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Efficacy Of A Daily Self Monitoring Intervention To Reduce Repetitive Negative Thinking And Anxiety Among Anxious Students
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Book Synopsis Efficacy of a Daily Self- Monitoring Intervention to Reduce Repetitive Negative Thinking and Anxiety Among Anxious Students by : Tiffany Polk
Download or read book Efficacy of a Daily Self- Monitoring Intervention to Reduce Repetitive Negative Thinking and Anxiety Among Anxious Students written by Tiffany Polk and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mental health interventions delivered by school-based personnel are a critical component of supporting students with psychological needs, especially anxiety. Research findings show that school psychologists report several barriers to the delivery of current anxiety interventions in schools, demonstrating a need for brief and effective interventions to address student anxiety. Through examination of current evidence-based treatments for anxiety, self-monitoring emerged as a common component that may prove useful in isolation. The present study employed a non-concurrent multiple-baseline across participants design to investigate the effects of a self-monitoring intervention on students' engagement in repetitive negative thinking and levels of anxiety. Results revealed decreases in repetitive negative thinking and anxiety levels through engagement in the daily self-monitoring intervention. A discussion of these findings, implications for future research and practice, as well as limitations to the current study are also presented.
Book Synopsis The Efficacy of Brief Digital Mindfulness Interventions on Student Anxiety by : Joshua A. Heath
Download or read book The Efficacy of Brief Digital Mindfulness Interventions on Student Anxiety written by Joshua A. Heath and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: General anxiety disorder has been defined by the DSM-5 as excessive worry characterized by traits such as intrusive thoughts and obtrusive physiological reactions (American Psychiatric Association, 2013). In modern culture, anxiety in academic settings has been reported as a significant problem afflicting an estimated 41% children and undergraduates (Gregor, 2005; von der Embse et al., 2018). Research examining test anxiety prevalence in age ranges from elementary schools to universities has demonstrated that the rates of individuals reporting "high" test anxiety levels vary between 15% and 22% (Ergene, 2003; Putwain & Daly, 2014). Given the high incidence rates observed in schools as well as decades of research demonstrating the negative impact of test anxiety on student performance, a vibrant domain of research has been devoted to understanding and developing interventions designed to reduce adverse outcomes from test anxiety (Ergene, 2003; von der Embse et al., 2018). Mindfulness, originating from Buddhist philosophy is broadly defined as a present-centered approach to everyday life via purposeful attention to the present moment (Bishop et al., 2004; Brown & Ryan, 2003; Grossman et al., 2004; Kabat-Zinn, 1994; Wolters & Yu, 1996). The present-centered approach has a emphasis of self-compassion, non-reactive awareness, and acceptance (Shapiro et al., 1998). Any individual can attain a mindful state by using several activities, including meditation, yoga, mindful art, and rhythmic breathing (Bazzano et al., 2018; Brown & Ryan, 2003; Carsley & Heath, 2019). Inducing a mindful state is not always a conscious decision, as research has shown it can subconsciously occur (Grossman et al., 2004). anxiety are conducted in K-12 environments. The current investigation found limited research concerning undergraduates test anxiety perception. Between four intervention studies, duration ranged between one week through two months, using either mindful breathing or a variation of MBSR. Each of the studies included reported significantly decreased in test anxiety for intervention groups, as well as increases in trait mindfulness. Additionally, these interventions also revealed effectiveness in improving academic performance and reducing automatic thoughts. Finally, support was provided for digital interventions with one study reporting no significant differences between in-person or digital delivery methods (Cho et al., 2016; Hjeltnes et al., 2015; Lothes et al., 2019; Sampl et al., 2017). The present study adds to the existing literature by investigating the effectiveness of a mindfulness intervention for university students that is both brief and delivered in a digital format. Participants were recruited from a midwestern university to participate in a two-session research study. Each completed personality, mindfulness, and anxiety measures in the initial session with the expectation of a quantitative reasoning test in the next session. The second session divided participants into two groups to receive a brief digital guided meditation video or the same video with no meditation track. Following the intervention, participants received post measures of anxiety and mindfulness. mixed MANOVA and multiple regression analyses to answer specific research questions into the effectiveness of brief digital mindfulness interventions and personality traits relationship with anxiety and mindfulness As predicted, the findings demonstrate the efficacy of a brief digital mindfulness intervention in reducing state mindfulness and state anxiety in university students. However, the results did not reveal a differential benefit for the guided meditation condition as compared to the relaxing condition. The mindfulness intervention conditions were found to have no measured impact on trait mindfulness, trait anxiety, or cognitive test anxiety levels. The regression models used to determine predictor variables for trait mindfulness and trait anxiety conformed to primary representations of the constructs. Specifically, the neuroticism personality trait was instrumental in predicting levels of both trait mindfulness and trait anxiety. Ancillary hierarchical regression analyses added the trait constructs in a secondary block, identifying openness and conscientious as significant predictors of trait mindfulness and trait anxiety. These findings remain consistent with traditional mindfulness intervention literature, despite the current examinations focus on brief digital mindfulness interventions (Cho et al., 2016; Hjeltnes et al., 2015; Sampl, 2017; Loathes et al., 2019).
