Generalized anxiety disorder is a disease that can be related to substantial dysfunction. Pharmacological treatment is frequently the first choice for clinicians due to psychological alternatives’ cost and resource constraints. However, there is a paucity of comparative information on the multiple available drug choices. Anxiety disorders are often under-recognized and undertreated in primary care. Treatments are indicated when a patient shows marked distress or suffers from complications resulting from the disorder (Strawn et al., 2018). Psychopharmacologic treatment selection requires clinicians to choose multiple factors, such as age, co-morbidity, and prior treatment. Gaining knowledge on the pharmacological treatments is an important aspect for healthcare provider as one is able to deal with the disorder.
Although of varied orientations, nonpharmacological treatments for anxiety disorders are unequally represented in the literature. Most of the research is dedicated to behavior therapy (BT) and, more lately, to cognitive therapy (CT) methods. Most clinicians and researchers combine CT and BT routines below the label of cognitive behavior therapy (CBT) (Cottraux, 2022). Relaxation methods have been used as the primary routines in anxiety disorders or studied as a prevention condition in some randomized prevented trials (RCTs). Some relaxation ways, such as Ost’s applied relaxation, are made of several cognitive and behavioral ways, psychoanalytic (or psychodynamic) therapies, hypnotherapy, Rogerian nondirective therapy, supportive therapy (ST), and psychological debriefing for posttraumatic stress disorder (PTSD) have been assessed in RCTs and meta-analyses. Transcranial neurostimulation and psychosurgery routines have been studied in obsessive-compulsive disorders (OCDs), and some preliminary information exists for sympathectomy in ereutophobia. Hence an evidence-based review of the nonpharmacological methods is possible.
Patient education is the process where a patient’s behaviour gets influenced, and there is the production of changes in knowledge, attitudes and skills appropriate to maintain and improve health, for effective education, cognitive and affective learning need to be stimulated. Anxiety disorders are the most extensive psychiatric disorders associated with a high burden of illness, and symptoms include chronic, pervasive anxiety and worry accompanied by nonspecific physical and psychological symptoms (restlessness, fatigue, difficulty concentrating, irritability, muscle tension, or sleep disturbances). Generalized anxiety disorder can be determined through diagnostic criteria where excessive anxiety and worry occur more days than not for a minimum of six months, about a number of occasions or activities such as work or school performance, and also the individual cannot control the worry. Pharmacological treatment is frequently the first choice for clinicians due to psychological alternatives’ cost and resource constraints, nonpharmacological treatments for anxiety disorders are unequally represented in the literature. Most of the research is dedicated to behavior therapy (BT) and, more lately, to cognitive therapy (CT) methods.
Slond, F., Liesdek, O. C., Suyker, W. J., & Weldam, S. W. (2022). The use of virtual reality in patient education related to medical somatic treatment: A scoping review. Patient Education and Counseling, 105(7), 1828-1841. https://doi.org/10.1016/j.pec.2021.12.015
Rice, H., Say, R., & Betihavas, V. (2018). The effect of nurse-led education on hospitalisation, readmission, quality of life and cost in adults with heart failure. A systematic review. Patient Education and Counseling, 101(3), 363-374. https://doi.org/10.1016/j.pec.2017.10.002
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