A meta-analysis of cognitive therapy for worry in generalized anxiety disorder

Hanrahan, Fidelma; Field, Andy P.; Jones, F. W.; Davey, Graham C. L.

doi:10.1016/j.cpr.2012.10.008

Cited by 109 publications

(107 citation statements)

References 55 publications

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“…Although there is evidence showing the efficacy of cognitive behavioral therapy (CBT) for GAD, there is clearly room for improvement (see Cuijpers, Sijbrandij, Koole, Huibers, Berking, & Andersson, 2014;Hanrahan, Field, Jones, & Davey, 2013 for a meta-analysis) and further developments in knowledge about the etiology of GAD, as well as in its treatment, are required.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive, Emotional, and Avoidance Predictors of Generalized Anxiety Disorder

Sugiura¹

2017

PSYCH

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Predictors of worrying and generalized anxiety disorder (GAD) were compared. First, variables related to a version of inner experience were examined. Specifically, we examined whether negative appraisals about worrying and emotions can be considered subfacets of the overarching construct of experiential avoidance. Second, we examined the relative predictive power of responsibility to continue thinking (i.e., beliefs about the need for prolonged thinking about stressful problems), a construct relating worrying to problemsolving. In two studies, consistent predictors of worrying and GAD were negative metacognitive beliefs, fear of emotions, and responsibility to continue thinking, even after controlling for neuroticism in Study 2. Experiential avoidance did not explain the independent variance in worry. The structural equation model that experiential avoidance explained negative appraisals about worrying and emotions did not fit the data well. Negative metacognitive beliefs evidenced strong predictive power, therefore, requiring particular attention in treatment. Nonetheless, fear of emotions and perceived need for perseverative thinking are candidate additional components that deserve continued investigation.

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Section: Introductionmentioning

confidence: 99%

Metacognitive, Emotional, and Avoidance Predictors of Generalized Anxiety Disorder

Sugiura¹

2017

PSYCH

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“…The result that confidence interval of 62 studies examining the relationship between school culture and academic achievement is narrow means that decisions being made on the basis of the data from these studies are more reliable (Borenstein, Hedges, Higgins & Rothstein, 2009;Hanrahan, Field, Jones & Davey, 2013;Kulinskaya, Morgenthaler & Staudte, 2008). In the study, it was observed that school climate has moderate positive effect on students' academic achievement.…”

Section: Discussionmentioning

confidence: 99%

Okul İklimi ve Akademik Başarı İlişkisi: Bir Meta-Analiz Çalışması

Karadağ¹,

Işçi²,

Öztekin³

et al. 2016

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“…any psychotherapeutic approach that is founded on a theory which aims to modify the cognitions that are deemed to play an important role in maintaining symptoms -see Hanrahan, Field, Jones & Davey, 2013) appear to be effective in reducing pathological worry for diagnosable disorders such as Generalized Anxiety Disorder (GAD), but are still associated with arguably modest recovery rates of 57% at 12-months follow-up (Hanrahan, Field, Jones & Davey, 2013). Additional therapeutic procedures may be required to boost recovery rates.…”

Section: Introductionmentioning

confidence: 99%

“…Additional therapeutic procedures may be required to boost recovery rates. Given that an effective model for the successful amelioration of pathological worrying is likely to include elements from many theoretically valuable approaches (see Hanrahan et al, 2013), the aim of the present study was to test the effectiveness of a psychoeducation procedure based on a further theoretical approach to pathological and perseverative worrying, namely the mood-as-input (MAI) model (Meeten & Davey, 2011).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a brief 4-session psychoeducation procedure for high worriers based on the mood-as-input hypothesis

Dash

Meeten

Jones

2015

Journal of Behavior Therapy and Experimental Psychiatry

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Given the ubiquity of worrying as a consuming and distressing activity at both clinical and sub-clinical levels, it is important to develop theory-driven procedures that address worrying and allow worriers to manage this activity. This paper describes the development and testing of a psychoeducation procedure based on mood-asinput hypothesis, which is a transdiagnostic model that describes a proximal mechanism for perseverative worrying. The study used nonclinical participants meeting IAPT criteria indicating GAD symptomatology. Methods:In 4 sessions, participants in experimental groups received psychoeducation about the basic principles of the mood-as-input hypothesis and received guidance on how to identify and change worry-relevant goal-directed decision rules and negative moods.Participants in the psychoeducation conditions were compared with participants in a befriending control group.Results: Psychoeducation about the model significantly reduced PSWQ scores at follow-up compared with the befriending control condition (a between-groups large effect size, Cohen's d=1.05), and the homework tasks undertaken by the psychoeducation groups raised mood and reduced worry immediately. At follow up 48.2% of participants in the psychoeducation groups were below the recommended cut-off for identifying GAD symptomatology compared with 20% of participants in the control condition.Limitations: This study was conducted on a small sample, high-worry student population, without a formal diagnosis.Conclusions: This brief, low-intensity procedure is potentially adaptable to online or selfhelp procedures, and can be integrated into fuller cognitive therapy packages.

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A meta-analysis of cognitive therapy for worry in generalized anxiety disorder

Cited by 109 publications

References 55 publications

Metacognitive, Emotional, and Avoidance Predictors of Generalized Anxiety Disorder

Metacognitive, Emotional, and Avoidance Predictors of Generalized Anxiety Disorder

Okul İklimi ve Akademik Başarı İlişkisi: Bir Meta-Analiz Çalışması

Evaluation of a brief 4-session psychoeducation procedure for high worriers based on the mood-as-input hypothesis

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