Beliefs About the Malleability of Anxiety and General Emotions and Their Relation to Treatment Outcomes in Acute Psychiatric Treatment

Schroder, Hans S.; Kneeland, Elizabeth T.; Silverman, Alexandra L.; Beard, Courtney; Björgvinsson, Thröstur

doi:10.1007/s10608-018-9985-7

Cited by 25 publications

(27 citation statements)

References 53 publications

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“…There is some evidence that WIs can augment optimism about the effectiveness of psychotherapy and increase readiness to change maladaptive behaviors (e.g., drinking in at-risk adults, Wittleder et al, under review; and engagement physical activity among chronic pain patients, (Christiansen, Oettingen, Dahme, & Klinger, 2010). Additionally, studies have shown adults who endorse beliefs that WIs are designed to instill-such as malleability beliefs (growth mindsets) about anxiety and emotion-may strengthen likelihood of pursuing mental health treatment (Schroder, Dawood, Yalch, Brent Donnellan, & Moser, 2014) and predict larger symptom reductions following cognitive behavioral therapy (Schroder, Kneeland, Silverman, Beard, & Björgvinsson, 2018). As such, by instilling the notion that personal change is possible or strengthening commitment to engaging in behavior change, administering WIs at or near the start of full-length EBTs might strengthen youths' and parents' motivation, engagement, or clinical response to treatment.…”

Section: Wise Interventions For Youth Mental Health 31mentioning

confidence: 99%

Harnessing Wise Interventions to Advance the Potency and Reach of Youth Mental Health Services

Schleider

Mullarkey

Chacko

2019

Clin Child Fam Psychol Rev

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Despite progress in research on evidence-based treatments (EBTs) for youth psychopathology, many youths with mental health needs do not receive services, and EBTs are not always effective for those who access them. Wise interventions (WIs) may help address needs for more disseminable, potent youth mental health interventions. WIs are single-component, social-psychological interventions designed to foster adaptive meaning-making. They have improved health-related and interpersonal youth outcomes, yet their potential to reduce youth psychopathology has not been systematically explored. Accordingly, we conducted a systematic, descriptive review characterizing WIs' potential to reduce youth mental health problems. Across 25 RCTs (N=9,219 youths, ages 11-19) testing 13 intervention types, 7 WIs qualified as "Well-Established," "Probably Efficacious," or "Possibly Efficacious" for reducing one or more types of youth psychopathology, relative to controls. Among these, 5 WIs significantly reduced youth depressive symptoms; 3, general psychological distress; and 1 each, eating problems, anxiety, and substance use. Three of these 7 WIs were self-administered by youths, and four by trained interventionists; collectively, they were 30-168 minutes in length and targeted clinic-referred and nonreferred samples in clinical, school, and laboratory settings. Overall, certain WIs show promise in reducing mild to severe youth psychopathology. Given their brevity and low cost relative to traditional (i.e. therapist-delivered, 12-to-16 week, clinic-based) EBTs, WIs may represent beneficial additions to the youth mental healthcare ecosystem. Priorities for future research are proposed, including testing WIs for parents, younger children, and externalizing problems; as EBT adjuncts; and in schools and primary care clinics to increase access to brief, effective supports.

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Section: Wise Interventions For Youth Mental Health 31mentioning

confidence: 99%

Harnessing Wise Interventions to Advance the Potency and Reach of Youth Mental Health Services

Schleider

Mullarkey

Chacko

2019

Clin Child Fam Psychol Rev

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“…There are no studies known to these authors where interventions targeting emotion or anxiety mindsets directly improve anxiety or depression symptoms, though such interventions have been proposed in response to previous findings (Schroder et al, 2018(Schroder et al, , 2014; note that interventions targeting other mindset types, e.g. personality, have directly reduced internalizing distress .…”

Section: Discussionmentioning

confidence: 99%

Contributions of fixed mindsets and hopelessness to anxiety and depressive symptoms: A commonality analysis approach

