Groups were led by professionals from different backgrounds; they were evaluated using the Beck Anxiety Inventory and a questionnaire on ways of coping.
Groups were led by professionals from different backgrounds; they were evaluated using the Beck Anxiety Inventory and a questionnaire on ways of coping.
British Journal of Learning Disabilities, 35(4), December 2007, pp.245-252.
Publisher:
Wiley
An anxiety management group utilizing a cognitive behavioural intervention, of 12 weeks duration, for six people with mild to moderate learning disabilities is described. A number of techniques to assist in developing clients’ understanding of their anxiety, cognitive and behavioural coping strategies and maximizing generalizability of skills learnt were implemented. Outcome measures demonstrated that two participants showed a clinically significant reduction in anxiety levels. Qualitative feedback from both participants and carers suggested that all group members developed coping strategies. Measures also indicated that carers demonstrated a better understanding of the individual's difficulties and were able to support them more effectively. Adopting a cognitive behavioural approach proved
An anxiety management group utilizing a cognitive behavioural intervention, of 12 weeks duration, for six people with mild to moderate learning disabilities is described. A number of techniques to assist in developing clients’ understanding of their anxiety, cognitive and behavioural coping strategies and maximizing generalizability of skills learnt were implemented. Outcome measures demonstrated that two participants showed a clinically significant reduction in anxiety levels. Qualitative feedback from both participants and carers suggested that all group members developed coping strategies. Measures also indicated that carers demonstrated a better understanding of the individual's difficulties and were able to support them more effectively. Adopting a cognitive behavioural approach proved valuable and recommendations for future interventions are made.
Designed for anyone wanting to develop an anxiety management programme for use with groups or individuals, this practical handbook will be an invaluable resource to social workers, professionals and individuals who are called upon to work with people who have anxiety problems. The book is divided into two parts: Part 1 provides information for anxiety management training, Part 2 consists of 10 chapters that each look at specific aspects of anxiety management and provides photocopiable session plans, exercises and handouts for a ten-week programme, which is adaptable for use with all client groups and to the time available.
Designed for anyone wanting to develop an anxiety management programme for use with groups or individuals, this practical handbook will be an invaluable resource to social workers, professionals and individuals who are called upon to work with people who have anxiety problems. The book is divided into two parts: Part 1 provides information for anxiety management training, Part 2 consists of 10 chapters that each look at specific aspects of anxiety management and provides photocopiable session plans, exercises and handouts for a ten-week programme, which is adaptable for use with all client groups and to the time available.
Subject terms:
self-determination, therapies, therapy and treatment, anxiety, groupwork;
FORTUNE Dónal G., ROGAN Carol R., RICHARDS Helen L.
Journal article citation:
British Journal of Health Psychology, 21(1), 2016, pp.224-243.
Publisher:
Wiley
... Scale), and psychological distress (Hospital Anxiety and Depression Scale). The person with an ABI was also assessed on the Functional Independence Measure/Functional Assessment Measure.
Results: Using an intention to treat analysis, there were significant effects of group (intervention vs. waiting list control) at the 3-month follow-up on carers' perceptions of stress and strain resulting from caring,
(Publisher abstract)
Objectives: The purpose of this study was to examine whether a brief structured multicomponent group programme for carers of people with acquired brain injury (ABI) was effective in reducing carer distress, strain, and critical comments between carer and person with an ABI compared to a waiting list control condition.
Design: Waiting list controlled study. Pre- and post-test design with outcomes measured at induction, at the end of the intervention, and at the 3-month follow-up.
Methods: One hundred and thirteen carers took part in the study: 75 carers in the intervention group and 38 in the waiting list control group (2:1 ratio). All participants completed assessments of caregiver strain (Caregiver Strain Index), perceived criticism towards and from the person with an ABI (Perceived Criticism Scale), and psychological distress (Hospital Anxiety and Depression Scale). The person with an ABI was also assessed on the Functional Independence Measure/Functional Assessment Measure.
Results: Using an intention to treat analysis, there were significant effects of group (intervention vs. waiting list control) at the 3-month follow-up on carers' perceptions of stress and strain resulting from caring, and perceptions of criticism received by the carer from the person with an ABI. A subsequent per-protocol analysis showed an additional reduction at 3 months in levels of criticism expressed towards the person with an ABI by the carer. There was no significant effect of the intervention on psychological distress.
Conclusions: The structured multicomponent carers programme showed beneficial effects in terms of reducing carer strain and in the reduction of elements of perceived criticism at the 3-month follow-up; however, it did not significantly affect psychological distress in carers, suggesting the need for additional support for this group of carers.
(Publisher abstract)
Subject terms:
carers, intervention, stress, anxiety, depression, head injuries, groupwork;
Children and Youth Services Review, 35(1), 2013, pp.162-167.
Publisher:
Elsevier
This study evaluated a group-based training program in social skills targeting reduction of problem behaviours in 161 children between 7 and 13 years of age. To be included in the study, children had to score within the clinical range on at least one of the following variables: social anxiety, social problems, internalizing problems, externalizing problems, school skills, social acceptance, change in social anxiety. After a 12 month follow-up, a subsample of the experimental group (children who followed a continuation camp) showed large positive changes for all outcome measures, except for externalizing problems, showing a small effect.
