Educational Videos for Anxiety

Overseen By Golnaz Tabibnia, PhD

Age: 18+

Sex: Any

Trial Phase: Academic

Sponsor: University of California, Irvine

Disqualifiers: Previously seen videos

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 1

300 Participants Needed

Trial Summary

Will I have to stop taking my current medications?

The trial information does not specify whether you need to stop taking your current medications.

What data supports the effectiveness of the treatment Neuro-education, Psycho-education for anxiety?

Research shows that video-based education can significantly reduce anxiety in patients undergoing medical procedures, as seen in studies involving stereotactic radiosurgery and endoscopic procedures. Additionally, video-delivered relaxation treatments have been developed for older adults with anxiety, indicating that educational videos can be an effective tool in managing anxiety. ^{1 2 3 4 5}

Is it safe to participate in educational video treatments for anxiety?

There is no specific safety data available for educational video treatments for anxiety, but in general, psychological interventions are considered safe. It's important for researchers to carefully monitor and report any adverse events (unintended negative effects) to ensure safety. ^{6 7 8 9 10}

How does the treatment of educational videos for anxiety differ from other treatments?

This treatment uses educational videos to help reduce anxiety by familiarizing patients with anxiety-provoking situations, similar to how audiovisual materials are used in educational settings to reduce student anxiety. Unlike traditional treatments, it focuses on providing information and reducing fear through visual learning, which can be more engaging and less intimidating. ^{11 12 13 14 15}

What is the purpose of this trial?

The success of psychological therapy can be impacted by patients' beliefs, such as their belief in their own ability to complete therapy and their belief that therapy will work. The goal of this clinical trial is to learn whether and when scientific information about distress and coping can affect beliefs about psychological therapy in adults who experience anxiety. This study will compare two different types of scientific information in a one-hour study. Participants will view educational videos for 30 minutes and complete surveys, including quiz questions about the videos and surveys about their beliefs about psychological therapy.

Research Team

Golnaz Tabibnia, PhD

Principal Investigator

University of California, Irvine

Eligibility Criteria

This trial is for adults with anxiety who are interested in how scientific information might influence their beliefs about psychological therapy. Participants should be willing to watch educational videos and answer surveys.

Inclusion Criteria

Fluent in English

Willingness and ability to comply with the protocol

Probable anxiety disorder based on the Overall Anxiety Severity and Impairment Scale (OASIS) score

Exclusion Criteria

Having previously seen the study's videos

Timeline

Screening

Participants are screened for eligibility to participate in the trial

1 week

Education and Assessment

Participants view educational videos for 30 minutes and complete surveys, including quiz questions about the videos and surveys about their beliefs about psychological therapy

1 hour

1 visit (in-person or virtual)

Follow-up

Participants are monitored for changes in beliefs about psychological therapy immediately after the intervention

1 day

Treatment Details

Interventions

• Neuro-education
• Psycho-education

Trial Overview The study is testing if different types of scientific information (psycho-education vs. neuro-education) can change beliefs about the effectiveness of psychological therapy in anxious adults, through a one-hour session involving video viewing and survey completion.

Participant Groups

Group I: Neuro-Ed Group Experimental Treatment 1 Intervention

neuroscience education

Group II: Psycho-Ed Group Active Control 1 Intervention

psychological science education

Who Is Running the Clinical Trial?

University of California, Irvine

Lead Sponsor

Trials

580

Recruited

4,943,000+

Findings from Research

In a study of 1324 discharged patients, 10.88% experienced adverse events (AEs), with medication-related AEs occurring in 90% of those affected, highlighting the significant risk of harm from neuropsychiatric treatments.

The neuropsychiatry trigger tool (NPTT) was highly effective, identifying 30 times more AEs than traditional reporting methods, suggesting it could be a valuable tool for improving patient safety and reducing harm in hospital settings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Development of a Trigger Tool to Identify Adverse Events and Harm in a Neuropsychiatry Setting. Sharma, S., Kapoor, K., Nasare, N., et al.[2023]

In a study involving 488 participants aged 7 to 17, no significant differences in adverse events (AEs) were found between sertraline (an SSRI) and placebo, indicating that sertraline is generally safe for treating anxiety disorders in children and adolescents.

