An exploratory study investigating children's perceptions of dental behavioural management techniques

Background: Behaviour management techniques (BMTs) are utilised by dentists to aid children's dental anxiety (DA). Children's perceptions of these have been underexplored, and their feedback could help inform paediatric dentistry. Aim: To explore children's acceptability and perceptions of dental communication and BMTs and to compare these by age, gender, and DA. Design: A total of sixty-two 9- to 11-year-old school children participated in the study. Children's acceptability of BMTs was quantified using a newly developed Likert scale, alongside exploration of children's experiences and perceptions through interviews. anova and t-tests explored BMT acceptability ratings by age, gender, and DA. Thematic analysis was used to analyse interviews. Findings: Statistical analyses showed no effect of age, gender, or DA upon BMT acceptability. Children generally perceived the BMTs as acceptable or neutral; stop signals were the most acceptable, and voice control the least acceptable BMT. Beneficial experiences of distraction and positive reinforcement were common. Children described the positive nature of their dentist's communication and BMT utilisation. Conclusion: Dental anxiety did not affect children's perceptions of BMTs. Children were generally positive about dentist's communication and established BMTs. Children's coping styles may impact perceptions and effectiveness of BMTs and should be explored in future investigations

A Longitudinal Cohort Study to Explore the Relationship Between Depression, Anxiety and Academic Performance Among Emirati University Students

Background: Many university students experience depression and anxiety, both of which have been shown to affect cognitive function. However, the impact of these emotional difficulties on academic performance is unclear. This study aims to determine the prevalence of depression and anxiety in university students in United Arab Emirates (UAE). It further seeks to explore the relationship between emotional difficulties and students' academic performance. Methods : This longitudinal study recruited 404 students (aged 17-25 years) attending one UAE university (80.8% response rate). At baseline, participants completed a paper-based survey to assess socioeconomic factors and academic performance, including most recent grade point average (GPA) and attendance warnings. PHQ-9 and GAD-7 scales were used to assess depressive and anxiety symptoms. At six-month follow-up, 134 participants (33.3%) provided details of their current GPA. Results : Over a third of students (34.2%; CIs 29.7%-38.9%) screened for possible major depressive disorder (MDD; PHQ-9 ≥10) but less than a quarter (22.3%; CIs 18.2%-26.3%) screened for possible generalized anxiety disorder (GAD; GAD-7 ≥10). The Possible MDD group had lower GPAs (p=0.003) at baseline and were less satisfied with their studies (p=0.015). The MDD group also had lower GPAs at follow-up (p=0.035). The Possible GAD group had lower GPAs at baseline (p=0.003) but did not differ at follow-up. Relationship between GAD group and GPA was moderated by gender with female students in the Possible GAD group having lower GPAs (p < 0.001) than females in the Non-GAD group. Higher levels of both depression and anxietysymptoms scores were associated with lower GPAs at baseline. PHQ-9 scores, but notGAD-7 scores, independently predicted lower GPA scores at follow-up (p=0.006). Conclusion: This study confirms previous findings that around a third of universitystudents are likely to be experiencing a depressive disorder at any one time. Furthermore, it provides important evidence regarding the negative impacts ofemotional difficulties on students’ academic performance. The results support the needto consider the mental health of students who are struggling academically and highlightthe importance of signposting those students to appropriate support, includingevidence-based therapies

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

© 2020 The Author(s). Background: Many university students experience depression and anxiety, both of which have been shown to affect cognitive function. However, the impact of these emotional difficulties on academic performance is unclear. This study aims to determine the prevalence of depression and anxiety in university students in United Arab Emirates (UAE). It further seeks to explore the relationship between emotional difficulties and students\u27 academic performance. Methods: This longitudinal study recruited 404 students (aged 17-25 years) attending one UAE university (80.4% response rate). At baseline, participants completed a paper-based survey to assess socio-economic factors and academic performance, including most recent grade point average (GPA) and attendance warnings. PHQ-9 and GAD-7 scales were used to assess depressive and anxiety symptoms. At six-month follow-up, 134 participants (33.3%) provided details of their current GPA. Results: Over a third of students (34.2%; CIs 29.7-38.9%) screened for possible major depressive disorder (MDD; PHQ-9 ≥ 10) but less than a quarter (22.3%; CIs 18.2-26.3%) screened for possible generalized anxiety disorder (GAD; GAD-7 ≥ 10). The Possible MDD group had lower GPAs (p = 0.003) at baseline and were less satisfied with their studies (p = 0.015). The MDD group also had lower GPAs at follow-up (p = 0.035). The Possible GAD group had lower GPAs at baseline (p = 0.003) but did not differ at follow-up. The relationship between GAD group and GPA was moderated by gender with female students in the Possible GAD group having lower GPAs (p \u3c 0.001) than females in the Non-GAD group. Male students in the Possible GAD group had non-significantly higher GPA scores. Higher levels of both depression and anxiety symptoms scores were associated with lower GPAs at baseline. PHQ-9 scores, but not GAD-7 scores, independently predicted lower GPA scores at follow-up (p = 0.006). This relationship was no longer statistically significant after controlling for baseline GPA (p \u3c 0.09). Conclusion: This study confirms previous findings that around a third of university students are likely to be experiencing a depressive disorder at any one time. Furthermore, it provides important evidence regarding the negative impacts of emotional difficulties on students\u27 academic performance. The results support the need to consider the mental health of students who are struggling academically and highlight the importance of signposting those students to appropriate support, including evidence-based therapies

