Applications Of A Mindfulness-based Cognitive Psycho-education Program For Patients With Anxiety Disorders

Objective:To construct a mindfulness-based cognitive psycho-educa-tion program for patients with anxiety disorders in China and verify the effect of the protocol on anxiety state,treatment compliance,emotional regulation efficacy and mood of intervention.Methods:Under the guidance of emotion regulation ABC theory and the Bandura’s self-efficacy theory,based on the mindfulness cognitive therapy and psychological education forms,combined with the disease characteristics and self-management needs of anxiety patients,this paper constructed a psycho-educational program based on mindfulness cognition for anxiety disorders in China.Using the method of randomized controlled trial,84 patients with anxiety disorders who had been treated in the psychiatric ward of a tertiary hospital in Changsha were randomly divided into an intervention group and a control group.The intervention group received the a 6-hours face-to-face group psycho-education courses,6-week self-help online practice.At the same time,they received the usual care and treatment measures,while the control group only received the usual care and treatment measures.Using general information questionnaire,Generalized Anxiety Disorder 7-item Scale,Medication Adherence Rating Scale,Regulatory Emotional Self-Efficacy,Cognitive Emotion Regulation Questionnaire and Mindful Attention Awareness Scale in both groups at pre-intervention,post-intervention,and 8 weeks after the post,and Follow-up and readmission were assessed 8 weeks after the post.SPSS 26.0 was used for data analysis,and statistical methods such as t-test,X~2test,Mann-Whitney U test and repeated measures ANOVA were used to compare the differences of indicators between groups and time,and the generalized estimating equation model was used to calculate and verify the correlation between the variables.Results:(1)The differences in general information and basic disease conditions between the intervention group and control group before the intervention were not statistically significant(P>0.05),the two groups of patients can be compared.(2)At post-intervention,and 8 weeks after the post,there was no significant difference between the anxiety level of the intervention group and the control group(P>0.05);8 weeks after post,the anxiety score of the intervention group was lower than that of the control group,and the difference was statistically significant(P<0.05);Repeated measures ANOVA of the two groups showed that time-point effects could significantly affect the change of pantients’anxiety(P<0.001);Group did not significantly affect the anxiety scores of patients(P>0.05);There were significant interaction effects between time point and intervention mood(P<0.001).(3)At 8 weeks after the post,the mindfulness scores of pre-intervention group were significantly higher than the control group,with statistically significant differences(P<0.05).Repeated measurement analysis of the two groups showed that time point effect could significantly affect the change of patients’score of mindful attention awareness,(P<0.001);There was no significantly different between the two groups which can affect the scores of patients’mindful attention awareness(P>0.05);There were significant interaction effects between time points and groups(P<0.001).(4)At post-intervention,medication compliance in the intervention group was significantly higher than that in the control group,and the difference was statistically significant(P<0.05).At 8 weeks after the post,patients in the intervention group had more follow-up visits after discharge than those in the control group,with a statistically significant difference between the two groups(P<0.01).(5)Generalized estimation equations were used to study repeated measures of anxiety levels,and the results showed that emotion regulation efficacy can significantly affect anxiety grades(P<0.05),and mindfulness perception had significant effects on the anxiety grades of patients(P<0.001).Conclusion:(1)The psycho-education based on positive cognition constructed in this study can improve positive attentional awareness of anxious patients and reduce their anxiety over a longer period of time.(2)Psycho-education based on positive cognition can improve anxiety patients’treatment compliance,including medication adherence and follow-up.(3)The anxiety scores of the patients were inversely correlated with their positive attentional awareness and emotion regulation effectiveness,which could predict the anxiety level of patients to some extent.