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The Effectiveness of Various Types of Psychological Correction of Anxiety in Primary School.

ABSTRACT: At various stages of the development and education of children, there are psychoemotional difficulties that create prerequisites for impairment of the development of the child's personality. The timely detection of difficulties in schoolchildren and therapeutic efforts are important for the formation of a psychologically healthy personality. The study of the effectiveness of various remedial techniques for childhood anxiety has therefore become theoretically and practically significant. The purpose of our study is to determine the effectiveness of various types of such therapeutic efforts: social and psychological training, a method of biological feedback, and Sandplay for the indicators of childhood anxiety among younger schoolchildren. The study was conducted in the school of Magadan, northeast of Russia (9-10-year-old students, n = 43). We used a standardized method of Multidimensional Assessment of Child Anxiety which included 10 scales. The following therapeutic efforts were used: sociopsychological training (SPT), biofeedback method (BFB), individual and group Sandplay. Students of group I (n = 12) participated only in the SPT. Students of group II (n = 11) participated in the SPT and underwent a course of training in self-regulation using the BFB method. In therapy work with the students of group III (n = 20), the SPT, BFB, individual and group Sandplay were used. In group I, after the therapy sessions, a significant decrease in anxiety was observed in 3 of 10 scales (2, 6, 7; p < 0.05). In group II, it was seen in 5 scales (1, 3, 6, 7, 8; p < 0.05). In group III, significant improvements took place in 7 scales (1, 2, 5, 6, 7, 9, 10; p < 0.01-p < 0.05). The present study has shown the different efficacy of applying the remedial techniques separately and in combination. The use of the therapy methods, in the complex, enhances the impact on the types of child anxiety.

SUBMITTER: Bartosh OP

PROVIDER: S-EPMC7016931 | biostudies-literature | 2019 Dec

REPOSITORIES: biostudies-literature

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The Effectiveness of Various Types of Psychological Correction of Anxiety in Primary School.

Bartosh Olga P OP Bartosh Tatiana P TP

Behavioral sciences (Basel, Switzerland) 20191230 1

At various stages of the development and education of children, there are psychoemotional difficulties that create prerequisites for impairment of the development of the child's personality. The timely detection of difficulties in schoolchildren and therapeutic efforts are important for the formation of a psychologically healthy personality. The study of the effectiveness of various remedial techniques for childhood anxiety has therefore become theoretically and practically significant. The purp ...[more]

PMID: 31905952

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Project description:BackgroundThe teaching profession is highly stressed job. A high level of stress is associated with poor health outcomes, such as burnout and psychological distress. Therefore, teachers' use of coping styles becomes imperative. However, relatively little is known about primary school teachers' psychological distress, burnout, coping strategies, and associated factors in Nigeria. The study investigated psychological distress, burnout, coping strategies among primary schools, and associated factors in Nigeria.MethodsA total of 264 teachers aged 20-59 years participated in the study between May 2019 to October 2019. Questionnaires on psychological distress, burnout, coping strategies, and demographic profile form were used for data collection. Factors associated with psychological distress, burnout, and coping strategies were identified using t-test, univariate ANOVA, Pearson's correlation, Chi-square test, and hierarchical linear regression analysis.ResultsOf 264 participants enrolled for the study, 253 responded, giving a response rate of 95.8%. The prevalence of psychological distress and burnout was 69.9% (176/253) and 36.0% (91/253), respectively. Sex (β = 0.158), a high level of emotional exhaustion (β = 0.193) and reduced personal accomplishment (β = 0.358), adoption of problem-focused strategies (β = 0.904), and dysfunctional strategies (β = 0.340) were positively associated with psychological distress. Age (β = - 0.338), academic qualification (β = - 0.210), and income level (β = - 0.146) were inversely associated with psychological distress, which together explained 51.5% of the total variance. Psychological distress (β = 0.275 vs. β = 0.404) was significantly associated with emotional exhaustion (EE) and reduced personal accomplishment (PA) and explained 11.4 and 24.2% of the variance in EE and reduced PA, respectively.ConclusionsThe high prevalence of psychological distress and burnout among teachers should receive urgent attention. Teachers' training curricula should include developing interpersonal skills, stress management abilities, and resilience to equip them for the job. Also, teacher training curricula should integrate mental health promotion interventions.

