The Experts below are selected from a list of 83595 Experts worldwide ranked by ideXlab platform

Theresa O. Oforka - One of the best experts on this subject based on the ideXlab platform.

  • impacts of cognitive Behavioral Intervention on anxiety and depression among social science education students a randomized controlled trial
    Medicine, 2019
    Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. Oforka
    Abstract:

    Background Anxiety is a common disorder which refers to a significant and persistent fear of one or more social or performance situations. This study investigated the impacts of cognitive-Behavioral Intervention on anxiety and depression among undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. Methods Participants were 55 undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-Behavioral treatment manuals on anxiety and depression were used to deliver the Intervention. Data analyses were completed using repeated measures analysis of variance. Results Results indicated a significant positive impact of cognitive-Behavioral Intervention on anxiety and depression among social science education students exposed to the cognitive-Behavioral Intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-Behavioral Intervention group in comparison to the waitlisted control group. Conclusion We concluded that cognitive-Behavioral Intervention was a successful Intervention which decreased the symptoms of anxiety and depression in social science education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-Behavioral Intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.

  • Impacts of cognitive-Behavioral Intervention on anxiety and depression among social science education students: a randomized controlled trial
    Medicine, 2019
    Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. Oforka
    Abstract:

    Anxiety is a common disorder which refers to a significant and persistent fear of one or more social or performance situations. This study investigated the impacts of cognitive-Behavioral Intervention on anxiety and depression among undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. Participants were 55 undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-Behavioral treatment manuals on anxiety and depression were used to deliver the Intervention. Data analyses were completed using repeated measures analysis of variance. Results indicated a significant positive impact of cognitive-Behavioral Intervention on anxiety and depression among social science education students exposed to the cognitive-Behavioral Intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-Behavioral Intervention group in comparison to the waitlisted control group. We concluded that cognitive-Behavioral Intervention was a successful Intervention which decreased the symptoms of anxiety and depression in social science education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-Behavioral Intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.

Aiyi Liu - One of the best experts on this subject based on the ideXlab platform.

  • improving dietary quality in youth with type 1 diabetes randomized clinical trial of a family based Behavioral Intervention
    International Journal of Behavioral Nutrition and Physical Activity, 2015
    Co-Authors: Tonja R Nansel, Lori M Laffel, Denise L Haynie, Sanjeev N Mehta, Leah M Lipsky, Lisa K Volkening, Deborah A Butler, Laurie A Higgins, Aiyi Liu
    Abstract:

    Background Diets of children with type 1 diabetes are low in fruits, vegetables, and whole grains, and high in foods of minimal nutritional value, increasing risk for future adverse health outcomes. This 18-month randomized clinical trial tested the effect of a family-based Behavioral Intervention integrating motivational interviewing, active learning, and applied problem-solving on the primary outcomes of dietary intake and glycemic control among youth with type 1 diabetes.

  • clinic integrated Behavioral Intervention for families of youth with type 1 diabetes randomized clinical trial
    Pediatrics, 2012
    Co-Authors: Tonja R Nansel, Ronald J Iannotti, Aiyi Liu
    Abstract:

    OBJECTIVE: To test the effect on diabetes management outcomes of a low-intensity, clinic-integrated Behavioral Intervention for families of youth with type 1 diabetes. METHODS: Families ( n = 390) obtaining care for type 1 diabetes participated in a 2-year randomized clinical trial of a clinic-integrated Behavioral Intervention designed to improve family diabetes management practices. Measurement of hemoglobin A1c, the primary outcome, was obtained at each clinic visit and analyzed centrally. Blood glucose meter data were downloaded at each visit. Adherence was assessed by using a semistructured interview at baseline, mid-study, and follow-up. Analyses included 2-sample t tests at predefined time intervals and mixed-effect linear-quadratic models to assess for difference in change in outcomes across the study duration. RESULTS: A significant overall Intervention effect on change in glycemic control from baseline was observed at the 24-month interval ( P = .03). The mixed-effect model showed a significant Intervention by age interaction ( P < .001). Among participants aged 12 to 14, a significant effect on glycemic control was observed ( P = .009 for change from baseline to 24-month interval; P = .035 for mixed-effect model across study duration), but there was no effect among those aged 9 to 11. There was no Intervention effect on child or parent report of adherence; however, associations of change in adherence with change in glycemic control were weak. CONCLUSIONS: This clinic-integrated Behavioral Intervention was effective in preventing the deterioration in glycemic control evident during adolescence, offering a potential model for integrating medical and Behavioral sciences in clinical care. * Abbreviations: HbA1c — : hemoglobin A1c

Bernedeth N. Ezegbe - One of the best experts on this subject based on the ideXlab platform.

  • impacts of cognitive Behavioral Intervention on anxiety and depression among social science education students a randomized controlled trial
    Medicine, 2019
    Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. Oforka
    Abstract:

    Background Anxiety is a common disorder which refers to a significant and persistent fear of one or more social or performance situations. This study investigated the impacts of cognitive-Behavioral Intervention on anxiety and depression among undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. Methods Participants were 55 undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-Behavioral treatment manuals on anxiety and depression were used to deliver the Intervention. Data analyses were completed using repeated measures analysis of variance. Results Results indicated a significant positive impact of cognitive-Behavioral Intervention on anxiety and depression among social science education students exposed to the cognitive-Behavioral Intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-Behavioral Intervention group in comparison to the waitlisted control group. Conclusion We concluded that cognitive-Behavioral Intervention was a successful Intervention which decreased the symptoms of anxiety and depression in social science education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-Behavioral Intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.

