View clinical trials related to Emotional Stress.
Filter by:Introduction Public Speaking Anxiety (PSA), also referred to as public speaking anxiety, is a costly (Lépine, 2002) and disabling fear (Blöte et al., 2009), with prevalence rates ranging from 21 (Pollard and Henderson, 1988) to 33% (Stein et al., 1996; D'El Rey and Pacini, 2005) in community samples. FoPS has been reported as the single most commonly feared situation in both university and community samples (Pollard and Henderson, 1988; Holt et al., 1992; Stein et al., 1996; Tillfors and Furmark, 2007).EFT is an energy psychotherapy derivative application consisting of cognitive and somatic components used to improve personal negative emotions and related emotional and physical ailments.It is reported that the most recognized and used EFT among Energy Therapies is an effective method especially on anxiety, depression, burnout, stress management, and fears (Feinstein 2008; Irmak Vural & Aslan, 2018; Sezgin, 2017; Sezgin & Özcan, 2009).Breatihin therapy is another one. Purpose of the study The current study aims to determine the effect of the Breath Therapy and Emotional Freedom Technique on public speaking anxiety in Turkish Nursing Students. The purpose of the study was to evaluate two research hypotheses as follows: H1: Emotional freedom technique is effective in reducing public speaking anxiety H2: Breath Therapy is effective in reducing public speaking anxiety A randomized controlled experimental research design will be used. The study complied with the guidelines of the Consolidated Standards of Reporting Trials (CONSORT) checklist. The data will be collected with demographic information form, Subjective Discomfort Unit Scale, The State-Trait Anxiety Inventory, and Speech Anxiety Scale.demographic information form: This form contains 5 questions including the age, gender, economic status, place of residence of students in the form developed by the researchers. Subjective Units of Disturbance Scale SUDS. It was developed by Wolpe (1970). This scale, which is used in energy therapies and evaluates the individual's own discomfort, is scored between 0 and 10. 0 no discomfort 10 is considered to be unbearable discomfort (Wolpe, 1973). The individual should evaluate the discomfort he feels at that moment and give a score. This score serves as a concrete and basic starting point for the patient's condition at the time of application and reflects the change at the end of the application. According to the Church; EFT; Individuals' discomfort assessments are made using the Subjective Units of Disturbance (SUD) scale used by Wolpe (Church, 2013a). he State-Trait Anxiety Inventory (STAI Tx-1 and Tx-2) It was developed by Spilberg et al to detect the state and trait anxiety levels of individuals. Its validity and reliability in Turkish was done by Öner and Lecompte. The scale consists of a total of 40 questions, 20 questions of state anxiety and 20 questions of constant anxiety. State anxiety scale; to state how the person feels at any time and under any circumstances; It is asked to answer taking into account the feeling related to the situation. On the scale of trait anxiety; one is often expected to interpret how he feels. There are positive and negative expressions on the scale. These statements; are expressed as plain and inverted expressions. Straight expressions, negative emotions; reversed statements reflect positive emotions. There are 8 reversed statements on the state anxiety scale and 7 on the trait anxiety scale. Items on the state anxiety scale 1, 2, 5, 8, 10, 11, 15, 16, 19, 20, and on the trait anxiety scale 1,6,7,10,13,16,19. items are reversed statements. The emotions, thoughts and behaviors stated in the state anxiety scale are answered as 1: none, 4: completely according to the violence level of the experiences. Feelings, thoughts and behaviors stated in the trait anxiety scale are also marked as 1-almost never, 4-almost always according to the frequency level. For both scales; 0-19 points (none), 20-39 points (mild), 40-59 points (moderate), 60- 79 points (severe), 80 points and above are considered as very severe anxiety. Cronbach alpha value of the state anxiety scale was 0.93; The Cronbach alpha value of the trait anxiety scale is 0.94 (Öner, 1998). In the present study, Cronbach's alpha value was found to be 0.81 for the STAI Tx-1 and 0.76 for the STAI Tx-2. Speech Anxiety Scale (CUR): It was developed by Yaman and Sofu (2013) to evaluate students' speech anxiety levels. The scale consisting of 25 items is scored as 5-point Likert type and 1: strongly disagree, 4: strongly agree. In the scale, items 5, 6, 9, 10, 13 and 14 are reversed. A high score indicates that the person's anxiety to speak is high. Cronbach alpha value of the scale was found to be 0.79. In this study, Cronbach alpha value is 0.78.
This experimental, anonymous labor study aims to examine how experiences of social exclusion influence individuals in their fairness-behaviour, psychophysical reactions, and emotion regulation depending on their extent of bitterness. Points given for fairness reasons, just world belief, rejection sensitivity, well-being, cognitive emotion regulation strategies, and heart rate variability (HRV) are measured and analyzed using structural equation modeling and multiple regression.