Book Synopsis A Cognitive-attentional Treatment Program for the Reduction of Test Anxiety in Secondary Students by : Molly Nicaise
Download or read book A Cognitive-attentional Treatment Program for the Reduction of Test Anxiety in Secondary Students written by Molly Nicaise and published by . This book was released on 1991 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Systematic Self-monitoring, Feedback, and Collaborative Assessment on Stress Reduction by : Jessica A. Chen
Download or read book The Effects of Systematic Self-monitoring, Feedback, and Collaborative Assessment on Stress Reduction written by Jessica A. Chen and published by . This book was released on 2016 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of the present study was to test the potential efficacy of an online stress management intervention, the daily diary; to develop and test a personalized feedback intervention for the diary; and to test the effectiveness of an empirically-supported, cognitive behavioral stress management program when augmented with collaborative assessment procedures. Based on the assumptions of a stepped-care model, I hypothesized that each more intensive intervention would lead to added benefits in terms of stress reduction, increased positive affect, and decreased negative affect. 111 undergraduate students who scored 20 or higher on the Perceived Stress Scale participated in either the diary + feedback intervention (n = 33), the CA-enhanced stress management training (n = 43), or the control condition (n = 35). Ninety participants (81.1%) completed their allocated intervention and 75 (67.6%) completed the post-study assessment. Our results pointed to a significant association between diary adherence and stress reduction (r = .31), and suggested that, when compared to a control group, CA-enhanced SMT produced moderate decreases in stress (d = .45). To our knowledge, this is the first study to use an online daily diary as a stress management intervention and the first to test ongoing collaborative assessment as an adjunct to evidence-based psychotherapy.
Book Synopsis Case Conceptualization and Effective Interventions by : Lynn Zubernis
Download or read book Case Conceptualization and Effective Interventions written by Lynn Zubernis and published by SAGE Publications. This book was released on 2015-04-10 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: With fully integrated DSM-5 criteria and current CACREP standards, Case Conceptualization and Effective Interventions by Lynn Zubernis and Matthew Snyder examines case conceptualization and effective treatments across the most common disorders encountered in counseling. The comprehensive approach helps readers develop their professional identities as well as their case conceptualization and intervention skills. Each chapter blends current theory and research with case illustrations and guided practice exercises to anchor the material in real-world application. Using an innovative new Temporal/Contextual (T/C) Model, the book provides an easy-to-apply and practical framework for developing accurate and effective case conceptualizations and treatment plans. Case Conceptualization and Effective Interventions is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs).
