Sentences with phrase «decreased anxiety scores»

But in a paper published today in the journal Depression and Anxiety, academics, from Manchester and Newcastle Universities, show that women who attended a yoga class a week for eight weeks had decreased anxiety scores compared to the control group who received normal antenatal treatment.

Not exact matches

The mental health coach used the Patient Health Questionnaire (PHQ9) to measure anxiety and depression scores prior to and after intervention, and scores decreased by 49 percent on average after three months.

The paper found that those who took two capsules of echinacea per day for one week experienced a decrease in anxiety scores within three days.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

These teachable skills promote healthy behaviors and are related to improved climate and attitudes about self and others, improved behavior and achievement test scores, and decreased anxiety and depression.

For example, a meta - analysis of school - based and afterschool SEL programs found that participation improved elementary and middle school students» test scores by an average of 11 to 17 percentile points, decreased conduct problems, and increased students» problem - solving skills.17 Similarly, a meta - analysis of school - based SEL programs for students in kindergarten through 12th grade found that participation improved students» academic performance by 11 percentile points, reduced their anxiety and stress, and increased their prosocial behavior.18 These programs were successful in all geographic locations, including urban, suburban, and rural school environments.19

Successful weight loss (30 dogs) was associated with increased vitality scores (P < 0.001), and decreased scores for both emotional disturbance (P < 0.001) and pain (P < 0.001); but there was no change in anxiety (P = 0.09)(German et al. 2012).

We showed an improvement in PCS scores at later follow - up in Health anxiety as opposed to Dickinson et al [44] who showed a decrease in Somatization disorder patients.

The HAD - A score, a subscale of the HADS score for anxiety, decreased 1.4 points in the two - month intervention group (p = 0.02) and 2.3 points in the four - month intervention group of (p = 0.01) after intervention.

As expected, mothers» mean state anxiety and trait anxiety scores decreased to near normal levels over time.

These teachable skills promote healthy behaviors and are related to improved climate and attitudes about self and others, improved behavior and achievement test scores, and decreased anxiety and depression.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

In tests of the main study hypotheses, the experimental group showed a significant decrease in attachment anxiety after the online program, t (25) = 4.69, p <.001, d = 1.03, but no decrease in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-test.

Similarly, another treatment outcome study also reported greater decreases in depressive scores in depressed adolescents with pretreatment comorbid anxiety disorders.

While mothers of children with an ASD had the lowest hardiness scores, hardiness was found to predict decreases in depression, anxiety, and depersonalisation within the ASD sample.