“All the information contained in this section is for guidance only. Psious environments are therapy supporting tools that must be used by the healthcare professional within an evaluation and intervention process designed according to the characteristics and needs of the user.
Also remember that you have the General Clinical Guide in which you have more information on how to adapt psychological intervention techniques (exposure, systematic desensitization, cognitive restructuring, chip economy…) to Psious environments.”
Evaluation objectives
Evaluate particular agoraphobia, panic attacks, amongst other phobias the presence and comorbidity of other emotional disorders, in particular agoraphobia, panic attacks, amongst other phobias.
Evaluate anxiety associated with components: asphyxiation and restriction (lack of control).
Set the feared stimulative settings for the patient and define to what extent. Exposure hierarchy development
Evaluate the presence of distorted thoughts. In the case of NMR, in particular concerning asfixia, possible damage caused by the machine and the fear of losing control
Some useful tools in the evaluation of claustrophobia
Taking the evaluation objectives into account let’s proceed onto listing some tools that can be useful in gathering relevant information on your user characteristics. Always remember that good goal setting, patient characterization and intervention planning are important in effective and efficient therapies, as that for your patients’ satisfaction. In the bibliography you will find some articles where you can refer to see the characteristics of the instruments proposed below:
Claustrophobia Questionnaire (CLQ) – Adaptación española
Claustrophobia Situations Questionnaire (CSQ)
Claustrophobia General Cognitions Questionnaire (CGCQ).
Psious self-report for hierarchy development
Exposure Hierarchy Development with Psiousʼ environments
Once we have the evaluation information we can then proceed on to developing the hierarchy exposure. We can carry out a series of questions, (for example: what level of discomfort is generated, on a scale of 0 to 100, when left waiting for an elevator on a landing? What level of discomfort is generated, on a scale of 0 to 100, when left enclosed in a small elevator full of people due to a breakdown? Can you think of anything else that would generate even more discomfort?) all geared at the planning of the intervention via the virtual reality.
Hierarchy Example
In the appendix you will find a self-report measure to obtain the exposure hierarchy using Psious’s environments.
According to the American Psychiatric Association, claustrophobia is the fear of being enclosed in small spaces or the feeling of enclosure and/or the fear of not being able to flee. Symptoms are similar to those experienced in a panic Virtual Claustrophobia and virtual reality attack or similar manifestations (dizziness, falls, vomiting, cardiac discomfort, etc). As a consequence, the person tries to avoid these situations limiting their daily lives. With reference to the differential diagnosis, it is important to evaluate (Rachman, S., & Taylor, S.,1993), the fear of immobility and/or running out of breath, or in other words, the oxygen in the space where the person is located runs out (e.g an elevator).
Furthermore, cognitive behavioral therapy relies upon vast observational evidence in terms of evaluating and intervening in this type of psychopathology (Öst, L.-G., et al., 1982; McIsaac, H.K. et al., 1998; Öst, L.-G., et al., 2001 y Thorpe, S. et al. 2008). Nonetheless, ongoing fundamental research continues (Stella F.et al., 2011) seeking explanations as to what the causes of claustrophobia may be.
Virtual reality is an effective alternative tool to the traditional techniques used in the treatment of emotional disorders, including claustrophobia (Botella, C. et al. 1998; Botella, C. et al., 2000; M Krijn et al., 2004; Botella et al., 2012). Virtual reality allows standardization and control over the parameters in exposure sessions. Moreover, it is particularly useful for repeating the exposure to feared situations as many times as needed, providing flexibility and customized therapeutic procedures.
Psious’ environments facilitate the use of multiple psychological intervention techniques: exposure, cognitive reconstruction, systematic desensitization, social skills training… in order to achieve better results, use the most suitable technique that best suits the patient’s characteristics and base your intervention on those techniques with more empirical support.
Arce, R., Velasco, J., Novo, M., & Fariña, F. (2014). Preparation and validation of a scale for the evaluation of bullying. Iberoamerican Journal of Psychology and Health, 5 (1), 71–104.
Birleson P. Hudson I, Gray-Buchanan D, Wolff S. (1987). Clinical Evaluation of a Self-Rating Scale for Depressive Disorder in Childhood (Depression Self-Rating Scale). J. Child Psychol. Psychiat 28, 43-60 https://doi.org/10.1111/j.1469-7610.1987.tb00651.x
Cerezo, F. (1997). Aggressive behavior at school age. Madrid: Pyramid.
