Feasibility randomized controlled trial of a one-day CBT workshop (‘DISCOVER’) for 15- to 18-year-olds with anxiety and/or depression in clinic settings

Loucas, Christina E.; Sclare, Irene; Ståhl, Daniel; Michelson, Daniel

doi:10.1017/s1352465819000286

Cited by 6 publications

(20 citation statements)

References 50 publications

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“…After initial title-abstract screening, 473 records underwent full-text review. Although 228 records met criteria, some reported duplicate data for the same sample and intervention, further reducing to 209 studies included in the review [ 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , …”

Section: Resultsmentioning

confidence: 99%

What Works to Improve Wellbeing? A Rapid Systematic Review of 223 Interventions Evaluated with the Warwick-Edinburgh Mental Well-Being Scales

Blodgett

Birch

Musella³

et al. 2022

IJERPH

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Introduction: The Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) is a commonly used scale of mental wellbeing focusing entirely on the positive aspect of mental health. It has been widely used in a broad range of clinical and research settings, including to evaluate if interventions, programmes or pilots improve wellbeing. We aimed to systematically review all interventions that used WEMWBS and evaluate which interventions are the most effective at improving wellbeing. Methods: Eligible populations included children and adults, with no health or age restrictions. Any intervention study was eligible if the wellbeing outcome was measured using the 7 or 14-item WEMWBS scale assessed both pre- and post-intervention. We identified eligible intervention studies using three approaches: a database search (Medline, EMBASE, CINAHL, PyschInfo and Web of Science from January 2007 to present), grey literature search, and by issuing a call for evidence. Narrative synthesis and random-effects meta-analysis of standardised mean differences in the intervention group were used to summarise intervention effects on WEMWBS score. Results: We identified 223 interventions across 209 studies, with a total of 53,834 participants across all studies. Five main themes of interventions were synthesised: psychological (n = 80); social (n = 54); arts, culture and environment (n = 29); physical health promotion (n = 18); and other (n = 28). Psychological interventions based on resilience, wellbeing or self-management techniques had the strongest effect on wellbeing. A broad range of other interventions were effective at improving mental wellbeing, including other psychological interventions such as cognitive behavioural therapy, psychoeducation and mindfulness. Medium to strong effects were also seen for person-centred support/advice (social), arts-based, parenting (social) and social prescribing interventions. However, a major limitation of the evidence was that only 75 (36%) of studies included a control group. Conclusions: WEMWBS has been widely used to assess wellbeing across a diverse range of interventions, settings and samples. Despite substantial heterogeneity in individual intervention design, delivery and groups targeted, results indicate that a broad range of intervention types can successfully improve wellbeing. Methodological changes, such as greater use of control groups in intervention evaluation, can help future researchers and policy makers further understand what works for mental wellbeing.

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Section: Resultsmentioning

confidence: 99%

What Works to Improve Wellbeing? A Rapid Systematic Review of 223 Interventions Evaluated with the Warwick-Edinburgh Mental Well-Being Scales

Blodgett

Birch

Musella³

et al. 2022

IJERPH

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“…Within-intervention-group reductions emerged on anxiety symptoms (Cohen’s d = 1.2–1.4), preceded and mediated by changes in cognitive reappraisal and decentring, a cognitive skill, inversely correlated with negative self-referential processing. Finally, a one-day group-based CBT package was delivered to 24 young people with clinical anxiety/depression [ 85 ]. Of 8 workshop topics, one corresponded to CR and one to AF (within mindfulness).…”

Section: Resultsmentioning

confidence: 99%

“…A handful of studies investigated individual differences in attention control [ 10 ] or purposeful engagement [ 64 ] but these findings require replication. Rather than personally tailoring interventions, an alternative approach is to develop an universal “toolkit” for young people; this could open up the possibility of having multiple techniques to choose from, which young people find appealing [ 85 ]. Consistent with this, and the combined cognitive bias hypothesis [ 5 , 6 ], targeting several biases in interventions could yield benefits “greater than the sum of their parts”.…”

Section: Conclusion and Next Stepsmentioning

confidence: 99%

Promoting helpful attention and interpretation patterns to reduce anxiety and depression in young people: weaving scientific data with young peoples’ lived experiences