  • Impacts of cognitive-Behavioral Intervention on anxiety and depression among social science education students: a randomized controlled trial
    Medicine, 2019
    Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. Oforka
    Abstract:

    Anxiety is a common disorder which refers to a significant and persistent fear of one or more social or performance situations. This study investigated the impacts of cognitive-Behavioral Intervention on anxiety and depression among undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. Participants were 55 undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-Behavioral treatment manuals on anxiety and depression were used to deliver the Intervention. Data analyses were completed using repeated measures analysis of variance. Results indicated a significant positive impact of cognitive-Behavioral Intervention on anxiety and depression among social science education students exposed to the cognitive-Behavioral Intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-Behavioral Intervention group in comparison to the waitlisted control group. We concluded that cognitive-Behavioral Intervention was a successful Intervention which decreased the symptoms of anxiety and depression in social science education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-Behavioral Intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.

Tonja R Nansel - One of the best experts on this subject based on the ideXlab platform.

  • improving dietary quality in youth with type 1 diabetes randomized clinical trial of a family based Behavioral Intervention
    International Journal of Behavioral Nutrition and Physical Activity, 2015
    Co-Authors: Tonja R Nansel, Lori M Laffel, Denise L Haynie, Sanjeev N Mehta, Leah M Lipsky, Lisa K Volkening, Deborah A Butler, Laurie A Higgins, Aiyi Liu
    Abstract:

    Background Diets of children with type 1 diabetes are low in fruits, vegetables, and whole grains, and high in foods of minimal nutritional value, increasing risk for future adverse health outcomes. This 18-month randomized clinical trial tested the effect of a family-based Behavioral Intervention integrating motivational interviewing, active learning, and applied problem-solving on the primary outcomes of dietary intake and glycemic control among youth with type 1 diabetes.

  • clinic integrated Behavioral Intervention for families of youth with type 1 diabetes randomized clinical trial
    Pediatrics, 2012
    Co-Authors: Tonja R Nansel, Ronald J Iannotti, Aiyi Liu
    Abstract:

    OBJECTIVE: To test the effect on diabetes management outcomes of a low-intensity, clinic-integrated Behavioral Intervention for families of youth with type 1 diabetes. METHODS: Families ( n = 390) obtaining care for type 1 diabetes participated in a 2-year randomized clinical trial of a clinic-integrated Behavioral Intervention designed to improve family diabetes management practices. Measurement of hemoglobin A1c, the primary outcome, was obtained at each clinic visit and analyzed centrally. Blood glucose meter data were downloaded at each visit. Adherence was assessed by using a semistructured interview at baseline, mid-study, and follow-up. Analyses included 2-sample t tests at predefined time intervals and mixed-effect linear-quadratic models to assess for difference in change in outcomes across the study duration. RESULTS: A significant overall Intervention effect on change in glycemic control from baseline was observed at the 24-month interval ( P = .03). The mixed-effect model showed a significant Intervention by age interaction ( P < .001). Among participants aged 12 to 14, a significant effect on glycemic control was observed ( P = .009 for change from baseline to 24-month interval; P = .035 for mixed-effect model across study duration), but there was no effect among those aged 9 to 11. There was no Intervention effect on child or parent report of adherence; however, associations of change in adherence with change in glycemic control were weak. CONCLUSIONS: This clinic-integrated Behavioral Intervention was effective in preventing the deterioration in glycemic control evident during adolescence, offering a potential model for integrating medical and Behavioral sciences in clinical care. * Abbreviations: HbA1c — : hemoglobin A1c

Janet N. Igbo - One of the best experts on this subject based on the ideXlab platform.

  • impacts of cognitive Behavioral Intervention on anxiety and depression among social science education students a randomized controlled trial
    Medicine, 2019
    Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. Oforka
    Abstract:

    Background Anxiety is a common disorder which refers to a significant and persistent fear of one or more social or performance situations. This study investigated the impacts of cognitive-Behavioral Intervention on anxiety and depression among undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. Methods Participants were 55 undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-Behavioral treatment manuals on anxiety and depression were used to deliver the Intervention. Data analyses were completed using repeated measures analysis of variance. Results Results indicated a significant positive impact of cognitive-Behavioral Intervention on anxiety and depression among social science education students exposed to the cognitive-Behavioral Intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-Behavioral Intervention group in comparison to the waitlisted control group. Conclusion We concluded that cognitive-Behavioral Intervention was a successful Intervention which decreased the symptoms of anxiety and depression in social science education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-Behavioral Intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.

  • Impacts of cognitive-Behavioral Intervention on anxiety and depression among social science education students: a randomized controlled trial
    Medicine, 2019
    Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. Oforka
    Abstract:

    Anxiety is a common disorder which refers to a significant and persistent fear of one or more social or performance situations. This study investigated the impacts of cognitive-Behavioral Intervention on anxiety and depression among undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. Participants were 55 undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-Behavioral treatment manuals on anxiety and depression were used to deliver the Intervention. Data analyses were completed using repeated measures analysis of variance. Results indicated a significant positive impact of cognitive-Behavioral Intervention on anxiety and depression among social science education students exposed to the cognitive-Behavioral Intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-Behavioral Intervention group in comparison to the waitlisted control group. We concluded that cognitive-Behavioral Intervention was a successful Intervention which decreased the symptoms of anxiety and depression in social science education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-Behavioral Intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.