Da Silva, JL, de Oliveira, WA, de Mello, FC, de Andrade, LS, Bazon, MR, & Iossi Silva, MA (2017). Anti-bullying interventions in schools: a systematic literature review. Ciência & Saúde Coletiva, 22 (7), 2329–2340. https://doi.org/10.1590/1413-81232017227.16242015
Del Barrio, V., Moreno-Rosset, C., López-Martínez, R., (1999). The Children’s Depression Inventory [CDI; Kovacs, 1992]. Its application in the Spanish population. Clinica y Salud 10, 393-416.
Ezpeleta, L., De La Osa, N., Domenech, JM, Navarro, JB, & Losilla, JM (1997). Test-retest reliability of the Spanish adaptation of the diagnostic interview for children and adolescents (DICA-R). Psicothema, 9 (3), 529–539.
García Pérez, EM and Magaz Lago, A. (2011 a). PEE Profile of educational styles (ed. Rev.). Bilbao: COHS Human Sciences Consultants.
García Pérez, EM and Magaz Lago, A. (2011 b). EMA Magellan Adaptation Scales (ed. Rev.). Bilbao: COHS Human Sciences Consultants.
Hollon, SD, & Kendall, PC (1980). Cognitive self-statements in depression: Development of an automatic thoughts questionnaire. Cognitive Therapy and Research, 4 (4), 383–395. https://doi.org/10.1007/BF01178214
Hirigoyen, MF (1999). Moral harassment. Barcelona: Paidós.
Irurtia Muñiz, MJ, Avilés Martínez, JM, Arias González, V., & Arias Martínez, B. (2009). The treatment of victims in the resolution of bullying cases. AMAzônica (Revista de Psicopedagogia, Psicologia Escolar E Educaçao), 2 (1), 76–99.
Kirisci, L., Clark, DB, & Moss, HB (1997). Reliability and Validity of the State-Trait Anxiety Inventory for Children in Adolescent Substance Abusers: Journal of Child & Adolescent Substance Abuse, 5 (3), 57–70.
Kovacs, M. (1992). Children’s Depression Inventory (CDI). Toronto, ON: Multi-Health Systems Inc.
Langer, LI, Aguilar-Parra, JM, Ulloa, VG, Carmona-Torres, JA, & Cangas, AJ (2016). Substance Use, Bullying, and Body Image Disturbances in Adolescents and Young Adults Under the Prism of a 3D Simulation Program: Validation of MySchool4web. Telemedicine and E-Helath, 22 (1), 18–30. https://doi.org/10.1089/tmj.2014.0213
Melero, S. (2017). Cognitive-behavioral intervention in an adolescent victim of bullying. With Children and Adolescents, 4, 149–155.
Morán Sánchez, C. (2006). Cognitive-behavioral intervention in bullying: a clinical case of bullying, 2, 51–56.
Piñuel, I and Oñate, A. (2007a). AVE, Harassment and School Violence Test. Madrid: TEA Editions.
Piñuel, I. and Oñate, A. (2007b) Bullying and School Violence in Spain: Report Cisneros X. Madrid: IIEDDI
Pynoos, RS, Frederick, C., Nader, K., Arroyo, W., Steinberg, A., Eth, S., et al. (1987). Life threat and posttraumatic stress in school-age children. Archives of General Psychiatry, 44, 1057–1063.
Quero, S., Andreu-Mateu, S., Moragrega, I., Baños, RM, Molés, M., Nebot, S., & Botella, C. (2017). A Cognitive-Behavioral Program Using Virtual Reality for the Treatment of Adaptive Disorders: A Case Series. Argentine Journal of Psychological Clinic, 26 (1), 5–18.
Reynolds, CR and Richmond, BO (2012). CMASR-2. Revised Anxiety Scale in Children Revised (2nd ed). Mexico: Modern Manual.
Seinfeld, S., Arroyo-Palacios, J., Iruretagoyena, G., Hortensius, R., Zapata, LE, Borland, D., … Sanchez-Vives, MV (2018). Offenders become the victim in virtual reality: impact of changing perspective in domestic violence. Scientific Reports, 8 (1), 1–11. https://doi.org/10.1038/s41598-018-19987-7
Serrano, A. and Iborra, I. (2005). Report Violence between classmates at school. Valencia, Spain: Reina Sofía Center for the Study of Violence. Recovered from http://www.centroreinasofia.es
Schwartz, D. (2000). Subtypes of Victims and Aggressors in Children’s Peer Groups. Journal of Abnormal Child Psychology, 28 (2), 181–192.