Development and usability of a website-based depression literacy intervention for university students in Nottingham

Purpose: A large proportion of university students experience mental health difficulties, with one review reporting a 30% prevalence rate of depression in this population. Depression affects students’ quality of life and academic performance. Mental health literacy (MHL) encompasses an individual’s knowledge towards, and attitudes and beliefs related to, mental health (e.g. symptom recognition, available treatments/help). Students often do not seek professional help for their mental health, and are more likely to seek support from peers. We have conducted four projects relating to MHL in local students – findings include: a third of students (n=276) screened for elevated depressive and/or anxiety symptomology, with 60% reporting they did not seek professional help; interviews found many students did not perceive GPs as a help source and had concerns about available help; and a vignette-based study found students from non-healthcare/psychology degrees reported lower perceived confidence in helping a friend with depression. Students frequently use internet-based technology; delivering interventions online provides a useful mental health promotion strategy in this population. Based on our findings, we have developed a website-based intervention addressing students’ depression literacy. A usability study with the target population can identify the website’s usefulness and allow us to review it prior to an RCT. Methods: Twenty local undergraduate students will be recruited and will access the website for a week. Afterwards they will complete a usability questionnaire. Results: The usability study will begin in May-June 2014, with an RCT of the website anticipated in late 2014. Conclusion: This study appears to be one of the first website-based interventions to improve depression literacy/MHL in British university students. Feedback from this usability study will be used to alter the intervention prior to an RCT later this year. This RCT will explore the intervention’s effect upon attitudes, intentions and behaviours relating to depression management and help-seeking

Computer and website-based interventions to improve common mental health problems in university students: a meta-analysis

Website-based and computer-delivered interventions could improve common mental health problems experienced by university students, as their help-seeking is limited. This review analysed RCT trials of these interventions to improve depression, anxiety and psychological well-being in university students. Studies aimed to trial computer-delivered/website-based interventions to improve symptoms of depression, anxiety, psychological distress and stress in university students. Seventeen trials of fourteen distinct interventions were identified – nine were CBT-based. Compared to inactive controls, interventions were supported in improving anxiety (SMD-0.56, CI -0.77 - -0.35, P=.05). Website-based and computer-delivered interventions can be effective in improving students’ mental health when compared to inactive controls, but caution is needed when compared to other conditions and methodological issues require consideration

Computer and website-based interventions to improve common mental health problems in university students: a meta-analysis

Website-based and computer-delivered interventions could improve common mental health problems experienced by university students, as their help-seeking is limited. This review analysed RCT trials of these interventions to improve depression, anxiety and psychological well-being in university students. Studies aimed to trial computer-delivered/website-based interventions to improve symptoms of depression, anxiety, psychological distress and stress in university students. Seventeen trials of fourteen distinct interventions were identified – nine were CBT-based. Compared to inactive controls, interventions were supported in improving anxiety (SMD-0.56, CI -0.77 - -0.35, P=.05). Website-based and computer-delivered interventions can be effective in improving students’ mental health when compared to inactive controls, but caution is needed when compared to other conditions and methodological issues require consideration

Development and usability of a website-based depression literacy intervention for university students in Nottingham

Purpose: A large proportion of university students experience mental health difficulties, with one review reporting a 30% prevalence rate of depression in this population. Depression affects students’ quality of life and academic performance. Mental health literacy (MHL) encompasses an individual’s knowledge towards, and attitudes and beliefs related to, mental health (e.g. symptom recognition, available treatments/help). Students often do not seek professional help for their mental health, and are more likely to seek support from peers. We have conducted four projects relating to MHL in local students – findings include: a third of students (n=276) screened for elevated depressive and/or anxiety symptomology, with 60% reporting they did not seek professional help; interviews found many students did not perceive GPs as a help source and had concerns about available help; and a vignette-based study found students from non-healthcare/psychology degrees reported lower perceived confidence in helping a friend with depression. Students frequently use internet-based technology; delivering interventions online provides a useful mental health promotion strategy in this population. Based on our findings, we have developed a website-based intervention addressing students’ depression literacy. A usability study with the target population can identify the website’s usefulness and allow us to review it prior to an RCT. Methods: Twenty local undergraduate students will be recruited and will access the website for a week. Afterwards they will complete a usability questionnaire. Results: The usability study will begin in May-June 2014, with an RCT of the website anticipated in late 2014. Conclusion: This study appears to be one of the first website-based interventions to improve depression literacy/MHL in British university students. Feedback from this usability study will be used to alter the intervention prior to an RCT later this year. This RCT will explore the intervention’s effect upon attitudes, intentions and behaviours relating to depression management and help-seeking

