciplines (e.g., clinical psychology, psychiatry, social work, counseling, marriage and family therapy, nursing, occupational therapy, and recreational specialists). The appendices include aging-friendly assessment tools and other resources to support professional development. Because the practical techniques presented have empirical support accumulated over decades, Treating Later-Life Depression is an indispensable resource for behavioral health providers who wish to effectively and efficiently help diverse aging clients thrive in a daily life that is true to their values and personal strengths.
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Brody, David L. Concussion Care Manual. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190054793.001.0001.
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This practical manual is for clinicians who care for patients with concussions. The effects of concussions are a recognized problem in the medical community and among the general public. Most people recover well from concussions, but a substantial minority does not. Most clinicians, however, do not have specific training in how to evaluate and treat concussion patients who do not make a rapid and complete recovery. This manual is based on the experience of the former director of the concussion clinic at Washington University in St. Louis, currently the director of the NIH/Uniformed Service University Traumatic Brain Injury Research Group. The manual provides step-by-step guidance for managing problems related to complex concussions: diagnosis, treatment strategies, headaches, sleep disruption, attention deficit, mood instability, anxiety and depression, post-traumatic stress, personality change, balance problems, dizziness, fatigue, and so forth. Specific sections address returning to work, driving, school, and contact sports. The manual also specifically addresses concussion in adolescents, children, elderly individuals, contact-sport athletes, military personnel, and patients involved in medico-legal matters. Finally, the manual discusses how to set up and run a concussion clinic. Clinicians with a broad range of backgrounds, including primary care physicians, nurse practitioners, physician’s assistants, athletic trainers, emergency medicine doctors, neurologists, neurosurgeons, psychiatrists, and rehabilitation medicine physicians should be able to use the manual effectively. Resident physicians and other trainees can use the manual without extensive background reading. Lists of Internet-based resources and other available publications direct the reader to information beyond what a pocket-sized manual can provide.