[ DISCLAIMER: This document has been automatically translated using Google Translate. ]
To increase the sense of immersion in Virtual Reality, you can include comments, questions or ideas in the session so the experience will seem more realistic to your patient.
Some examples could be:
“Imagine that these are your classmates with whom you are having problems” … “How does it feel to see them?” “What do you think they think of you?” “Which one do you feel most unhappy with and why?” “Which generates the most fear or anxiety?” “Which one do you trust or give you greater security?” “Do they make you nervous?” “What do they usually do when the teacher is away?”, Etc.
In turn, it is highly recommended to try to keep the patient in the same body position in which the protagonist of the scene is (in this case, sitting at the classroom desk).
Similarly, it may be useful to add any element of the scene or context where the events occur. In this case, offering the patient a pen or pencil and a notebook can help to make the immersion more effective and provide the child / adolescent with the sensations of the conflictive environment.
“All the information contained in this section is for guidance only. Psious environments are therapy supporting tools that must be used by the healthcare professional within an evaluation and intervention process designed according to the characteristics and needs of the user.
Also remember that you have the General Clinical Guide in which you have more information on how to adapt psychological intervention techniques (exposure, systematic desensitization, cognitive restructuring, chip economy…) to Psious environments.”
It is important to note that in this section we will only show and suggest some points to guide the intervention through the virtual environment of Psious to address bullying or bullying. The treatment must be adapted to the characteristics of each patient and the healthcare professional may adapt it according to their criteria. A good first orientation can be obtained in the Action protocol in situations of bullying – UNICEF .
Steps of therapy to overcome bullying
As we have seen in the evaluation section, the treatment of cases of bullying usually takes place in 3 phases: evaluation , intervention and follow-up.
By using our environment it will be possible to bring the victim of bullying closer to a similar situation that helps us carry out the approach of the different phases of bullying treatment.
EVALUATION
In this first phase we will confront our patient with the environment in order to evaluate his behavior in relation to the problem. During the course of the scene and once its execution is finished, we will try to collect relevant information about the case, through a semi-structured interview 2. We will therefore focus on knowing the patient’s profile. It is important to collect information both from the intrapersonal part (as I am), and from the interpersonal part (as they see me and I relate to others). In this way, once the initial exploration has been carried out, we will have more information to determine a personalized action plan.
INTERVENTION
In this second phase our objective of locating the patient in the environment will be to try to execute the action plan appropriate or training in relation to the evaluation phase. Therefore, we will provide the patient with those tools that help them solve psychopathological aspects that contribute to aggravating or maintaining the problem of bullying.
The following table summarizes groups different useful aspects to work in cases of bullying and the different techniques often applied:
Training in problem solving / Training in self-instruction
Social skills / Assertiveness
Training in communication skills / debate / discussion / argumentation
Summary table: Adapted from Morán Sánchez, 2006
2 The relevant information to collect is detailed in section 2.2 .one.
FOLLOW-UP
It is important, once the intervention has been carried out, to schedule follow-up sessions after a period of time. In this way we can ensure the effectiveness of the intervention and detect possible aspects that may need to be reinforced again.
Proposal for intervention for victims of bullying
Below we show you a proposal for intervention with PSIOUS for victims and participants in situations of bullying.
The following proposal is made to evaluate coping styles in a school conflict situation.
Session 1
Inform the patient about discomfort in relation to problems at school, as well as about the emotional responses involved: anxiety, sadness, anger …
Present and justify the techniques that will be used throughout the treatment: evaluation of thoughts and strategies for dealing with situations of conflict and aggression at school, empathy
Observation and evaluation of thoughts in a neutral school situation (in the hallway of the institute and during the exam.
ITEM
ENVIRONMENT
CONFIGURATION
EVENT
Psychoeducation anxiety
What are emotions How do we feel emotions
Being alone in the hall, waiting for the teacher to arrive and start the exam
Institute, easy, just
Being with a few classmates in the hall before an exam and they seem very calm
Institute, easy, few people
Being doing an exam that is short in a classroom full of people
Anxiety before exams
Institute, easy, many people
many people Start exam
Session 2
Review achievements of the previous session and establish objectives of the session: Assessment behavior, thoughts and emotions in a situation of aggression at school.
