Dental Anxiety Measurement of Children in Abbottabad Using Audio Visual System

Aim: To measure the anxiety and fear in children while visiting dentist and to observe effectiveness of audiovisual assistance to overcome anxiety Study design: Qualitative study Place and duration of study the study is done in Rehmat Memorial Hospital Abbottabad department of operative dentistry, affiliated with Women Medical and Dental College Abbottabad, from December 2014 to February 2017. Methods: Total two hundred children were observed aged between 5-8 years at Rehmat Memorial Hospital Abbottabad under controlled conditions showing cartoons on TV screen by using wireless headphones. There were two main groups divided into the controlled group and uncontrolled group containing one hundred participants in each group. Each patient's pulse rate, heart rate was recorded and live pulse rate was in sight by using wristband with pulse rate detector. Venham's picture test was used to check the correct reaction of the patient for the assessment of degree of anxiety more realistically. Results Controlled group n=100 and uncontrolled group n=100 patient aged 5-8 years treated for various procedures in different appointments. With mean age 6-7 years, Male to female ration of participants in controlled group was 34% and 66% and in uncontrolled group male and female ration was 45% and 55%. Significant reduction in anxiety was noted in controlled group distracted by audio visual stories and rhymes. Conclusion: Both groups were statistically evaluated and the result showed that audiovisual distraction can decrease the anxiety level in the controlled group but couldn't eliminate completely. This issue needs more studies and experiments to resolve anxiety in children completely. Keywords: Dental anxiety, Venham’s picture test, child behaviour

Anxiety impact during COVID-19: a systematic review

Introduction: The COVID-19 epidemic has been causing serious physical, but also psychological effects in society. This systematic review sought to identify studies that describe COVID-19 related anxiety, and to understand the impact of anxiety assessment in defining strategies to be implemented in future studies. Methodology: This systematic review included cross-sectional studies with no publication year limit. It was performed a systematic search through three databases, namely, PubMed, Science Direct and Web of Science using the descriptors “COVID-19” and “anxiety”. PRISMA criteria reporting of systematic reviews and meta-analyses were applied. Eligible articles were selected in accordance with inclusion and exclusion criteria. The inclusion criteria were: research articles related with anxiety measurement during the COVID-19 outbreak; interventions to reduce anxiety; and published in English. Results: From 44 references, just four scientific articles were accepted for inclusion within this review. These studies were analyzed regarding their sample, methodology, instruments used, and its results. Conclusions: This systematic review was based on published data at the onset of the pandemic, and it could serve as a basis for the development of implementations plans to improve anxiety disorders. The importance of this theme, the implications and potential directions for future investigations will be discussed.

The impact of mindfulness-based cognitive therapy on math anxiety in adolescents

In this nonconcurrent, multiple-baseline, single-subject research study, the authors conducted a preliminary exploration of whether mindfulness-based cognitive therapy (MBCT) can be expanded to the treatment of math anxiety. Three high school students who were assessed with high levels of math anxiety met individually twice a week for 6 weeks with the school counselor who used a manualized MBCT treatment for anxiety as the intervention. A weekly administration of a math anxiety measurement tool showed a decrease in math anxiety for all three participants.

The impact of mindfulness-based cognitive therapy on math anxiety in adolescents

In this nonconcurrent, multiple-baseline, single-subject research study, the authors conducted a preliminary exploration of whether mindfulness-based cognitive therapy (MBCT) can be expanded to the treatment of math anxiety. Three high school students who were assessed with high levels of math anxiety met individually twice a week for 6 weeks with the school counselor who used a manualized MBCT treatment for anxiety as the intervention. A weekly administration of a math anxiety measurement tool showed a decrease in math anxiety for all three participants.

COGNITIVE BEHAVIOR THERAPY UNTUK MENURUNKAN KECEMASAN ANAK KELAS 6 SD TERHADAP ULANGAN MATEMATIKA

ABSTRAKKecemasan terhadap ulangan Matematika merupakan keadaan emosional yang tidak menyenangkan dan menimbulkan pengalaman somatik, kognitif, dan tingkah laku yang kuat, yang timbul ketika menghadapi ulangan Matematika. Kecemasan terhadap ulangan matematika yang tidak teratasi dapat meningkat dan berpengaruh pada prestasi akademik anak. Penelitian ini dilakukan untuk menurunkan kecemasan anak kelas 6 SD terhadap ulangan Matematika dengan menggunakan Cognitive Behavior Therapy. Penelitian dilakukan terhadap dua anak kelas 6 SD yang berusia 11 tahun dari satu sekolah swasta dengan akreditasi A di Jakarta. Peneliti menggunakan Alat Ukur Kecemasan terhadap ulangan Matematika sebelum dan sesudah pemberian terapi untuk mengukur tingkat kecemasan partisipan terhadap ulangan Matematika. Anak-anak kelas 6 SD harus mampu menyadari timbulnya kecemasan ketika ulangan Matematika, serta mengatasi kecemasan tersebut. Setelah Cognitive Behavior Therapy diberikan, partisipan mampu menyadari proses timbulnya kecemasan dan mampu menggunakan teknik-teknik yang sudah dipelajari untuk menurunkan kecemasan terhadap ulangan Matematika. Cognitive Behavior Therapy diketahui dalam penelitian, terlihat efektif menurunkan kecemasan partisipan terhadap ulangan Matematika ditandai dengan adanya penurunan skor kecemasan partisipan terhadap ulangan Matematika yang diberikan setelah sesi terapi, selain itu efek terapi juga terlihat dari meningkatnya hasil ulangan Matematika partisipan di sekolah.Kata kunci: Cognitive Behavior Therapy, kecemasan terhadap ulangan Matematika, anak kelas 6 SD.ABSTRACTMathematic test anxiety is unpleasant emotional condition and create a strong somatic, cognitive and behavior experience when Mathematic test. Unsolved Mathematic test anxiety can increase the anxiety and affect child academic performance. This research was conducted to decreasing the Mathematic test anxiety in 6th grade children usingthe Cognitive Behavior Therapy. Research carried out on two 6th grade children, 11 years old from an A accreditation private school in Jakarta. Researcher using Mathematic Test Anxiety Measurement before and after therapy to measure participant’s level of Mathematic test anxiety. 6th Grade children should be able to realize the emergence and to overcome the Mathematic test anxiety. After Cognitive Behavior Therapy is given, participant could realize the emergence process of Mathematic test anxiety, and could use the techniques given to decreasing Mathematic test anxiety. Cognitive behavior therapy looks effective to decrease participant’s Mathematic test anxiety with decreased scores on participant’s Mathematic test anxiety using Mathematic Test Anxiety Measurement that given after therapy than before therapy, and the increasing Mathematic test scores.Keywords: Cognitive Behavior Therapy, Mathematic test anxiety, 6th grade children.