Book Synopsis Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems by : Katharine Lee Gibson
Download or read book Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems written by Katharine Lee Gibson and published by . This book was released on 2015 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT OF THE DISSERTATION Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems by Katharine Lee Gibson Doctor of Education University of California, Los Angeles, 2015 Professor Christina A. Christie, Co-Chair Professor Diane Durkin, Co-Chair College students with ADHD are a unique at-risk population. Though cognitively capable, many college students with ADHD fail to thrive academically and are at risk of academic underperformance, probation, and dropping out. Disability offices provide accommodations and assistance in many areas; however, even the most comprehensive services cannot assist students when they are required to regulate attention during independent academic tasks. Self-monitoring of attention (SMA) interventions have successfully improved attentive behaviors in secondary students but have not been widely used or developed for college students. This study evaluated the efficacy of a self-monitoring of attention intervention (Focus Check) delivered via smartphone app on the attention, effortful control, and academic self-efficacy of college students with self-defined attention difficulties. This mixed-methods study used a randomized experimental design with experience sampling survey and social validity survey complements. Measures of the Barkley Adult ADHD Rating Scale (BAARS-IV), Mind-Wandering Scale, Motivated Strategies for Learning Questionnaire, and Adult Temperament Questionnaire were taken at pre-test, after the initial two-week experimental period, and at the conclusion of the four-week experiment. The control group, (n = 21) and the experimental group, (n = 27) were comprised primarily of female undergraduate students. No statistically significant differences were found between groups on pre-test measures. Results of multiple measure ANOVA's found statistically significant results between the experimental and control groups on measures of BAARS-IV: Inattention subscale, and BAARS-IV: Sluggish Cognitive Tempo subscale suggesting that the SMA intervention contributed to reducing scores on these measures. Additional significant results were found for the smaller subsample of participants with likely ADHD (n = 15) on measures of Mind-Wandering and Academic Self-Efficacy. Furthermore, additional statistically significant findings from pre-test to post-test were found for both the experimental and control groups on measures of the BAARS-IV, Mind-Wandering, and Effortful Control: Effortful Attention, suggesting that participation in this study resulted in improved scores on these measures. Experience sampling and social validity survey results show that participants enjoyed using Focus Check and found it to be helpful in regulating attention during independent academic tasks. Participation in the study involved strategy use and purposeful reflection on patterns of attention, as well as use of the Focus Check SMA Intervention. The significant findings for the group as a whole combined with the promising preliminary findings on the SMA intervention open the door for research on several self-regulation interventions for college students, particularly those with impairing levels of ADHD symptomology. Should future research confirm the exploratory findings found here, Focus Check, or similar SMA interventions, could provide college students with a reliable, cost-effective, and self-administered means of regulating variable attention during independent academic tasks.
Author :National Collaborating Centre for Mental Health (Great Britain) Publisher : ISBN 13 :9781909726031 Total Pages :323 pages Book Rating :4.7/5 (26 download)
Book Synopsis Social Anxiety Disorder by : National Collaborating Centre for Mental Health (Great Britain)
Download or read book Social Anxiety Disorder written by National Collaborating Centre for Mental Health (Great Britain) and published by . This book was released on 2013-08-01 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social anxiety disorder is persistent fear of (or anxiety about) one or more social situations that is out of proportion to the actual threat posed by the situation and can be severely detrimental to quality of life. Only a minority of people with social anxiety disorder receive help. Effective treatments do exist and this book aims to increase identification and assessment to encourage more people to access interventions. Covers adults, children and young people and compares the effects of pharmacological and psychological interventions. Commissioned by the National Institute for Health and Clinical Excellence (NICE). The CD-ROM contains all of the evidence on which the recommendations are based, presented as profile tables (that analyse quality of data) and forest plots (plus, info on using/interpreting forest plots). This material is not available in print anywhere else.