Evaluation of thoughts and strategies for dealing with situations of conflict and aggression at school.
Identification emotional states
ITEM
ENVIRONMENT
CONFIGURATION
EVENT
Being with a few classmates in the hallway before an exam and they seem very calm
Anxiety exams
Institute, easy, many people
Being in class and being approached by a classmate alone to rebuke
Bullying
Just
Begin
Identification emotional states (up to 12 years old)
Mindfulness kids: Summer
Exercises in Summer environment, especially Energy recharge and end of summer
Begin
Control of physiological activation: Breathing exercises
Relaxation Breathing Under the sea / Prairie
At the patient’s choice, adjust the frequency of comfortable breathing for the patient
Begin
Session 3
Review achievements of the previous session and establish objectives of the session: Evaluation of behavior, thoughts and emotions in a situation of aggression at school.
Cognitive restructuring
Orientation of the focus of attention
ITEM
ENVIRONMENT
CONFIGURATION
EVENT
To be in class and to be approached by a single partner to reprimand
Bullying
Accompanied
Start
Focus Attention
Mindfulness kids: Winter
Introduction, home and lighthouse
Begin
Control of physiological activation: Breathing exercises
Relaxation Breathing Under the Sea / Meadow
At the patient’s choice, adjust the comfortable breathing rate for the patient.
Begin
Session 4
Review achievements of the previous session and establish objectives of the session: Assessment of behavior, thoughts and emotions in a school environment.
Cognitive restructuring
Social skills training
Generation of pleasant emotions
ITEM
ENVIRONMENT
CONFIGURATION
EVENT
Being with a few classmates before an exam and they seem very calm
Anxiety exams
Institute, easy, many people
start
Training in Social Skills
Audience
Few people
Start, easy questions
Generation pleasant emotions
Mindfulness kids: Autumn
Introduction, Pinwheel
start
Session 5
Review previous session achievements and set session objectives: Assessment behavior, thoughts and emotions in school environment.
Cognitive Restructuring
Social Skills Training
Nice Emotions Generation
ITEM
ENVIRONMENT
CONFIGURATION
EVENT
Being with few peers in class before an exam and they seem very calm
Anxiety exams
Institute, difícill, many people
begin
Generation pleasant emotions
Mindfulness kids: Autumn
Introduction, Pinwheel and Projection joy and end of autumn
begin
Session 6
Review achievements of the previous session and establish objectives of the session: Evaluation of behavior, thoughts and emotions in a school environment.
Cognitive Restructuring
Social Skills Training
Energy Generation = Activation
ITEM
ENVIRONMENT
CONFIGURATION
EVENT
To be in class and to be approached by a companion to be shocked
Bullying
Accompanied
Begin
Training in social skills
Audience
Many people
Start, difficult questions
Generation Activation
Mindfulness kids: summer
Introduction, magic items , recharges energy, End of summer
beginning
Session 7
Review achievements of the previous session and establishment of session objectives: Assessment of behavior, thoughts and emotions in a school environment.
Cognitive Restructuring
Activation Generation
Relaxation
ITEM
ENVIRONMENT
CONFIGURATION
EVENT
Being with a few classmates before an exam and they seem very calm
Anxiety exams
Institute, easy, many people
start
Generation Activation
Mindfulness kids: summer
Introduction, magic items, recharge energy, End of summer
start
control physiological arousal: breathing exercises
Relaxation breathing Under the sea / Meadow
a choice of the patient, adjust frequency comfortable breathing for the patient
start
Remember that you have the clinical guide to inform you of therapeutic procedures with empirical evidence and how to adapt them to the intervention with the virtual environments of Psious.
[ DISCLAIMER: This document has been automatically translated using Google Translate. ]
“All the information contained in this section is for guidance only. Psious environments are therapy supporting tools that must be used by the healthcare professional within an evaluation and intervention process designed according to the characteristics and needs of the user.
Also remember that you have the General Clinical Guide in which you have more information on how to adapt psychological intervention techniques (exposure, systematic desensitization, cognitive restructuring, chip economy…) to Psious environments.”
The psychological evaluation / intervention protocol for dealing with bullying cases is usually divided into three phases.
A first evaluation phase, where information is collected on the psychological profile of the affected person (levels of self-esteem, anxiety, communication skills, problem solving skills, educational deficits of the parents, etc.) and information on the case of bullying. (type of assaults, frequency, place of occurrence, subjective assessment of the severity of the assaults, feeling of security and information about the assailants).
