The association between program credibility, expectancy, and acceptability with baseline pathology and outcome for a body acceptance prevention program

Stinson, Emma J.; Perez, Marisol; Ohrt, Tara K.; Schell, Anna Von; Bruening, Amanda B.

doi:10.1002/jclp.22654

Cited by 6 publications

(5 citation statements)

References 47 publications

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“…This has been shown to bring about marked improvements in outcomes for very little added effort (Talbot, 2012). In summary, it seems like these nonspecific implementation factors could have important implications for the MT delivery, and may point toward differences in effectiveness and mechanisms (Stinson et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

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Teachers “finding peace in a frantic world”: An experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanisms.

Montero-Marín

Taylor

Crane

et al. 2021

Journal of Educational Psychology

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Mindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor what the key mechanisms of change are that contribute to enhanced teacher well-being. This study compared instructor-led and self-taught MT based on a book ( Williams & Penman, 2011 ) in a sample of secondary school teachers. We assessed expectancy, the degree to which participants believed the intervention was effective, their program engagement, well-being and psychological distress, and evaluated whether mindfulness and self-compassion skills acted as mediators of outcomes. In total, 206 teachers from 43 schools were randomized by school to an instructor-led or self-taught course—77% female, mean age 39 years ( SD = 9.0). Both MT formats showed similar rates of participant expectancy and engagement, but the instructor-led arm was perceived as more credible. Using linear mixed-effects models, we found the self-taught arm showed significant pre-post improvements in self-compassion and well-being, while the instructor-led arm showed such improvements in mindfulness, self-compassion, well-being, perceived stress, anxiety, depression, and burnout. Changes over time significantly differed between the groups in all these outcomes, favoring the instructor-led arm. The instructor-led arm, compared with the self-taught, indirectly improved teacher outcomes by enhancing mindfulness and self-compassion as mediating factors. Mindfulness practice frequency had indirect effects on teacher outcomes through mindfulness in both self-taught and instructor-led arms. Our results suggest both formats are considered reasonable, but the instructor-led is more effective than the self-taught. Trial registration: ISRCTN18013311.

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Section: Discussionmentioning

confidence: 99%

“…implications for the MT delivery, and may point toward differences in effectiveness and mechanisms (Stinson et al, 2018).…”

Section: Expectancy Credibility and Engagement With The Mtsmentioning

confidence: 99%

Teachers “finding peace in a frantic world”: An experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanisms.

Montero-Marín

Taylor

Crane

et al. 2021

Journal of Educational Psychology

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“…The credibility/expectancy questionnaire (CEQ) (Devilly & Borkovec, 2000) is one of the mostly used measures to assess the client's credibility and expectancy, which has shown results not only in reducing depressive, anxiety and general symptoms, but also in the increase of the therapeutic alliance in the psychotherapy (cf. Cohen, Beard, & Björgvinsson, 2015;Greenberg, Constantino, & Bruce, 2006;Newman & Fisher, 2010;Sochting, Tsai, & Ogrodniczuk, 2016;Stinson, Perez, Ohrt, Von Schell, & Bruening, 2018;Thompson-Hollands, Bentley, Gallagher, Boswell, & Barlow, 2014;Tompkins, Swift, Rousmaniere, & Whipple, 2017). It is a self-report questionnaire composed by 6 items clustered in two subscales: i) credibility; and ii) outcome expectation (Devilly & Borkovec, 2000).…”

mentioning

confidence: 99%

“…It is often related with the client's perception about the therapist's skills, measuring how much he/she believes in that therapeutic approach . The expectation refers to the improvement that the client believes will be achieved with the treatment (Devilly & Borkovec, 2000;Stinson et al, 2018). The expectation precedes any contact with the therapist and is related to the client's expectation of how much he/she will improve with that particular treatment taking into account his/her perceptions upon it before treatment starts .…”

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confidence: 99%

Portuguese validation of the credibility/expectancy questionnaire in routine practice

