Evaluation of a non-diagnostic ‘Psychology of Emotions’ group intervention within a UK youth IAPT service: a mixed-methods approach

Abstract

Background:A novel CBT-based intervention, tailored for young people, was developed in response to concerns about traditional diagnostically based approaches. Psychology of Emotions workshops use a normative approach to emotional difficulty instead of a diagnostic framework.Aims:To evaluate the acceptability and efficacy of Psychology of Emotions workshops within an IAPT service for young people aged 16–25 years.Method:This was a mixed-methods study, evaluating routinely collected self-report measures of depression and anxiety, and qualitative feedback forms. The main outcomes were rates of attendance, change in symptom severity, and participant views of the intervention.Results:From January to September 2016, 595 young people were invited to attend the Psychology of Emotions workshops, of whom 350 (58.8%) attended at least one session. Young people who attended all six sessions (8.1%) experienced significant reductions in self-reported anxiety (d = .72) and depression (d = .58) and 35.5% were classified as recovered at completion. Those who attended at least two sessions (41.3%) reported smaller but significant improvements in anxiety (d = .42) and depression (d = .45); 22.0% were classified as recovered at the last session attended. Participants provided largely positive feedback about the intervention.Conclusion:Psychology of Emotions is a promising treatment option, delivered outside of a diagnostic framework, for young people with mild to moderate mental health difficulties seen within IAPT services. Better understanding reasons for non-attendance might enable the intervention to be made accessible to more young people.

Facilitators and barriers to “Positive Outcomes” from cognitive‐behavioral therapy, according to young people: A thematic synthesis

“…Loucas et al (2020) also used open‐ended questionnaires while Claus et al (2019) also used a focus group. Howells et al (2020) were the only researchers not to use SSIs, employing anonymous feedback forms instead. This method led to a low WoE B rating because it was unlikely to facilitate rich data collection and did not allow for reactive follow‐up questions (Barker et al, 2016).…”

“…Outside group CBT, a key format facilitator was appropriate pacing , “being given space to share information at their own pace” (Wilmots et al, 2019). A potential drawback to a slower pace was insufficient duration of therapy ; YP “wanted more time spent on… information or management techniques” (Howells et al, 2020) while “Families thought that a long process is required for change to occur, and therapy was not long enough for this” (Lundkvist‐Houndoumadi & Thastum, 2017). Several YP described effects of the physical environment , both as facilitators, “it was quite good doing it in school, ‘cause we're all comfortable with our surroundings” (McKeague et al, 2018), and barriers, “[the room was] really small and it felt cramped” (Clarke et al, 2017).…”