The Efficacy of Internet-based Cognitive Behavioral Therapy on the Anxiety Disorders among Adolescent Girls

Abstract

Background:The prevalence of anxiety disorders among children and adolescents are found to be approximately between 8–12 and 5–10, respectively, and the long-lasting effects of such disorders can expose the sufferers to impairment and dysfunction in several areas of life the examples of which are poor educational performance, low self-esteem, and depression. The present study aims to evaluate the efficacy of internet-based, cognitive-behavioral therapy (ICBT) in treating the anxiety disorders among adolescent females.Materials and Methods:The sample included thirty girls aged between 10 and 18 years suffering from a variety of anxiety disorders, under pharmaceutical therapy and referred to clinics of child and adolescent psychiatry specialists in Isfahan. The sample was selected through diagnostic interviews by psychiatrists based on the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision; afterward, they were randomly assigned to either the experimental or the control groups. To evaluate the efficacy of an ICBT in reducing anxiety disorder symptoms, Screen for Child Anxiety Related Emotional Disorders questionnaire was administered among the patients both before and 4 weeks after the treatment.Results:The covariance analysis results aimed to compare the anxiety disorder score variations between the two groups which demonstrate the fact that anxiety disorder scores in these two groups differ from one another (P < 0.001).Conclusions:This study is comprised of two Conclusions.the significant reduction in the mean of anxiety disorders scores in the experimental group compared to those in control group can be indicative of the efficacy of ICBT. In addition the significant reduction in the average of anxiety disorders symptoms’ scores according to the type of anxiety disorders in the experimental group, compared to those in control group, can be indicative of the efficacy of ICBT.

Digital interventions for common mental disorders in low- and middle-income countries: A systematic review and meta-analysis

“…Next, 53 full texts on digital interventions were examined from the living Metapsy database and three more studies were identified through reference tracking. All full texts were screened against our current eligibility criteria resulting in 21 RCTs for inclusion in the present meta-analysis (Figure 1; Mogoaşe et al, 2013; Tulbure et al, 2015; Yeung et al, 2017; Arjadi et al, 2018; Ciuca et al, 2018; Karbasi and Haratian, 2018; Yeung et al, 2018; Moeini et al, 2019; Jannati et al, 2020; Salamanca-Sanabria et al, 2020; Wang et al, 2020; Araya et al, 2021; Ghosh et al, 2023; Heim et al, 2021; Latif et al, 2021; Newman et al, 2021; Sun et al, 2021; Cuijpers et al, 2022; Zhao et al, 2022).

Figure 1. Flow chart of the studies selection process.

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A comparison of the anti-anxiety effects of oral ketamine and fluvoxamine in children with separation anxiety disorder manifesting as school refusal

“…To the results of this study and ours, if ketamine is combined with CBT in future studies, CBT will be more effective with the immediate impact of ketamine on concentration. [ 43 ] Furthermore, other studies have confirmed the effect of internet-based CBT on curing anxiety disorders. [ 44 45 46 ] Karbasi et al .…”

Intervenções em TCC baseada na internet com adolescentes: uma revisão sistemática

“…All selected publications were written in English, and no study about the subject was conducted in the Latin-American context. Interventions were administrated in Europe Flink et al, 2016;Lenhard et al, 2017;Nordh et al, 2021;Shahnavaz et al, 2017;Stjerneklar, Hougaard, McLellan, & Thastum, 2019;Topooco et al, 2019), United States (Murray et al, 2020;Palermo et al, 2018), Canada (Radomski et al, 2020), Australia (Donovan et al, 2017;March et al, 2018), and Iran (Karbasi & Haratian, 2018).…”

“…The amount of weekly sessions that the adolescents were exposed to varied between five (Flink et al, 2016) and twelve (Lenhard et al, 2017;Shahnavaz et al, 2018). Amidst CBT's principals emphasized by the selected studies, the ones that stand out are: psychoeducation Lenhard et al, 2017), gradual exposure (Nordh et al, 2021;Shahnavaz et al, 2018), behavioral activation (Flinck et al, 2016;Topooco et al, 2019), relaxation techniques (Donovan et al, 2017;Karbasi & Haratian, 2018;March et al, 2018;Palermo et al, 2018), acquiring and implementing coping skills Flink et al, 2016;Murray et al, 2020), cognitive restructuring (Stjerneklar, Hougaard, McLellan, & Thastum, 2019;, relapse prevention (Lenhard et al, 2017;Murray et al, 2020), and assignment of homework tasks (Radomski et al, 2020;Shahnavaz et al, 2018).…”

“…Therapists were available for asynchronous contact with participants throughout the intervention through e-mail (Donovan et al, 2017;Flink et al, 2016;Karbasi & Haratian, 2018;Lenhard et al, 2017) and messages Donovan et al, 2017;Flink et al, 2016;Palermo et al, 2018;Shahnavaz et al, 2017;Topooco et al, 2019). Synchronous communication was primarily achieved by telephone calls (Lenhard et al, 2017;Nordh et al, 2021;Radomski et al, 2020;Stjerneklar, Hougaard, McLellan, & Thastum, 2019;, as only one intervention suggested the alternative of video conferences between participants and researches, and, therefore, aimed to promote greater closeness between them (Nordh et al, 2021).…”