Silva

Barbosa

Salgado

et al. 2021

ResPsy

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This study aimed to validate and explore the psychometric properties of the credibility/expectancy questionnaire (CEQ) for the Portuguese population in the context of routine practice. The sample includes 87 clients from a university psychotherapy clinic. All clients completed self-report measures to assess credibility and expectation (CEQ), as well as measures of general mental health, depressive symptoms and therapeutic alliance in session 1 and session 2. The exploratory analysis revealed the existence of two factors in CEQ for the Portuguese population, factor 1 credibility and factor 2 expectation. The measure demonstrated good internal consistency, test-retest reliability and good adjustment in the confirmatory analysis. In terms of convergent validity, no significant correlation was found between credibility and expectation and the therapeutic alliance. The results corroborate the CEQ psychometric qualities for the Portuguese population, also showing its applicability in a context of routine practice.

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“…from studies delivering the 'Body Project' intervention to university-aged students (i.e., over 18 years) [40,46,[76][77][78], including several trials of the intervention delivered online ('eBody Project'), indicate that regardless of whether students enjoy the program, CD can be highly effective at reducing ED symptomatology, including body dissatisfaction and thin-ideal internalisation. This indicates its potential benefit as a prevention program delivered to a wide range of schools and universities [79]. Observed effects of the 'eBody Project' intervention also include prevention of weight gain in participants and reduction in ED symptoms [40].…”

Section: Online Cognitive Dissonance-based Programs Resultsmentioning

confidence: 97%

Prevention and early intervention in eating disorders: findings from a rapid review

Le¹,

Aouad²,

Barakat³

et al. 2023

J Eat Disord

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Background Eating disorders (EDs) are complex psychological disorders, with low rates of detection and early intervention. They can lead to significant mental and physical health complications, especially if intervention is delayed. Given high rates of morbidity and mortality, low treatment uptake, and significant rates of relapse, it is important to examine prevention, early intervention, and early recognition initiatives. The aim of this review is to identify and evaluate literature on preventative and early intervention programs in EDs. Methods This paper is one of a series of Rapid Reviews, designed to inform the Australian National Eating Disorders Research and Translation Strategy 2021–2031, funded, and released by the Australian Government. To provide a current and rigorous review, peer-reviewed articles between 2009 and 2021 published in English were searched across three databases: ScienceDirect, PubMed and Ovid/Medline. Priority was given to high-level evidence including meta-analyses, systematic reviews, Randomised Control Trials, and large population studies. Findings from selected studies pertaining to prevention and early intervention in EDs were evaluated and are presented in this review. Results In total, 130 studies were identified in the current review, 72% relating to prevention and 28% to early intervention. Most programs were theory-driven and targeted one or more ED risk factors such as thin-ideal internalisation and/or body dissatisfaction. There is reasonable evidence to support prevention programs reducing risk factors, particularly as part of school or university-based programs, with established feasibility and relatively high acceptance among students. There is increasing evidence around the use of technology (to increase dissemination potential) and for use of mindfulness approaches (targeting emotional resilience). Few longitudinal studies assessing incident cases following participation in a prevention program exist. Conclusions Although several prevention and early intervention programs have been shown to significantly reduce risk factors, promote symptom recognition, and encourage help-seeking behaviour, most of these studies have been conducted in older adolescent and university aged students, past the age of peak ED onset. One of the most targeted risk factors, body dissatisfaction, is found in girls as young as 6 years old, indicating a need for further research implementing prevention initiatives at younger ages. Follow-up research is limited; thus, the long-term efficacy and effectiveness of studied programs is unknown. Greater attention should be paid to the implementation of prevention and early intervention programs in identified high-risk cohorts or diverse groups, where a more targeted approach may be necessary.

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The association between program credibility, expectancy, and acceptability with baseline pathology and outcome for a body acceptance prevention program

Abstract: The Body Project is effective at reducing disordered eating regardless of whether participants liked the program or not.

Cited by 6 publications

References 47 publications

Teachers “finding peace in a frantic world”: An experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanisms.

Teachers “finding peace in a frantic world”: An experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanisms.

Portuguese validation of the credibility/expectancy questionnaire in routine practice

Prevention and early intervention in eating disorders: findings from a rapid review

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