Book Synopsis Self-monitoring as an Intervention for Test Anxiety by : Stacy Wong
Download or read book Self-monitoring as an Intervention for Test Anxiety written by Stacy Wong and published by . This book was released on 2016 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Coping with Negative Repetitive Thought by : Megan Marissa Short
Download or read book Coping with Negative Repetitive Thought written by Megan Marissa Short and published by . This book was released on 2010 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Using a Technology Based Self-monitoring Intervention on On-task Behavior for Students with Behavioral Issues in an Inclusive Classroom by : Sami S. Algethami
Download or read book The Effect of Using a Technology Based Self-monitoring Intervention on On-task Behavior for Students with Behavioral Issues in an Inclusive Classroom written by Sami S. Algethami and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effectiveness of using a technology-based self-monitoring intervention called Monitoring Behavior on the Go (MoBeGo). On-task behavior for students with behavioral issues was the primary dependent variable in the study. The researcher employed a single-subject withdrawal design (ABAB) with two generalization phases (C-D) to investigate the ability of MoBeGo to generalize the results to a different setting. Visual analysis of graphs revealed the participants had a clear functional relationship between MoBeGo and percentage of on-task behavior. The finding illustrated on-task behaviors in a different setting did not increase without using MoBeGo and therefore no automatic generalization occurred in different settings. A replicated phase (D) was conducted to confirm the finding, and the results showed the percentage of on-task behavior increased in math and science classes which used MoBeGo and did not increase in reading/writing which did not use MoBeGo. Also, the outcomes showed MoBeGo has a high level of acceptability among teachers who participated in the study. The researcher evaluated this single-subject withdrawal design (ABABCD) by using the What Works Clearinghouse (WWC) evidence standards. In addition, the researcher utilized the Single-Case Analysis and Review Framework (SCARF) to evaluate the study outcomes. The evaluation results of using WWC and SCARF are discussed in Chapter 4. The researcher discussed major lessons learned and some limitations of using technology based self-monitoring (TBSM). In addition, implications for practitioners, researchers, and application developers were included as future directions for using TBSM. Moreover, the researcher discussed the potential role of self-monitoring-based artificial intelligence (SMBAI) in education, and the use of artificial intelligence (AI), large language models (LLMs), or machine learning (ML) with self-monitoring apps. Finally, some important questions were raised about protecting privacy and minimizing the risk of data breaches for individuals, and how to ensure the security of individuals' data.
Book Synopsis Evaluation of a School-based Tier Two Anxiety Intervention by : Katrina Olimpia Lazarte Young
Download or read book Evaluation of a School-based Tier Two Anxiety Intervention written by Katrina Olimpia Lazarte Young and published by . This book was released on 2018 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: Anxiety disorders are the most commonly diagnosed mental health disorders in youth in the United States. Anxiety can have long-term adverse effects on the child's academic, social, and emotional functioning if left untreated. Children spend the majority of each day in a school setting, placing school professionals in an ideal situation to identify and provide interventions to address childhood anxiety as a part of the students' everyday routine. Due to the constraints of the school setting school-based providers often utilize less resource-intensive intervention strategies adapted from websites and social media, which may sometimes lack empirical support. The present study examined the effectiveness of a cognitive-behavioral strategy found on social media, blogs, and "Pinterest"---the worry box technique---when implemented as a tier two intervention with (n = 3) students who demonstrated elevated levels of anxiety in the school setting. Students participated in an eight-week intervention designed to teach children to compartmentalize their anxiety, focusing on their present thoughts, and addressing the identified anxious thoughts at a designated worry time. Each student completed the Multidimensional Anxiety Scale for Children 2nd Edition Self Report (MASC-2 SR; March, 2013) before and after the intervention period, and completed self-reported ratings of anxiety during each session, to measure the efficacy of the intervention. Results of the present study cannot definitively assert that the worry box technique was the primary reason for the reduction of self-reported anxiety levels in participants. Other components of the intervention were considered as possible mitigating factors to the participants' anxiety levels. Suggestions are made for future research.