The current study examines the impact of ParentCorps in high-poverty district schools in New York City (NYC). The study is conducted within the context of the NYC Department of Education (DOE) Pre-K Thrive initiative. As part of this initiative, the Center for Early Childhood Health and Development (CEHD) at NYU Langone Health is implementing services to strengthen family engagement and support parents and teachers in creating safe, nurturing and predictable environments for young children. All parents of Pre-K students in the 81 district schools will be invited for them and their Pre-K children to participate in the study, which includes 2 school-based assessments in Pre-K over a 10-month period and 1 school-based assessment at the end of Kindergarten, and teacher ratings of children in Pre-K and Kindergarten. Additionally, parents will be invited to consent to the use of their children's NYC DOE administrative records from Pre-K through grade 5 for the purposes of this study. Parents will also be invited to participate by completing surveys with NYU study staff. Parents will be consented to complete two surveys when their child is in Pre-K. Parents may be randomly selected to complete a third survey when their child is in Kindergarten or to participate in a focus group with other parents.
We conducted a randomized, controlled trial of dignity therapy for terminally ill patients with the aim of reducing dignity-related distress and demoralization and improving spiritual well-being.
The epidemiological data are alarming. Emotional distress, and depression in particular, is highly prevalent in adolescents, it has multiple problematic consequences and, most alarming, it is on the rise. All too often, these symptoms persist and lead to long-term and severe psychiatric problems. Mindfulness training (MT) is expected to counter both the non-acceptance of negative emotions (underlying depressed (sad) mood, anxiety and stress) and the dampening of positive emotions (underlying anhedonia). Vulnerable youngsters typically do not accept their negative emotions (which paradoxically further increases negative emotions) and also dampen positive emotions, as long as there are negative emotions present: a catch-22. MT, as a low-threshold intervention, is expected to 'unlock' this catch-22 by teaching participants to become non-judgmentally aware of thoughts, feelings, and sensations, and increasing their capacity to replace automatic, habitual, and often judgmental reactions with more conscious and skillful responses. That way, MT is hypothesized to reduce depressed (sad) mood, anxiety and stress and to promote protective positive emotions. On top, MT is expected to foster a healthier discourse among youngsters on their emotional lives as an alternative to society's malignant discourse that denounces negative emotions and over-focuses on the pursuit of happiness, which now backfires on vulnerable youngsters. The aim of the present study is to evaluate the effects of MT in adolescents on their experience of negative emotions (i.e. symptoms of stress, anxiety and depression), suppression/acceptance of negative emotions, symptoms of anhedonia (i.e. lack of pleasurable feelings), dampening of positive emotions, social expectancies towards the (non-)expression and (non-)experience of negative emotions, and on several secondary outcomes or endpoints (e.g., loneliness, repetitive negative thinking, self-compassion). Pairs of two classes will be recruited from schools in Flanders, Belgium, and all adolescents (>14 years of age) of these selected classes will be invited to participate. One class in each pair will be randomly assigned to an 8-week MT during regular school hours supported by a newly developed mindfulness app for adolescents, while the other class (control group) follows the regular school curriculum. Before randomization, post-intervention and 3 months after the intervention, participant's current experience of negative emotions, their level of suppression/acceptance of negative emotions, dampening, and anhedonia will be assessed using experience sampling methods and self-report questionnaires. The investigators hypothesize that mindfulness can help youngsters in their school context to become more accepting of their emotions and, that this 'opening up' not only leads to less distress and anhedonia, but also to less toxic social pressure amongst peers in school not to feel and not to talk about negative emotions. That way, mindfulness can help foster a social climate that promotes a more balanced embracement of emotions which is likely beneficial for young people's well-being.