A second intervention phase, whose objective is usually focused on improving social skills and the degree of assertiveness (equipping the victim with effective strategies to improve their communication skills, increase their self-esteem, learn to protect and defend their rights, as well as express effectively and socially acceptable their emotions and desires to promote integration into the group).
And finally a post-intervention follow-up phase.
Assessment of victims of bullying
EVALUATION OBJECTIVES
Evaluate risk factors
Individual factors associated with the victim, such as: Low self-esteem; insufficient social skills to relate to other classmates; visible physical or cultural traits, different from those of the majority (ethnic, racial and cultural minorities); disability; anxiety disorders or other psychopathological disorders: mood disorders (depressive disorder), behavior disorders (attention deficit hyperactivity disorder, challenging disorder), adaptive disorders (with mixed alteration of emotions and behavior).
Family-related factors, such as:Inappropriate, authoritative, or negligent parenting practices; education on the margins of society; restricted family life forms (social, religious or cultural group communities); dysfunctional families; high pressure, demand and / or little objective expectations; little family communication.
Factors associated with the school, such as: Low participation in group activities; little communication between students and teachers; absence of reference authority figure in the school, profile of “good boy / girl” who never gives or gets into trouble; threats such as imposing silence on the victim on the part of the aggressor, on the part of other students, or in exceptional cases on the part of a teacher or the school itself, can lead to general behavior of self-deprivation of expression in the school environment, poor relationships with peers …
Factors associated with the case of bullying, such as: Type of assaults (insults, physical assaults, comments, teasing…); place / is where these attacks occur (patio, classroom, bathrooms…); frequency of assaults; subjective assessment of the severity of the attacks; feeling of security (possible help) and information about the aggressors (number of people against them).
Evaluate the profile of the child / adolescent
Bullying and victimization investigations [Schwartz, 2000] have identified four different types of children:
Normal children / adolescents (neither victims nor aggressors).
Non-aggressive victims: those who are generally victims. They show a hostile attribution style and have negative expectations of outcomes for aggression.
Aggressive victims: Those who habitually exhibit reactive aggression. They tend to have a hostile attribution style, but no expectation of positive or negative results for aggression.
Non-victimized offenders: Those who show proactive aggression. They have positive hopes for aggression, but do not have a hostile attribution style.
Some useful instruments for evaluation
For bullying
Bullying and School Violence (AVE) (Piñuel and Oñate, 2007a)
Brief Assessment Test of Bullying (TEBAE) (Piñuel and Oñate, 2007b)
Questionnaire on School Violence (CVE) (Serrano and Iborra, 2005)
For PTSD symptoms
Childhood Post Traumatic Stress Syndrome explains that bullied children / teens develop a sense of impending danger, pervasive restlessness or nervousness, and a recurring, nonspecific type of anxiety with the permanent feeling that something terrible is about to happen to them imminently. them or their loved ones.
The harassed child / adolescent develops a hyper-reaction to frustration, or to environmental stimuli such as a strong light, a door that closes suddenly, loud noises, etc.
Post-traumatic stress syndrome in children generates extraordinary and intense irritability that the victim of bullying immediately projects on his family and colleagues.
It also causes a type of hypervigilance that consists of enormous mistrust and suspicion of the intentions of others.
Among the tests that can be used to assess post-traumatic harm among victims of bullying in childhood and youth are:
Child Post-Traumatic Stress Disorder Reaction Index (CPTSD-RI; Pynoos et al. 1987)
Post Traumatic Stress Scale of Bullying and School Violence (AVE) (Arce, Velasco, Novo, & Fariña, 2014)
Diagnostic Interview for Children and Adolescents (Ezpeleta, De La Osa, Domenech, Navarro, & Losilla, 1997)
For anxiety symptoms
Automatic Negative Thoughts Questionnaire (ATQ-30) (Hollon and Kendall, 1980. Adapted by Cano and Rodríguez, 2002).
As Morán Sánchez (2006) points out, it is very difficult to detect how a harassment process begins. A small lie, a slight lack of respect, or an attempt at manipulation are sometimes such daily acts that they are even considered normal (Hirigoyen, 1999; Morán Sánchez, 2006). However, these types of behaviors can get worse, especially in the school context. This phenomenon considered on many occasions as a circumstantial issue typical of the immaturity of children and adolescents is, today, an alarming issue both due to its high incidence and the alteration it causes in the person who suffers from it (Morán Sánchez, 2006).