Book Synopsis Reducing Anxiety in Middle School and High School Students: A Comparison of Cognitive-Behavioral Therapy and Relaxation Training Approaches by : Cristy Lynn Rice
Download or read book Reducing Anxiety in Middle School and High School Students: A Comparison of Cognitive-Behavioral Therapy and Relaxation Training Approaches written by Cristy Lynn Rice and published by . This book was released on 2008 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACTThis study compared the effectiveness of two group treatment procedures in reducing adolescent anxiety in a school setting. The interventions included group cognitive-behavioral treatment, group relaxation training, and study skills (control group). Participants were students in Grades 5-12 who were parent, teacher, or school personnel nominated. The adolescents had to exhibit T scores of>60 on an anxiety scale of the Youth Self Report for ages 11-18 or Multidimensional Anxiety Scale for Children (MASC), self-report rating scales, a parent rating scale or teacher report form for ages 6-18 of the Child Behavior Checklist (CBCL). Measurements were collected at preintervention, postintervention, and a 6-week follow up for the treatment groups. The control group was assessed at preintervention and postintervention only. The data gathered consisted of an overall student anxiety scale score from the MASC, and anxious/ depressed, anxiety problems, and internalizing problems scale scores from the student, teacher, and parent CBCL rating scales. All three groups exhibited lower scores from preintervention to postintervention on thestudent self-reported MASC. No differences were found among the groups in the reduction of teacher or parent reported anxiety levels from preintervention to postintervention except on the parent ratings of the CBCL anxious/depressed scale. A statistically significant group by time interaction indicated that the students in the CBT group showed significantly lower posttest scores than the relaxation and study skills groups. The significant interaction of group by time from preintervention to postintervention on the parent CBCL anxious/depressed scale score was expanded to the follow-up measure; however, no significant interaction between group and time was found. The main effect of time was significant and post hoc comparisons of the anxious/depressed scale found that the CBT and relaxation groups were significantly lower at postintervention than at preintervention and significantly lower at follow up than at preintervention. However, the sample was not significantly different from postintervention to follow up. The results were discussed in relation to the research literature on cognitive-behavioral treatment of fears and related anxieties in children and adolescents.
Book Synopsis Effects of Self-monitoring and Self-graphing on Appropriate and Inappropriate Behaviors for Students with Emotional/behavioral Disorders by : Ashley Wiot
Download or read book Effects of Self-monitoring and Self-graphing on Appropriate and Inappropriate Behaviors for Students with Emotional/behavioral Disorders written by Ashley Wiot and published by . This book was released on 2018 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of self-monitoring appropriate and inappropriate behaviors with student-delivered reinforcement and self-graphing with a MotivAider® timer on increasing appropriate behaviors and decreasing inappropriate behaviors with students with Emotional Behavior Disorders (EBD). Appropriate and inappropriate behaviors were measured using frequency. Students used an individualized data sheet to count their appropriate and inappropriate behaviors exhibited during instruction, delivering a reinforcer to themselves if they met pre-determined criteria, and graphing their number of appropriate and inappropriate behaviors daily. Students were between the ages of nine and twelve. All four participants had a diagnosis of Attention Deficit Hyper Activity (ADHD) and were placed in a Behavior Learning Center within their school district. A multiple-baseline across participants design was used to evaluate the effectiveness of the intervention. Findings indicated that the use of self-monitoring with a MotivAider®, self-graphing, and self-delivered reinforcement increased the number of appropriate behaviors exhibited and decreased the number of inappropriate behaviors exhibited.
