Anxiety and ADHD

Among MBA Students: A

Comparative Study Of
Different Intervention
Techniques
Introduction
Anxiety and attention-deficit/hyperactivity disorder (ADHD) are
common mental health conditions that affect many adults worldwide.

They often co-occur and cause significant impairment in various domains

of functioning, such as work, social, and personal life.

According to National Institutes of Health 2020, More than half of the

adults with ADHD also have Anxiety Disorder.

Dealing with both conditions simultaneously poses a unique challenge,

requiring new and creative approaches to help individuals facing this dual
diagnosis.
Introduction
• Anxiety is defined as “a feeling of worry, nervousness, or unease about something with an uncertain
outcome” . Anxiety can also refer to a group of disorders that share common features of excessive
fear and anxiety, such as generalized anxiety disorder, panic disorder, social anxiety disorder, and
specific phobias . Anxiety disorders are characterized by persistent and irrational thoughts and
behaviours that interfere with daily functioning and cause distress .
• Globally, more than 301 million people are affected by anxiety, and approximately 12 billion workdays
per year are lost due to anxiety and depressive disorders .

• ADHD is defined as “a neurodevelopmental disorder that affects a person’s ability to pay attention,
control impulses, and regulate activity level” . ADHD is associated with difficulties in academic,
occupational, and social settings, as well as increased risk of comorbid conditions, such as mood
disorders, substance abuse, and learning disabilities .
Introduction
Importance of Addressing both Anxiety and ADHD in adults:
✓ Co-occurrence: Anxiety disorders often coexist with ADHD in adults. Research suggests that individuals with
ADHD are at a higher risk of experiencing anxiety disorders compared to the general population.
✓ Impact on Daily Functioning: Both anxiety and ADHD can significantly impair daily functioning. Anxiety can lead
to excessive worry, difficulty concentrating, and physical symptoms like restlessness and fatigue. ADHD
symptoms, such as impulsivity, inattention, and hyperactivity, can also interfere with work, relationships, and
other aspects of life.
✓ Treatment Challenges: Treating one condition without considering the other may be less effective. For instance,
stimulant medications commonly prescribed for ADHD may worsen anxiety symptoms in some individuals.
✓ Shared Features and Mechanisms: Anxiety and ADHD involve difficulties with attention, executive function, and
emotional regulation. By addressing both conditions concurrently, clinicians can target overlapping symptoms.
✓ Comorbidity with Other Disorders: Both anxiety and ADHD are associated with an increased risk of comorbid
psychiatric disorders, such as depression and substance use disorders.
✓ Long-Term Implications: Untreated or poorly managed anxiety and ADHD in adults can have long-term
implications for mental health, career success, and overall well-being.
Introduction: Intervention Techniques
• Initially proposed by Aoron Beck in 1960’s, Cognitive Behavioural
Therapy (CBT) is a widely used and evidence-based approach that
aims to help people modify their maladaptive cognitions and
behaviours and learn coping skills to deal with stressful situations.

Benefits of CBT Challenges of CBT

Targeting Maladaptive Thought Patterns
Boredom and Engagement
Behavioural Strategies
Skill Building One-Size-Fits-All Approach

Improving Coping Strategies Dropouts and Non-Adherence

Promoting Self-awareness
Resistance to Change
Long-term Benefits
Comorbidity and Complexity
Complementing Medication
 Source: serendip.brynmawr.edu
Introduction:
Intervention Techniques

Psychodrama is a therapeutic technique

developed by psychiatrist Jacob L. Moreno in the
early 20th century.
In psychodrama sessions, participants (referred
to as "actors") take on various roles, including
their own selves, significant others, or symbolic
representations of internal conflicts or emotions.
Introduction: Benefits of Psychodrama
• Experiential Learning:

• Emotional Expression and Catharsis:

• Social Skills Development:

• Cognitive Restructuring:

• Enhanced Self-Esteem and Empowerment:

• Holistic Approach:

• Enhanced Engagement:

• Cultural Sensitivity and Inclusivity:

• Promotion of Diversity and Representation:

 Introduction: Challenges of Psychodrama.

• Limited Generalizability:

• Intensity and Emotional Safety:

• Attention and Focus:

• Complexity and Overstimulation:

• Individual Differences and Cultural Sensitivity: .

• Limited Evidence Base:

 Operational Definitions:
• Anxiety will be measured by the State Trait Anxiety Inventory, which is a
clinician-administered scale that assesses the severity of 40 anxiety-related
symptoms on a 4-point scale, ranging from 1 (not at all/never) to 4 (very
much/always).

• ADHD will be measured by the Connor’s Adult ADHD Self-Report Scale

(CAARS), which is a self-report scale that consists of 66 items that correspond to
the DSM-IV criteria for ADHD, rated on a 4-point scale, ranging from 0 (never) to
3 (very frequently).

• MBA Students: Adults 20 – 30 Years of age, pursuing MBA Final year.

• Intervention Techniques: Cognitive Behaviour Therapy, Psychodrama and Both

Research Objectives
1. To examine the degree of Anxiety and ADHD among MBA students, both before and after the intervention strategies.

2. To determine the significant differences in the degree of Anxiety and ADHD among Male MBA students, both before and after the interventions
(CBT).

3. To determine the significant differences in the degree of Anxiety and ADHD among Female MBA students, both before and after the
interventions (CBT).

4. To determine the significant differences in the degree of Anxiety and ADHD among Male MBA students, both before and after the interventions
(Psychodrama).

5. To determine the significant differences in the degree of Anxiety and ADHD among Female MBA students, both before and after the
interventions (Psychodrama).

6. To determine the significant differences in the degree of Anxiety and ADHD among Male MBA students, both before and after the interventions
(CBT and Psychodrama).

7. To determine the significant differences in the degree of Anxiety and ADHD among Female MBA students, both before and after the
interventions (CBT and Psychodrama).

8. To compare the level of Anxiety and ADHD before and after interventions (CBT, Psychodrama, CBT+ Psychodrama) among MBA students.
Methodology
Research problem: Anxiety and ADHD among MBA Students: A Comparative Study of
Different Intervention Techniques.

Research Design

Design: Pre and post design will be used

Method: Intervention method will be used.

Sample:

Adults: Persons with age between 20 – 30 years, Students of MBA Final yr.

Sample Size: 180 (Male=90, Female=90)

Purposive sampling technique will be used from government recognized colleges and
institutions of Delhi-NCR region.
 1. Current Diagnosis or Treatment for Severe Mental Health
Disorders
Methodology 2. Current Use of Psychotropic Medications
EXCLUSION CRITERIA
3. History of Substance Abuse or Dependence

4. Significant Cognitive Impairment

5. Pregnancy or Recent Childbirth

6. Participation in Similar Interventions

7. Inability to Commit to the Intervention Schedule

Tools
• The State-Trait Anxiety Inventory (STAI) is a standard self-report measure of anxiety that assesses both
temporary (state) and long-standing (trait) anxiety levels. It is appropriate for adolescents and adults both.

• For state anxiety, the STAI consists of 20 items that assess how the individual feels "right now."

• For trait anxiety, the STAI consists of 20 items that assess how the individual generally feels.

• All items are rated on a 4-point scale (e.g., from “Almost Never” to “Almost Always”). Higher scores indicate
greater anxiety.

Connors Adult ADHD Rating Scale (CAARS)

• Number of items: Self-report 66

• Age > 18 years

• Validity: Coefficient alphas ranged from .74 to .95

• Test-retest reliability from .85 to .92.

• Represents a reliable and cross-culturally valid measure of ADHD symptoms in adults

Thankyou