View clinical trials related to Mental Health.
Filter by:This randomized controlled study evaluate the effect of mindfulness-based structured nursing interventions on the mental health parameters of risky pregnant women. The hypothesis of this study is that mindfulness-based structured nursing interventions has an effect of the state-trait anxiety, perceived stress, depression on high risk pregnant women.
This study aims to assess the efficacy of social media-based electronic bibliotherapy in improving the well-being of informal caregivers of people with dementia compared to a control group.
The goal of this type of study: quasi-experimental clinical trial . The purpose of this study is to explore the effects of applying mindfulness-based mobile applications program to maintaining mental health of emergency nurses during providing care to COVID-19 patients. The main question[s] it aims to answer are: 1. To explore the effect of mindfulness-based mobile device-assisted program on care stress of emergency nurses caring for COVID-19 patients. 2. To explore the impact of mindfulness-based mobile device-assisted programs on the psychological distress of emergency nurses caring for COVID-19 patients. 3. To explore the impact of a mindfulness-based mobile device-assisted program on compassion fatigue in emergency nurses caring for COVID-19 patients. Participants will Mindfulness-based mobile device is provided to experimental group as assistance for 2 weeks. In the contrary, no intervention measure was assigned in the control group. Scale exam was performed before and after the program in both groups at the same time.
The aim of this randomized controlled experimental study is to examine the effect of laughter yoga applied to intensive care nurses on perceived stress, work motivation, and mental well-being.
A qualitative study of group art therapy in England for adults with a learning disability accessing community services. Different stakeholder views and experiences will be gathered using ethnographically-informed group observation, semi-structured individual interviews and a focus group. People with a learning disability will support the data analysis and dissemination of findings in accessible means.
1. Does a 91-day self-talk journal intervention improve outcomes of self-criticism, self-esteem, automatic negative self-statements, and mental health among participants using the journal over wait-list control? 2. What is the adherence rate to a 91-day self-talk journal intervention? 3. What were participants' experience(s) of using a 91-day self-talk journal?
Positive psychology interventions are known to have an impact on mental health as well as on a number of beneficial characteristics like optimism, gratitude and self-efficacy. The new developed Positive Emotions Training (PoET) is one of the first holistic training programs covering eleven positive psychology constructs. The goal of this study was to test PoET's feasibility in the general population and to assess possible effects on positive and negative mental health factors. Additionally, possible effects on optimism, gratitude, happiness, resilience, and self-efficacy were examined. Hypotheses: 1. It was hypothesized that participants receiving PoET would show a significant increase in positive mental health factors one month after the second training day. 2. It was expected to find a significant decrease in depression, anxiety, and stress symptoms one month after the second training day. 3. It was hypothesized that participants in a control group would not show any significant changes in this regard. Methods: The sample (n = 101) was allocated to PoET (n = 55) or control (n = 46) which did not receive any treatment. The allocation was neither randomized nor matched. Participants in the PoET group completed a whole of two training sessions (3.5 hours each) that were conducted in an online format (via Zoom) with groups of about 30 people. These sessions included the following positive psychology constructs: happiness, hope, humour, optimism, gratitude, self-efficacy, flow, meaningfulness, forgiveness, spirituality, resilience. All participants completed positive and negative mental health measures at the beginning of the first training session and at the beginning of the second one as well as 30 days after the second session. Additionally, they had to complete two short items regarding stress and mood after each training session. They were given an exercise booklet with descriptions and explanations for all exercises during the training and at home. The week between the two sessions was called "7-day-challenge" to motivate the participants to try out several exercises at home. Data was collected pseudonymised via Socisurvey. Data analysis was conducted with RStudio. Two-factorial repeated measures ANOVAs were conducted to test for possible effects of PoET on mental health.
A Friendship Group (FG's) (n= 4) will be delivered over an 8-week period (December 2021 - January 2022) to individuals who met the clinical distress threshold as per Kessler-10 score. FG's were offered face-to-face in Phnom Penh (n= 2) and online via Zoom (n= 2). Trained, community support workers and Prosthetists' from the Cambodian School of Prosthetics and Orthotics delivered FG's each week.
A randomized controlled trial was conducted to evaluate the effectiveness of group-based positive psychotherapy on psychological resilience, depression, well-being, sleep quality, dehydroepiandrosterone in only-child-lost people. A total of 80 only-child-lost people who met the inclusion and exclusion criteria were expected to recruit. There were six weeks in the intervention, including positive introduction, positive reaction, gratitude, meaningful, three good things, and using personal strength. The measurements were conducted at the baseline, immediately after the intervention, 3-month after the intervention.
School leaders, staff, and teachers are tasked with keeping children safe from acts of violence, natural hazards and other emergencies while encouraging learning. Disaster plans are often developed without teacher involvement, resulting in limited knowledge of emergency preparedness, undermining buy-in and limited motivation to comply with safety protocols, including disaster drills. The lack of initial consultation and limited decision-making authority can also be sources of stress for teachers. Teachers and staff may experience anxiety about their roles and responsibilities in a crisis. This research project proposes that the key to enhancing emergency preparedness in this population is to incorporate 'psychological preparedness' within a disaster management framework. In other words, to provide the school workforce with awareness of their likely psychological response to threat and coping skills/strategies for management of that response. Importantly, workforce-focused mental health integrated approaches to emergency preparedness are likely to work best if implemented via peer support and shared leadership frameworks. This project involves adaptation and implementation of an integrated workforce mental health intervention into Pre-K-12 school emergency preparedness via shared leadership and peer support. This includes co-creating training curriculum with Pre-K-12 schools, labor organizations, and district officials, implementing and evaluating the impact of the intervention. A matched waitlist control comparison research design will be used with six Pre-K-12 schools. The hypothesized outcomes of the intervention are increases in H1: emergency preparedness climate; emergency preparedness specific H2: shared leadership; H3: peer support and social cohesion; H4: confidence (in emergency preparedness); and H5: psychological preparedness. The project also anticipates H6: increases in overall mental health and well-being, and H7: a reduction in emergency preparedness-specific burnout.