Computer-delivered and web-based interventions to improve depression, anxiety, and psychological well-being of university students: a systematic review and meta-analysis

Background: Depression and anxiety are common mental health difficulties experienced by university students and can impair academic and social functioning. Students are limited in seeking help from professionals. As university students are highly connected to digital technologies, Web-based and computer-delivered interventions could be used to improve students’ mental health. The effectiveness of these intervention types requires investigation to identify whether these are viable prevention strategies for university students. Objective: The intent of the study was to systematically review and analyze trials of Web-based and computer-delivered interventions to improve depression, anxiety, psychological distress, and stress in university students. Methods: Several databases were searched using keywords relating to higher education students, mental health, and eHealth interventions. The eligibility criteria for studies included in the review were: (1) the study aimed to improve symptoms relating to depression, anxiety, psychological distress, and stress, (2) the study involved computer-delivered or Web-based interventions accessed via computer, laptop, or tablet, (3) the study was a randomized controlled trial, and (4) the study was trialed on higher education students. Trials were reviewed and outcome data analyzed through random effects meta-analyses for each outcome and each type of trial arm comparison. Cochrane Collaboration risk of bias tool was used to assess study quality. Results: A total of 17 trials were identified, in which seven were the same three interventions on separate samples; 14 reported sufficient information for meta-analysis. The majority (n=13) were website-delivered and nine interventions were based on cognitive behavioral therapy (CBT). A total of 1795 participants were randomized and 1480 analyzed. Risk of bias was considered moderate, as many publications did not sufficiently report their methods and seven explicitly conducted completers’ analyses. In comparison to the inactive control, sensitivity meta-analyses supported intervention in improving anxiety (pooled standardized mean difference [SMD] −0.56; 95% CI −0.77 to −0.35, P<.001), depression (pooled SMD −0.43; 95% CI −0.63 to −0.22, P<.001), and stress (pooled SMD −0.73; 95% CI −1.27 to −0.19, P=.008). In comparison to active controls, sensitivity analyses did not support either condition for anxiety (pooled SMD −0.18; 95% CI −0.98 to 0.62, P=.66) or depression (pooled SMD −0.28; 95% CI −0.75 to −0.20, P=.25). In contrast to a comparison intervention, neither condition was supported in sensitivity analyses for anxiety (pooled SMD −0.10; 95% CI −0.39 to 0.18, P=.48) or depression (pooled SMD −0.33; 95% CI −0.43 to 1.09, P=.40). Conclusions: The findings suggest Web-based and computer-delivered interventions can be effective in improving students’ depression, anxiety, and stress outcomes when compared to inactive controls, but some caution is needed when compared to other trial arms and methodological issues were noticeable. Interventions need to be trialed on more heterogeneous student samples and would benefit from user evaluation. Future trials should address methodological considerations to improve reporting of trial quality and address post-intervention skewed dat

Differing calcification processes in cultured vascular smooth muscle cells and osteoblasts

© 2019 Published by Elsevier Inc.Arterial medial calcification (AMC) is the deposition of calcium phosphate mineral, often as hydroxyapatite, inthe medial layer of the arteries. AMC shares some similarities to skeletal mineralisation and has been associatedwith the transdifferentiation of vascular smooth muscle cells (VSMCs) towards an osteoblast-like phenotype. Thisstudy used primary mouse VSMCs and calvarial osteoblasts to directly compare the established and widely usedin vitromodels of AMC and bone formation. Significant differences were identified between osteoblasts andcalcifying VSMCs. First, osteoblasts formed large mineralised bone nodules that were associated with widespreaddeposition of an extracellular collagenous matrix. In contrast, VSMCs formed small discrete regions of calcifi-cation that were not associated with collagen deposition and did not resemble bone. Second, calcifying VSMCsdisplayed a progressive reduction in cell viability over time (≤7-fold), with a 50% increase in apoptosis,whereas osteoblast and control VSMCs viability remained unchanged. Third, osteoblasts expressed high levels ofalkaline phosphatase (TNAP) activity and TNAP inhibition reduced bone formation by to 90%. TNAP activity incalcifying VSMCs was∼100-fold lower than that of bone-forming osteoblasts and cultures treated withβ-gly-cerophosphate, a TNAP substrate, did not calcify. Furthermore, TNAP inhibition had no effect on VSMC calci-fication. Although, VSMC calcification was associated with increased mRNA expression of osteoblast-relatedgenes (e.g. Runx2, osterix, osteocalcin, osteopontin), the relative expression of these genes was up to 40-foldlower in calcifying VSMCs versus bone-forming osteoblasts. In summary, calcifying VSMCsin vitrodisplay somelimited osteoblast-like characteristics but also differ in several key respects: 1) their inability to form collagen-containing bone; 2) their lack of reliance on TNAP to promote mineral deposition; and, 3) the deleterious effectof calcification on their viability.Peer reviewedFinal Published versio