Dynamic changes in generalized anxiety and depression during counseling.

Abstract

Comorbidity of generalized anxiety and depression is common in clinical populations. Understanding how change in generalized anxiety and depression are related during counseling may help improve treatment. College student data (N = 51,922) from university and college counseling centers across the United States were used to examine relationships between change in generalized anxiety and depression across 12 counseling sessions using bivariate dual change score models. Results suggested greater improvement in depression was related to greater improvement in generalized anxiety across sessions, but greater improvement in generalized anxiety was related to less improvement in depression across sessions. This same pattern of results generalized to individuals who attended counseling with concerns in anxiety only, depression only, and both anxiety and depression. Although there were general improvements in generalized anxiety and depression across counseling sessions, greater improvement in depression at earlier sessions appeared to be a leading indicator of greater improvement in generalized anxiety at later sessions. Implications and future directions are discussed.

Psychological Counseling among University Students Worldwide: A Systematic Review

“…A percentage of the selected articles specifically investigated the effects of individual face-to-face counseling, provided mainly by UCSs, on students’ mental health and/or academic performance [ 66 , 67 , 68 , 69 , 70 , 71 , 72 ], often using retrospective case studies [ 70 , 73 , 74 , 75 , 76 , 77 ]. However, only in a few cases, the effectiveness of group counseling was also tested (e.g., [ 78 , 79 , 80 ]).…”

“…However, only in a few cases, the effectiveness of group counseling was also tested (e.g., [ 78 , 79 , 80 ]). Different typologies of counseling were documented: psychodynamic-oriented counseling (e.g., [ 68 , 81 ]), cognitive behavioral oriented counseling (e.g., [ 78 , 79 , 80 , 81 , 82 ]) or multiple orientations counseling (e.g., in the case of data gathered by the Center for Collegiate Mental Health, [ 76 , 77 ]). In all of these cases, for both individual and group counseling, there was strong evidence of their effectiveness in improving students’ mental health or academic achievements.…”

A longitudinal examination of parallel growth and reciprocal changes in teacher–student relationships and academic achievement.

“…Thus, the dynamic relationships between previous levels and changes in TSR at time t −1 can be used to predict changes in academic achievement at time t and vice versa. The critical importance of this methodological approach is that it can leverage true latent changes to determine potential directionality and influence in each variable and identify which variable is a leading indicator of the other, which has been employed to inform dynamic changes between variables such as anxiety and depression (Niileksela et al, 2021) or reading comprehension and crystallized ability (Reynolds & Turek, 2012). DCSMs can be used to estimate dynamic changes between TSR and academic achievement and help identify whether changes in TSR drive changes in subsequent academic achievement or vice versa and can also identify when the dynamic change between variables is strongest during development.…”

Association between coronavirus disease 2019-related workplace interventions and prevalence of depression and anxiety

“…In previous studies, counseling has been associated with alleviation of depression and anxiety symptoms 17 ; telecommuting, with reducing depression, stress, and fatigue 18 ; and long paid leave, with a decrease in the prevalence of depression in women. 19 Since these management practices cannot be implemented at an individual level, systematic and organizational workplace interventions are needed to ensure effective outcomes.…”