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We offer recommendations to guide future research to improve the likelihood of successful translation of anxiety interventions into clinical practice.
The extant literature is reviewed on the relationship between anxiety and depression and the potential for childhood anxiety interventions to reduce the risks of secondary depression.
Results are discussed in terms of the potential utility of school-based test anxiety interventions in fostering school success in ethnic minority students, in post-disaster environments and in anxiety prevention efforts.
We systematically reviewed RCTs of anxiety interventions in acquired brain injury (ABI) conditions including stroke and traumatic brain injury (TBI) in order to summarize efficacy and key aspects of trial design to help guide future RCTs.
Because as many as 30% of nursing students report test anxiety, interventions to assist these students bear investigation (Driscoll et al. 2009).
Especially for children with ASD, frequent practice and exposure opportunities are important in anxiety interventions [ 1].
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CBTpsych is a fully automated, online social anxiety intervention for those who stutter.
This study tested the effects of a school-based test anxiety intervention among ethnic minority youth.
In the intervention group, family members of patients who died had significantly less stress (intervention 5, control 15; P<0.001), anxiety (intervention 0, control 3; P=0.02), and depression (intervention 0, control 5; P=0.002) than those of the control patients.
The CSQ-8 [ 69] is an 8-item questionnaire designed to measure client satisfaction with a particular health-care service, and was used to evaluate how satisfied the clients were with the social anxiety intervention.
Forty (33% of total) studies reported that the interventions reduced anxiety; treatment efficacy varied by study and type of intervention.
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