Project description:Social anxiety disorder is one of the most persistent and common anxiety disorders. Individually delivered psychological therapies are the most effective treatment options for adults with social anxiety disorder, but they are associated with high intervention costs. Therefore, the objective of this study was to assess the relative cost effectiveness of a variety of psychological and pharmacological interventions for adults with social anxiety disorder.A decision-analytic model was constructed to compare costs and quality adjusted life years (QALYs) of 28 interventions for social anxiety disorder from the perspective of the British National Health Service and personal social services. Efficacy data were derived from a systematic review and network meta-analysis. Other model input parameters were based on published literature and national sources, supplemented by expert opinion.Individual cognitive therapy was the most cost-effective intervention for adults with social anxiety disorder, followed by generic individual cognitive behavioural therapy (CBT), phenelzine and book-based self-help without support. Other drugs, group-based psychological interventions and other individually delivered psychological interventions were less cost-effective. Results were influenced by limited evidence suggesting superiority of psychological interventions over drugs in retaining long-term effects. The analysis did not take into account side effects of drugs.Various forms of individually delivered CBT appear to be the most cost-effective options for the treatment of adults with social anxiety disorder. Consideration of side effects of drugs would only strengthen this conclusion, as it would improve even further the cost effectiveness of individually delivered CBT relative to phenelzine, which was the next most cost-effective option, due to the serious side effects associated with phenelzine. Further research needs to determine more accurately the long-term comparative benefits and harms of psychological and pharmacological interventions for social anxiety disorder and establish their relative cost effectiveness with greater certainty.

Project description:BackgroundObesity rates are rising rapidly in low-middle-income-countries (LMICs). School-based interventions have shown moderate efficacy in improving diet and lifestyle associated with obesity in high-income countries. However, there is little data available on effective interventions suitable for LMICs. We devised a novel program for primary school children including a simple storybook and sticker-based food-diary (FD) and conducted a pilot study to evaluate the acceptability and short-term effectiveness of the program.MethodsThis pre-post intervention study included grade 1 and 2 students from four public schools in Colombo, Sri Lanka. Weight and height were assessed, and participating children self-monitored their diet using sticker-based FDs for one week at baseline (pre-test). The following week, class teachers discussed the storybook, which incorporated the benefits/disadvantages of a healthy/unhealthy diet and lifestyle in classrooms. At the end of the intervention, participating children were self-monitoring their diet again for a week (post-test). A simple scoring system was used to derive a weekly score based on the healthiness of the meals consumed each week (FD-score). The primary outcome of the study was change in eating habits following the story book discussion (post-test FD score - pre-test FD score). Acceptability and effectiveness were also assessed by anonymized feedback questionnaires for parents and teachers.ResultsOne thousand and forty-two students completed the program. There was an improvement in eating habits of participating children, with FD scores improving by 12% from 51 ± 23 at baseline to 63 ± 24 following the intervention (p < 0.001). Further, when considering BMI category of participants: 69.1% were normal weight (NW), 18.3% underweight (UW), 7.4% overweight (OW) and 5.2% obese (OB). Improvement in eating habits were seen among children of all BMI categories (change in FD-score: UW 13.2%, NW 12.3%, OW 10.4% and OB 12.4% (p < 0.001)). Furthermore,> 90% parents(n = 1028) and > 95% teachers(n = 39) strongly agreed/agreed that the intervention was easy to implement, motivated children and led to an observable improvement in healthy eating.ConclusionThis novel program led to an immediate improvement in eating habits and was well accepted by parents and teachers making it a potentially suitable intervention for wider implementation in primary schools in urban Sri Lanka.

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The Effectiveness of Various Types of Psychological Correction of Anxiety in Primary School.

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The Effectiveness of Various Types of Psychological Correction of Anxiety in Primary School.

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