Anxiety Sample Clauses

Anxiety. The next set of hierarchal regression analyses conducted focused on the outcome of anxiety. The first table presented below in this section, Table 4.5, summarizes the results of the regression analysis conducted on anxiety with Zarit Burden total scores. In this analysis, statistical significance was indicated again with respect to caregiver burden and avoidance coping. In the first model, burden was entered by itself, showing a significant relationship with anxiety (β=0.260, p<0.001). Burden remained significant in the second model, after adding in demographic variables (β=0.174, p=0.001), as well as in the third model, controlling for both demographic variables and other covariates (β=0.132, p=0.017). Table 4.5. Hierarchal Regression Model of Anxiety Model Unstandardized Standardized t Sig. Collinearity Statistics Coefficients Coefficients B Std. Error Beta Tolerance VIF 1 (Constant) 44.961 2.045 21.990 .000 ZARIT Total .260 .046 .513 5.637 .000 1.000 1.000 2 (Constant) 49.420 3.874 12.756 .000 ZARIT Total .174 .051 .344 3.425 .001 .743 1.346 Social Support -.236 .138 -.161 -1.713 .090 .846 1.182 Avoidance Coping .437 .154 .269 2.846 .006 .839 1.192 3 (Constant) 46.555 4.069 11.441 .000 ZARIT Total .132 .054 .260 2.432 .017 .631 1.586 Social Support -.205 .136 -.140 -1.503 .136 .835 1.197 Avoidance Coping .414 .152 .254 2.733 .008 .834 1.199 Discrimination .263 .131 .197 2.002 .048 .743 1.346 Note. 1. F(1, 90) = 36.341, p < .001; Adjusted R2= .255; ΔR2 =.263. 2. F(3, 90) = 15.616, p < .001; Adjusted R2= .328; ΔR2 =.087. 3. F(4, 90) = 13.118, p < .001; Adjusted R2= .350; ΔR2 =.029. Similar to depression, a final model with both caregiver burden and perceived discrimination was conducted. In this regression model, when perceived discrimination was added to the model, burden did remain a significant predictor of anxiety. Discrimination was found to be an independent predictor of anxiety above and beyond the other predictors of anxiety in this sample of caregivers. For each one-unit increase in perceived discrimination, predicted anxiety scores increased by 0.263 units (p=0.048). Additionally, these results indicated that a one-unit increase in the use of avoidant coping was associated with a 0.414 unit increase in anxiety (p=0.008). Overall, the adjusted R-squared in the final model indicated that 35% of the variance in anxiety was explained on the basis of the predictors included in the final model. The R2 change resulted in discrimination explaining close...
Sample 1
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Anxiety. Anxiety scores on the ZBV and the prevalence of anxiety disorders according to the DSM-IV in patients with TLE and extra-TLE, are shown in table 6 Chapter 5 Instruments TLE Extra-TLE ZBV (corrected means (SD)) n=67 n=62 NS - Anxiety state 38.48 (10.05) 34.83 (10.29) - Anxiety trait 42.60 (12.22) 39.65 (12.51) CIDI (last year) (%) n=66 n=64 NS - Panic disorder 7.6 3. - General anxiety disorder 6. 7.8 - Agoraphobia .5 .6 - Social phobia 6. 0.9 - Simple phobia 4.5 2.7 - Obsessive compulsive disorder 0 0 - Anxiety disorders total 5.2 21.9 Table 6. Mean anxiety scores (ZBV) and prevalence rates of anxiety disorders (CIDI) for the TLE and extra-TLE patients. 84
Sample 1
Anxiety. Assure them that anxiety is normal • Reward brave behavior • Encourage problem solving • Challenge un-realistic ideas SUICIDALITY • Engage them • Use non-judgmental and non-confrontational language • Ask “Are you thinking about suicide”? *This is not an exhaustive list of therapeutic interactions but a reference. In all scenarios, engage your school mental health expert, counselor or mental and emotional health action team. HOW TO BE A CHANGE AGENT METHOD OF COMMUNICATING THE 4 C’s OF COMMUNICATION • Clear • Calm • Compassionate • Consistent HOW TO BE A CHANGE AGENT DAILY SELF-ASSESSMENT CONNECT Did I “connect” with any students today? Are there specific students I need to connect with tomorrow? AMENDS Do I need to make amends? Are there specific apologies I need to make tomorrow?
Sample 1
Anxiety. Diazepam all presentations Anxiety Insomnia Muscle spasm Myoclonus Seizures Initial dose 2mg and titrate depending on effect for each indication Benzodiazepine with GABA-potentiating actions in the CNS. Long plasma half-life and several active metabolites. Anxiety: 2 to 10 mg PO, usual range 2 to 20 mg PO. Muscle spasm: 2 to 5 mg PO, usual range 2 to 20 mg PO. Anticonvulsant: 10 mg PR/IV, usual range 10 to 30 mg. Rectal solutions available. Short-term use only. Buspirone Anxiety Initial dose 5 mg tds Non-sedating anxiolytic. Response to treatment may take up to 2 weeks, discontinue if not effective. CONSTIPATION Bisacodyl po pr Stimulant laxative Oral: 5 to 20 mg od/bd PR: 10 mg prn Oral formulation works within 12hrs, rectal formulation within one hour. Avoid in bowel obstruction. Should be given in combination with Glycerol suppositories. Glycerol suppositories Lubricant laxative, also Stimulant laxative 4gm supp. od to bd Should be given in combination with Bisacodyl suppositories. Liquid paraffin Faecal softener 5 to 20 ml bd Enhanced absorption with Docusate.
Sample 1
Anxiety. There was a significant main effect of time on anxiety scores [F(2, 70) = 33.32, p <
Sample 1
Anxiety. Anxiety was measured using the State-Trait Anxiety Index, which is a 20-item scale with 4-point Likert scale responses (Speilberger & Vagg, 1984; Spielberger, VanDercar, Greaner, Hibler, & Bloch, 1980). It is important to note that this scale is sensitive to changes in transitory anxiety. An example item from the index includes, “Right now…I am tense; I am worried.” The answer options were in a Likert scale response pattern with (1) “Almost never” to (4) “Almost always.” A total anxiety score was computed by summing all responses. Responses could range from 20-80, with higher scores indicating higher levels of anxiety. The Cronbach's alpha reliability for this scale was 0.941 suggesting excellent internal consistency of scale items (Total Scale Mean= 39.88; SD= 12.54).
Sample 1
Anxiety. The anxiety of not being able to answer questions while listening would make them unfocused. From the results of the questionnaire, many of them were afraid if they did not understand what the speaker meant and they were also afraid if they could not answer the question, and this anxiety will affect their listening comprehension.
Sample 1
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Anxiety. Worry, fear, over-concern for present or future, uneasiness.
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