Mullarkey

Schleider

2020

Journal of Affective Disorders

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Background. Fixed mindsets (beliefs that personal traits are unchangeable) show consistent associations with internalizing symptoms. However, the mindset-internalizing symptom link has previously been studied in isolation of other maladaptive cognitions that relate to internalizing symptoms. Thus, the unique contributions of mindsets to internalizing symptoms remains unclear. Method. We used commonality analysis (CA), which yields unique and shared effects of independent variables on an outcome, to assess unique contributions of emotion and anxiety mindsets to anxiety and depression symptoms, relative to the contributions of hopelessness. Participants in two online studies (Ns=200, 430) self-reported depression and anxiety symptoms, hopelessness, and emotion and anxiety mindsets. Results. In Study 1, neither mindset type contributed unique variance to depression or anxiety beyond the contribution of hopelessness. In Study 2, emotion mindsets again explained no unique symptom variance. Anxiety mindsets uniquely contributed 2.0% and 6.5% of depression and anxiety variance, respectivelybut far larger proportions of symptom variance (20.0%-60.9%) were contributed by hopelessness alone, variance shared by hopelessness and anxiety mindsets, and variance shared among hopelessness, anxiety mindsets, and emotion mindsets. Limitations. The cross-sectional design precludes causal conclusions, and the non-referred adult samples may limit generalizability. Discussion. Mindsets contributed little unique variance to internalizing symptoms beyond hopelessness. Interventions teaching growth mindsets have been shown to reduce internalizing problem in past studies. However, these interventions might not necessarily operate by shaping mindsets; rather, they may affect symptom change by shaping closelylinked maladaptive cognitions-like hopelessness-with stronger ties to internalizing distress.

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“…Therefore, Dweck (2000) proposed a social cognitive approach to the study of human intelligence through implicit theories which emphasize that humans can define intelligence using incremental or entity belief from implicit theories of intelligence (ITI). For example, proponents of incremental beliefs consider that human intelligence attributes are malleable and can be improved through effort; conversely, proponents of entity beliefs consider that human intelligence attributes are fixed and cannot be easily changed ( Murphy and Dweck, 2016 ; Schroder et al, 2019 ). Various theories of intelligence beliefs can produce predictive effects on cognition, emotion, and behavior in different contexts ( Spinath et al, 2003 ).…”

Section: Introductionmentioning

confidence: 99%

Intelligence Beliefs Predict Spatial Performance in Virtual Environments and Graphical Creativity Performance

Hong

Chen

et al. 2021

Front. Psychol.

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Although intelligence beliefs have been applied to explain the influence of cognition, behavior, and creativity, the research on creativity is still limited. Therefore, in order to effectively expand the understanding of the influence of intelligence beliefs on the creative performance of learners’ graphics, the implicit theories of intelligence were exploited as the basis of this study. Three hypothetical pathways were proposed to be explored, and a research model was validated. First- and second-year students from a technical high school in New Taipei City were invited to participate. There were 273 valid data (88.9% of complete data). Reliability and validity analyses were performed, as well as overall model fit analysis and research model validation, and descriptive statistical analysis of the learners’ performance in applying the operational virtual reality (VR). The results of this study showed that: (1) Incremental beliefs of aesthetic intelligence had a positive effect on spatial performance; (2) entity belief of spatial intelligence (EBSI) had a negative effect on spatial performance; and (3) spatial performance had a positive effect on graphical design performance. From the results, it is clear that design teachers can assess students’ implicit beliefs in the early stages of teaching to actively promote better spatial performance when students show high levels of entity beliefs.

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Beliefs About the Malleability of Anxiety and General Emotions and Their Relation to Treatment Outcomes in Acute Psychiatric Treatment

Cited by 25 publications

References 53 publications

Harnessing Wise Interventions to Advance the Potency and Reach of Youth Mental Health Services

Harnessing Wise Interventions to Advance the Potency and Reach of Youth Mental Health Services

Contributions of fixed mindsets and hopelessness to anxiety and depressive symptoms: A commonality analysis approach

Intelligence Beliefs Predict Spatial Performance in Virtual Environments and Graphical Creativity Performance

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