Bullying is a concept that is used to refer to those aggressive and intentional behaviors that are constantly practiced among schoolchildren. Although it may occur in other areas, the most common place where we find cases of bullying is at school (remember the concept of mobbing associated with the workplace). This harassing behavior can vary between more direct manifestations such as physical or verbal aggression (insults, threats, coercion, humiliation, nicknames …), to other more indirect forms in the form of social exclusion (defamatory rumors, contempt …) (Cerezo, 1997 ; Morán Sánchez, 2006; Ma Jesús Irrutia, Victor Arias, 2009).
Although the application of supportive therapies using Virtual Reality for the treatment of bullying cases is still a very novel fact, its effectiveness has already been proven in certain pioneering investigations in this field (Carmona et al, 2011; Langer et al, 2016 ; Quero et al., 2017; Seinfeld et al., 2018). In these studies we can see how immersive therapy through Virtual Reality is a very helpful tool both to carry out the evaluation process and the victim’s intervention. This new therapeutic format allows us to bring the victim closer to the threatening environment with the possibility of controlling the variables that occur in the situation of harassment and influence its maintenance.
In this way, Psious offers the healthcare professional, through this new school environment, a useful tool to conduct evaluation and intervention sessions in relation to cases of bullying.
Houghton, S., & Saxon, D. (2007). An evaluation of large group CBT psycho-education for anxiety disorders delivered in routine practice. Patient Education and Counseling, 68(1), 107–110. https://doi.org/10.1016/j.pec.2007.05.010
Rummel-Kluge, C., Pitschel-Walz, G., & Kissling, W. (2009). Psychoeducation in anxiety disorders: Results of a survey of all psychiatric institutions in Germany, Austria and Switzerland. Psychiatry Research, 169(2), 180–182. https://doi.org/10.1016/j.psychres.2008.10.016
Rodrigues, F., Bartolo, A., Pacheco, E., Pereira, A., Silva, C. F., & Oliveira, C. (2018). Psycho-Education for Anxiety Disorders in Adults: A Systematic Review of its Effectiveness. Journal of Forensic Psychology, 03(02), 1–5. https://doi.org/10.4172/2475-319x.1000142
Godoy, D., Eberhard, A., Abarca, F., Acuña, B., & Muñoz, R. (2020). Psicoeducación en salud mental: una herramienta para pacientes y familiares. Revista Médica Clínica Las Condes, 31(2), 169–173. https://doi.org/10.1016/j.rmclc.2020.01.005
Sarkhel, S., Singh, O., & Arora, M. (2020). Clinical Practice Guidelines for Psychoeducation in Psychiatric Disorders General Principles of Psychoeducation. Indian Journal of Psychiatry, 62(8), 319. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_780_19
In the last few decades, psychoeducation has come up as a useful and effective mode of psychotherapy for persons with mental illness. It has been found to be fruitful in both clinical and community settings.
Psychoeducation combines the elements of cognitive-behavior therapy, group therapy, and education. The basic aim is to provide the patient and families knowledge about various facets of the illness and its treatment so that they can work together with mental health professionals for a better overall outcome.
Barker, in the Social Work Dictionary, defined psychoeducation as the “process of teaching clients with mental illness and their family members about the nature of the illness, including its etiology, progression, consequences, prognosis, treatment, and alternatives.”
GENERAL GOALS OF PSYCHOEDUCATION
To ensure basic knowledge and competence of patients and their relatives about the illness
To provide insight into the illness
To promote relapse prevention
Engaging in crisis management and prevention
Adapted from: Sarkhel, S., Singh, O., & Arora, M. (2020). Clinical Practice Guidelines for Psychoeducation in Psychiatric Disorders General Principles of Psychoeducation. Indian Journal of Psychiatry, 62(8), 319. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_780_19
ANXIETY
Occasional anxiety is an expected part of life. You may feel anxious when you face a problem at work, before having an exam, or before making an important decision. But anxiety disorders involve more than just temporary fear or worry. For a person with an anxiety disorder, the anxiety does not go away and can get worse over time. Symptoms can interfere with daily activities, such as job performance, school work, and relationships.
The psychoeducational Psious’ environments will help you understand the basics of anxiety and how to manage it.
