Sentences with phrase «primary psychological outcome»

Not exact matches

To assess psychological distress, the Japanese version of the Hospital Anxiety and Depression Scale (HADS)[23][24] was used as the primary outcome.

Clinical indicators of QOL and depressive and anxious symptoms form the primary outcomes, while secondary outcomes comprise stress and basic psychological needs.

QOL and depressive and anxiety symptoms are primary outcomes; stress level, basic psychological needs and caregiving motivations are secondary outcomes.

The conclusion of the equality of effects of psychological therapies, however, showed a trend for a spin, which means that for the primary outcome of interest the review more often states equality despite inequality of treatment effects (OR = 2.69 (0.86 to 8.41).

Primary outcomes are quality of life and anxious and depressive symptoms; secondary outcomes are stress and basic psychological needs.

Outcomes: Psychological distress outcomes as reported by eligible studies (priority given to primary ouOutcomes: Psychological distress outcomes as reported by eligible studies (priority given to primary ououtcomes as reported by eligible studies (priority given to primary outcomesoutcomes).

Outcome measures Primary outcomes included clinically diagnosed mental health issues, standardised assessment of mental health issues or self - reported psychological distress.

Primary outcome Psychological well - being measured using Hospital Anxiety and Depression Scores (HADS), assessed at 5 ± 1 days postunit discharge and 28 days / hospital discharge.

Primary and secondary outcome measures Self - reported exposure to psychological, physical and sexual intimate partner violence.

Occurrence, recognition, and outcome of psychological disorders in primary care.

The primary constructs within the hypothesized framework are: (1) social position variables — characteristics that are used within societies to hierarchically stratify groups (race, gender, socioeconomic status); (2) parenting variables — familial mechanisms that may influence African American adolescents well - being, perceptions of competence, and attitudes towards others in various contexts (e.g., parenting practices and racial socialization messages); (3) racial discrimination — negative racially driven experiences that may influence feelings of competence, belongingness, and self - worth; (4) environmental / contextual factors — settings and surroundings that may impede or promote healthy identity development (e.g., academic settings); and (5) learner characteristics — individual characteristics that may promote or hinder positive psychological adjustment outcomes (e.g., racial identity, coping styles).