However, children (aged 12 and under) reported higher rates of psychiatric AEs across all treatment conditions, suggesting that closer monitoring for these side effects is necessary in younger patients.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Child/Adolescent anxiety multimodal study: evaluating safety. Rynn, MA., Walkup, JT., Compton, SN., et al.[2022]

The comprehensive body system review (BSR) in the Safety Monitoring Uniform Report Form (SMURF) identified 129 additional adverse events (AEs) in pediatric patients, significantly more than the 48 AEs from the general inquiry and 16 from the drug-specific inquiry, highlighting its effectiveness in capturing important safety data.

Parents found the detailed BSR acceptable and satisfactory, while clinicians did not share the same level of acceptance, indicating a potential gap in the perceived utility of detailed adverse event reporting methods in pediatric psychopharmacology.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Comparison of increasingly detailed elicitation methods for the assessment of adverse events in pediatric psychopharmacology. Greenhill, LL., Vitiello, B., Fisher, P., et al.[2007]

The safety of psychological interventions is critical, as adverse events (AEs) can occur and must be carefully evaluated to ensure that these interventions do not cause harm before being deemed beneficial.

There is a pressing need for standardized protocols for assessing and reporting AEs in psychological interventions to improve transparency, consistency, and ultimately enhance clinical practice.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Editorial: Primum non nocere - are adverse events accurately reported in studies on psychological interventions for children? Purgato, M., Cortese, S.[2023]

In a systematic review of 117 studies on psychosocial interventions for childhood mental disorders, only 31% monitored adverse events, highlighting a significant gap in safety reporting.

Among the studies that did monitor adverse events, there was a lack of consistency in how these events were defined and assessed, with only 11% evaluating the causes of the events, which is crucial for understanding the risks associated with these treatments.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Review: Adverse event monitoring and reporting in studies of pediatric psychosocial interventions: a systematic review. Lodewyk, K., Bagnell, A., Courtney, DB., et al.[2023]

References

1. United States pubmed.ncbi.nlm.nih.gov

The Effect on Anxiety and Satisfaction of Video-Assisted Education Given Before an ERCP Procedure. [2023]

2. Netherlands pubmed.ncbi.nlm.nih.gov

Educating patients about Internet-delivered cognitive behaviour therapy: Perceptions among treatment seekers and non-treatment seekers before and after viewing an educational video. [2020]

3. England pubmed.ncbi.nlm.nih.gov

The Effect of Video-Based Education on Anxiety of Patients Receiving Stereotactic Radiosurgery and Stereotactic Body Radiation Therapy. [2023]

4. England pubmed.ncbi.nlm.nih.gov

Development of a video-delivered relaxation treatment of late-life anxiety for veterans. [2018]

5. Switzerland pubmed.ncbi.nlm.nih.gov

Video Modeling Training Effects on Types of Attention Delivered by Educational Care-Providers. [2020]

6. United States pubmed.ncbi.nlm.nih.gov

Development of a Trigger Tool to Identify Adverse Events and Harm in a Neuropsychiatry Setting. [2023]

7. United States pubmed.ncbi.nlm.nih.gov

Child/Adolescent anxiety multimodal study: evaluating safety. [2022]

8. United States pubmed.ncbi.nlm.nih.gov

Comparison of increasingly detailed elicitation methods for the assessment of adverse events in pediatric psychopharmacology. [2007]

9. England pubmed.ncbi.nlm.nih.gov

Editorial: Primum non nocere - are adverse events accurately reported in studies on psychological interventions for children? [2023]

10. England pubmed.ncbi.nlm.nih.gov

Review: Adverse event monitoring and reporting in studies of pediatric psychosocial interventions: a systematic review. [2023]

11. United States pubmed.ncbi.nlm.nih.gov

Managing Neurophobia: How Can We Meet the Current and Future Needs of Our Students? [2019]

12. United States pubmed.ncbi.nlm.nih.gov

Please pass the cauliflower: a recipe for introducing undergraduate students to brain structure and function. [2017]

13. United States pubmed.ncbi.nlm.nih.gov

Gaming and anxiety in the nursing simulation lab: A pilot study of an escape room. [2021]

14. Netherlands pubmed.ncbi.nlm.nih.gov

Audiovisual material as educational innovation strategy to reduce anxiety response in students of human anatomy. [2012]

15. Germany pubmed.ncbi.nlm.nih.gov

Effect of simulated patient death on emergency worker's anxiety: a cluster randomized trial. [2020]