(Edited publisher abstract)
This study evaluated a group-based training program in social skills targeting reduction of problem behaviours in 161 children between 7 and 13 years of age. To be included in the study, children had to score within the clinical range on at least one of the following variables: social anxiety, social problems, internalizing problems, externalizing problems, school skills, social acceptance, sporting skills, physical appearance, behavioural conduct and/or self-worth. The effects of the intervention were tested in a quasi-experimental study, with a follow-up assessment 12 months after an optional continuation camp. At the post-test, both the experimental and control group showed less social problems and internalizing problems, whereas only the experimental group showed a small and positive change in social anxiety. After a 12 month follow-up, a subsample of the experimental group (children who followed a continuation camp) showed large positive changes for all outcome measures, except for externalizing problems, showing a small effect.
(Edited publisher abstract)
Subject terms:
social skills training, children, young people, anxiety, evaluation, groupwork, behaviour problems;
The project TALKadoption, run by the charity After Adoption, brings together young adopted people to share their experiences is finding that anxiety and feelings of isolation are reduced while participants' self-esteem grows. The project is briefly described and one young person talks about the help TALKadoption has given him.
The project TALKadoption, run by the charity After Adoption, brings together young adopted people to share their experiences is finding that anxiety and feelings of isolation are reduced while participants' self-esteem grows. The project is briefly described and one young person talks about the help TALKadoption has given him.
Subject terms:
social isolation, self-esteem, user views, young people, adopted children, anxiety, groupwork;
Journal of Public Mental Health, 8(2), June 2009, pp.26-35.
Publisher:
Emerald
Promoting mental health and meeting the needs of the large numbers of the general public with problems of anxiety and depression is a big challenge. Particular difficulties are the low capacity of the therapy services and the reluctance of the general public to seek help. The aim of this study was to compare the attendance, effectiveness and characteristics of participants self-referring to six
Promoting mental health and meeting the needs of the large numbers of the general public with problems of anxiety and depression is a big challenge. Particular difficulties are the low capacity of the therapy services and the reluctance of the general public to seek help. The aim of this study was to compare the attendance, effectiveness and characteristics of participants self-referring to six different psycho-educational workshops, each using non-diagnostic titles: self-confidence; stress; sleep; relationships; happiness; and anger. The series of day-long workshops ran for one year and were offered to members of the general public in south east London. Over a quarter had not previously sought help from their GP. The take-up rates for the self-confidence, sleep and anger workshops were highest and one month after attending these workshops, participants reported significantly lower depression and distress. It was concluded that a self-referral route to some day-long workshops can attract quite large numbers of the general public and provide access to effective psychological treatment. These workshops can be used as an effective way of promoting mental health and improving the provision of evidence-based mental health treatment in the community, possibly within the Improving Access to Psychological Treatments (IAPT) programme in the UK.
Subject terms:
mental health education, anxiety, behaviour therapy, depression, evaluation, groupwork;
Journal of Adolescence, 27(6), December 2004, pp.691-704.
Publisher:
Academic Press
Research with anxious and depressed adults has suggested that anxiety is related to an increased anticipation of both negative memories and negative expectancies whereas depression is related to a reduction in positive memories and expectancies. The present study examined whether anxiety and depression in 123 school-aged adolescents would show the same pattern. Small groups completed a memory and future thinking task in which they were asked to generate future and past, positive and negative events. Adolescents with higher levels of depression and those with higher levels of anxiety reported significantly more negative events relative to controls, but neither group generated fewer positive events. The results provide support for the involvement of cognitions in mood disturbance although do not support the idea that these cognitions are different in anxiety and depression.
Research with anxious and depressed adults has suggested that anxiety is related to an increased anticipation of both negative memories and negative expectancies whereas depression is related to a reduction in positive memories and expectancies. The present study examined whether anxiety and depression in 123 school-aged adolescents would show the same pattern. Small groups completed a memory and future thinking task in which they were asked to generate future and past, positive and negative events. Adolescents with higher levels of depression and those with higher levels of anxiety reported significantly more negative events relative to controls, but neither group generated fewer positive events. The results provide support for the involvement of cognitions in mood disturbance although do not support the idea that these cognitions are different in anxiety and depression.
Subject terms:
memory, research methods, adolescence, anxiety, depression, emotions, groupwork;
... into their psychotherapy/counselling sessions with clients and discovered that mindfulness-specific interventions also helped regulate their own autonomic nervous systems, contributing to decreased anxiety. Thus, mindfulness skills taught in social work programs have significant multidimensional benefits; engaging a group classroom setting to learn to utilize mindfulness, meditation and breathing techniques can reduce stress and anxiety for clients and promote adaptive self-care skills for MSW students.
(Edited publisher abstract)
The purpose of this article is to identify and describe a teaching tool that supports social work student success in the classroom and in field placement. The project introduced mindfulness, meditation, and breathing techniques to 2nd-year master of social work (MSW) students in a group classroom setting and engaged students as they applied those techniques in their internship settings with clients. Students were introduced to mindfulness, meditation, and breathing techniques through lecture, experimental exercises, video clips, and case studies and used the group setting to learn to use those tools to add trauma-informed mindfulness interventions to the clinical techniques they concurrently practised in field placement. Students learned methods to incorporate those interventions into their psychotherapy/counselling sessions with clients and discovered that mindfulness-specific interventions also helped regulate their own autonomic nervous systems, contributing to decreased anxiety. Thus, mindfulness skills taught in social work programs have significant multidimensional benefits; engaging a group classroom setting to learn to utilize mindfulness, meditation and breathing techniques can reduce stress and anxiety for clients and promote adaptive self-care skills for MSW students.
(Edited publisher abstract)
Subject terms:
mindfulness, groupwork, self care, student social workers, anxiety, stress, intervention, evaluation;