et al. 2021

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Background Anxiety and depression are common, disabling and frequently start in youth, underscoring the need for effective, accessible early interventions. Empirical data and consultations with lived experience youth representatives suggest that maladaptive cognitive patterns contribute to and maintain anxiety and depression in daily life. Promoting adaptive cognitive patterns could therefore reflect “active ingredients” in the treatment and/or prevention of youth anxiety and depression. Here, we described and compared different therapeutic techniques that equipped young people with a more flexible capacity to use attention and/or promoted a tendency to positive/benign (over threatening/negative) interpretations of uncertain situations. Methods We searched electronic databases (PubMed, PsycINFO, EMBASE, and PsycARTICLES) for studies containing words relating to: intervention; youth; anxiety and/or depression and attention and/or interpretation, and selected studies which sought to reduce self-reported anxiety/depression in youth by explicitly altering attention and/or interpretation patterns. Ten young people with lived experiences of anxiety and depression and from diverse backgrounds were consulted on the relevance of these strategies in managing emotions in their daily lives and also whether there were additional strategies that could be targeted to promote adaptive thinking styles. Results Two sets of techniques, each targeting different levels of responding with different strengths and weaknesses were identified. Cognitive bias modification training (CBM) tasks were largely able to alter attention and interpretation biases but the effects of training on clinical symptoms was more mixed. In contrast, guided instructions that teach young people to regulate their attention or to evaluate alternative explanations of personally-salient events, reduced symptoms but there was little experimental data establishing the intervention mechanism. Lived experience representatives suggested that strategies such as deliberately recalling positive past experiences or positive aspects of oneself to counteract negative thinking. Discussion CBM techniques target clear hypothesised mechanisms but require further co-design with young people to make them more engaging and augment their clinical effects. Guided instructions benefit from being embedded in clinical interventions, but lack empirical data to support their intervention mechanism, underscoring the need for more experimental work. Feedback from young people suggest that combining complimentary techniques within multi-pronged “toolboxes” to develop resilient thinking patterns in youth is empowering.

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“…A handful of studies investigated individual differences in attention control (10) or purposeful engagement (64) but these ndings require replication. Rather than personally tailoring interventions, an alternative approach is to develop an universal "toolkit" for young people; this could open up the possibility of having multiple techniques to choose from, which young people nd appealing (85).…”

Section: Conclusion and Next Stepsmentioning

confidence: 99%

“…O'Toole and colleagues (84) applied Emotion Regulation Therapy to young people with generalised anxiety disorder, cultivating AF (shifting and sustaining attention on a di cult experience) and CR abilities.Within-intervention-group reductions emerged on anxiety symptoms (Cohen's d = 1.2-1.4), preceded and mediated by changes in cognitive reappraisal and decentring, a cognitive skill, inversely correlated with negative self-referential processing. Finally, a one-day group-based CBT package was delivered to 24 young people with clinical anxiety/depression(85). Of 8 workshop topics, one corresponded to CR and one to AF (within mindfulness).…”

mentioning

confidence: 99%

Promoting helpful attention and interpretation patterns to reduce anxiety and depression in young people: Weaving scientific data with young peoples’ lived experiences

Lau

Watkins-Muleba

Lee

et al. 2021

Preprint

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BACKGROUND: Anxiety and depression are common, disabling and frequently start in youth, underscoring the need for effective, accessible early interventions. Promoting adaptive cognitive patterns could reflect “active ingredients” in the treatment and/or prevention of youth anxiety and depression. Here, we described and compared different therapeutic techniques that equipped young people with a more flexible capacity to use attention and/or promoted a tendency to positive/benign (over threatening/negative) interpretations of uncertain situations. We also consulted young people with lived experiences on how effective these strategies are used in daily life and their views on whether additional techniques could be used to promote resilient cognitive patterns.METHODS: We searched electronic databases (PubMed, PsycINFO, EMBASE, and PsycARTICLES) for studies containing words relating to: intervention; youth; anxiety and/or depression and attention and/or interpretation, and selected studies which sought to reduce self-reported anxiety/depression in youth by explicitly altering attention and/or interpretation patterns. Ten young people with lived experiences of anxiety and depression and from diverse backgrounds were invited to give their views on our findings.RESULTS: Two sets of techniques, each targeting different levels of responding with different strengths and weaknesses were identified. Cognitive bias modification training (CBM) tasks were largely able to alter attention and interpretation biases but the effects of training on clinical symptoms was more mixed. In contrast, guided instructions that teach young people to regulate their attention or to evaluate alternative explanations of personally-salient events, reduced symptoms but there was little experimental data establishing the intervention mechanism. Young people reported on additional strategies that could be targeted to promote adaptive cognitive patterns. DISCUSSION: CBM techniques target clear hypothesised mechanisms but require further co-design with young people to make them more engaging and augment their clinical effects. Guided instructions benefit from being embedded in clinical interventions, but lack empirical data to support their intervention mechanism, underscoring the need for more experimental work. Young peoples’ feedback suggest that combining complimentary techniques within multi-pronged “toolboxes” to develop resilient thinking patterns in youth is empowering.

show abstract

Feasibility randomized controlled trial of a one-day CBT workshop (‘DISCOVER’) for 15- to 18-year-olds with anxiety and/or depression in clinic settings

Cited by 6 publications

References 50 publications

What Works to Improve Wellbeing? A Rapid Systematic Review of 223 Interventions Evaluated with the Warwick-Edinburgh Mental Well-Being Scales

What Works to Improve Wellbeing? A Rapid Systematic Review of 223 Interventions Evaluated with the Warwick-Edinburgh Mental Well-Being Scales

Promoting helpful attention and interpretation patterns to reduce anxiety and depression in young people: weaving scientific data with young peoples’ lived experiences

Promoting helpful attention and interpretation patterns to reduce anxiety and depression in young people: Weaving scientific data with young peoples’ lived experiences

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