Book Synopsis Neural Engineering Techniques for Autism Spectrum Disorder, Volume 2 by : Jasjit Suri
Download or read book Neural Engineering Techniques for Autism Spectrum Disorder, Volume 2 written by Jasjit Suri and published by Academic Press. This book was released on 2022-10-17 with total page 347 pages. Available in PDF, EPUB and Kindle. Book excerpt: Neural Engineering for Autism Spectrum Disorder, Volume Two: Diagnosis and Clinical Analysis presents the latest advances in neural engineering and biomedical engineering as applied to the clinical diagnosis and treatment of Autism Spectrum Disorder (ASD). Advances in the role of neuroimaging, magnetic resonance spectroscopy, MRI, fMRI, DTI, video analysis of sensory-motor and social behaviors, and suitable data analytics useful for clinical diagnosis and research applications for Autism Spectrum Disorder are covered, including relevant case studies. The application of brain signal evaluation, EEG analytics, fuzzy model and temporal fractal analysis of rest state BOLD signals and brain signals are also presented. A clinical guide for general practitioners is provided along with a variety of assessment techniques such as magnetic resonance spectroscopy. The book is presented in two volumes, including Volume One: Imaging and Signal Analysis Techniques comprised of two Parts: Autism and Medical Imaging, and Autism and Signal Analysis. Volume Two: Diagnosis and Treatment includes Autism and Clinical Analysis: Diagnosis, and Autism and Clinical Analysis: Treatment. - Presents applications of Neural Engineering techniques for diagnosis of Autism Spectrum Disorder (ASD) - Includes in-depth technical coverage of assessment techniques, such as the functional and structural networks underlying visuospatial vs. linguistic reasoning in autism - Covers treatment techniques for Autism Spectrum Disorder (ASD), including social skills intervention, behavioral treatment, evidence-based treatments, and technical tools such as Magnetic Resonance Spectroscopy for ASD - Written by engineers for engineers, computer scientists, researchers and clinicians who need to understand the technology and applications of Neural Engineering for the detection and diagnosis of Autism Spectrum Disorder (ASD)
Book Synopsis Rumination-Focused Cognitive-Behavioral Therapy for Depression by : Edward R. Watkins
Download or read book Rumination-Focused Cognitive-Behavioral Therapy for Depression written by Edward R. Watkins and published by Guilford Publications. This book was released on 2018-03-07 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: Negative rumination plays a key role in the onset and maintenance of depression and anxiety--and targeting this persistent mental habit in treatment can lead to better client outcomes and reduced residual symptoms. Rumination-focused cognitive-behavioral therapy (RFCBT) for depression combines carefully adapted elements of CBT with imagery, visualization, and compassion-based techniques. Leading clinician-researcher Edward R. Watkins provides everything needed to implement this innovative, empirically supported 12-session approach, including sample dialogues, a chapter-length case example, reflections and learning exercises for therapists, and 10 reproducible client handouts. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
Book Synopsis Effortless Mindfulness by : Lisa Dale Miller
Download or read book Effortless Mindfulness written by Lisa Dale Miller and published by Routledge. This book was released on 2014-03-21 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effortless Mindfulness promotes genuine mental health through the direct experience of awakened presence—an effortlessly embodied, fearless understanding of and interaction with the way things truly are. The book offers a uniquely modern Buddhist psychological understanding of mental health disorders through a scholarly, clinically relevant presentation of Theravada, Mahayana and Vajrayana Buddhist teachings and practices. Written specifically for Western psychotherapeutic professionals, the book brings together traditional Buddhist theory and contemporary psychoneurobiosocial research to describe the conditioned and unconditioned mind, and its in-depth exploration of Buddhist psychology includes complete instructions for psychotherapists in authentic, yet clinically appropriate Buddhist mindfulness/heartfulness practices and Buddhist-psychological inquiry skills. The book also features interviews with an esteemed collection of Buddhist teachers, scholars, meditation researchers and Buddhist-inspired clinicians.
Book Synopsis Obsessive-Compulsive and Related Disorders by : Samar Reghunandanan
Download or read book Obsessive-Compulsive and Related Disorders written by Samar Reghunandanan and published by OUP Oxford. This book was released on 2015-06-25 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing clinicians and patients with the latest developments in research, this new edition is a succinct and practical introduction to the diagnosis, evaluation and management of OCD and other related disorders. Part of the Oxford Psychiatry Library series, this pocketbook includes individual chapters on the phenomenology, pathogenesis, pharmacotherapy and psychotherapy of OCD and other related disorders, and features fully updated content and research. The book also includes a helpful resources chapter, and an Appendix with summaries of the major rating scales used to assess patients with OCD, which will be of use to both clinicians and patients. Obsessive-compulsive disorder (OCD) and Obsessive-compulsive-related disorders (OCRDs) are anxiety disorders characterized by obsessions and compulsions, and varying degrees of anxiety and depression. OCRDs are considered to be one of the most disabling of psychiatric disorders and they present a tremendous economic and social burden, both for the affected individual, their family, and for society at large. In contrast to other psychiatric conditions of a comparable or lesser prevalence and patient burden, relatively little is understood about the aetiology, and cognitive effects of OCRDs.
