In an unblinded trial, 70 individuals age 18-28 years were recruited online from a university community social media site and were randomized to receive either 2 weeks (up to 20 sessions) of self-help content derived from CBT principles in a conversational format with a text-based conversational agent (Woebot) (n=34) or were directed to the National Institute of Mental Health ebook, “Depression in College Students,” as an information-only control group (n=36).
All participants completed Web-based versions of the 9-item Patient Health Questionnaire (PHQ-9), the 7-item Generalized Anxiety Disorder scale (GAD-7), and the Positive and Negative Affect Scale at baseline and 2-3 weeks later (T2).
Adolescence is characterized by significant physiological, anatomical and psychological changes in boys and girls, who become vulnerable to psychiatric disorders.
Disorders such as anxiety and depression affect scholar performance and students might not be appropriately attended.
The Darwinian adaptive concept of stress refers to natural selection since evolved individuals have acquired effective strategies to adapt to the environment and to unavoidable changes.
Results from available published studies in academic journals are reviewed to discuss the importance to detect information about academic performance, which leads to discover in many cases the very commonly subdiagnosed psychiatric disorders in adolescents, that is, anxiety and depression.
With the reviewed evidence of how anxiety and depression in young adult students may alter their main activity in life (studying and academic performance), we discussed data in order to show a way in which professionals involved in schools could support students and stablish a routine of intervention in any case.