Background An estimated 10-20% of children globally are affected by a mental health problem. Child mental health has been identified as a priority issue by the World Health Organization's Eastern Mediterranean Regional Office (WHO EMRO). Following consultations with international and regional experts and stakeholders, WHO EMRO developed an evidence-based School Mental Health Program (SMHP), endorsed by WHO EMRO member countries, including Pakistan. The federal and provincial health departments in Pakistan made recommendations for a phased implementation of the SMHP in a pilot district. In the formative phase of this program, a number of implementation challenges were identified by the stakeholders. Broadly, these included the need to operationalize and adapt the existing components of the intervention to the local context and to develop sustainable mechanisms for delivery of quality training and supervision. Informed by the results of a formative phase investigations, the SHINE scale-up research team adapted the SMHP (henceforth called Conventional SMHP or cSMHP) to address these implementation challenges. The enhanced version of the intervention is called Enhanced School Mental Health Program (eSMHP). Enhancements to cSMHP have occurred at two levels: A) Content enhancements, such as a collaborative care model for engaging parents/primary caregivers, strategies for teacher's wellbeing, and adaptation and operationalization of particular clinical intervention strategies and B) Technological enhancements which include adaptation of the training manual for delivery using an online training platform, and a 'Chat-bot' to aid the implementation of intervention strategies in classroom settings. Objectives The primary objective of the study is to evaluate the effectiveness of eSMHP in reducing socio-emotional difficulties in school-going children, aged 8-13, compared to cSMHP in Gujar Khan, a rural sub-district of Rawalpindi, Pakistan. The secondary objectives are to compare the cost-effectiveness, acceptability, adoption, appropriateness (including cultural appropriateness), feasibility, penetration and sustainability of scaled-up implementation of eSMHP and cSMHP. It is hypothesized that eSMHP will prove to be both more effective and more scalable than cSMHP. Study population The research is embedded within the phased district level implementation of the cSMHP in Rawalpindi, Pakistan. The study population will consist of children of both genders, aged 8-13 (n=960) with socio-emotional difficulties, studying in rural public schools of sub-district Gujar Khan in Rawalpindi. Design The proposed study design is a cluster randomized controlled trial (cRCT), embedded within the conventional implementation of the SMHP. Following relevant ethics committees and regulatory approvals, 80 eligible schools, stratified by gender, will be randomized into intervention and control arms with a 1:1 allocation ratio. Following informed consent from the parent/ primary caregiver, children will be screened for socio-emotional difficulties using Strengths and Difficulties Questionnaire (SDQ). 960 children scoring > 12 on the teacher-rated SDQ total difficulty scores and > 14 on the parent-rated SDQ total difficulty scores will be recruited and equally randomized into intervention and control arms (480 in each arm). Teachers in the intervention arm will receive training in eSMHP, whereas teachers in the active control will be trained in cSMHP. Trained teachers will deliver the program to children in their respective arms. Outcome measures Primary Outcome: The primary outcome is reduction in socio-emotional total difficulties scores, measured with the parent-rated SDQ, 9 months after commencing intervention delivery. Secondary Outcomes: Implementation data on acceptability, adoption, appropriateness (including cultural appropriateness), feasibility, penetration and sustainability outcomes will be collected from children, parents/primary caregivers, head teachers and teachers. In addition, data will be collected on self-reported Psychological Outcome Profiles (PSYCHLOPS)-KIDS to measure progress on psycho-social problems and wellbeing; annual academic performance; classroom absenteeism, stigmatizing experiences and parent-teacher interaction. Data on teachers' sense of efficacy and subjective well-being, and on the schools' psychosocial environment profile will be collected. All secondary outcome data will be collected at baseline and 9 months after commencing intervention delivery. Outcomes will be analyzed on an intention to treat basis. The role of various factors as potential mediators and moderators eSMHP effectiveness will be explored. Cost-effectiveness evaluation of SMHP shall be evaluated in terms of costs associated with implementation of eSMHP compared with cSMHP.
The goal of this study is to develop and pilot test a telehealth behavioral weight control intervention for adolescents from a low-income background that combines facets of mindfulness training with behavioral weight control. We aim to examine biological (e.g., weight) and behavioral (e.g., emotional eating, mindfulness) changes as a result of a 12-session mindfulness-based weight control intervention compared to a 12-session standard behavioral weight control intervention.
This study will evaluate the effectiveness of an 8-week program in Mindfulness-Based Stress Reduction (MBSR) in reducing work absences and improving the well-being of healthcare workers. Half of participants will be healthcare employees who are frequently absent from work, whereas the other half will be healthcare employees with normal attendance patterns. All participants will undergo MBSR training and the outcomes of both groups will be evaluated.
Alcohol and other drug (AOD) abuse and violence in families are co-occurring risk factors that drive health disparities and mortality among Native Americans (NA), making the long-term goal of this research is to promote health and wellness, while preventing and reducing AOD abuse and violence in NA families by testing an efficacious, sustainable, culturally-relevant and family-centered intervention for cross-national dissemination. The central hypothesis is that the sustainable and community-based Weaving Healthy Families program, will reduce and postpone AOD use among NA adults and youth, decrease and prevent violence in families, and promote resilience and wellness (including mental health) among NA adults and youth. The expected outcomes of the proposed research are an efficacious, culturally relevant, and sustainable community based program to promote health and wellness that will address the factors that drive health disparities and promote individual, family, and community resilience.
The purpose of this study is to evaluate the Personalized Support for Progress (PSP) intervention in a Veterans Health Administration (VHA) Women's Wellness Clinic. PSP uses a peer support provider to help women identify their primary concern, develop a personalized plan to help address that concern, and provide practical and emotional support to implement the plan. The primary aim is to evaluate the feasibility, acceptability, and utility of PSP and the research protocol.