The development and beta-test of a computer-therapy program for anxiety and depression: hurdles and lessons

Proudfoot, Judy; Swain, Sharon; Widmer, S.; Watkins, Ed; Goldberg, David; Marks, Isaac; Mann, Anthony; Gray, Jeffrey A.

doi:10.1016/s0747-5632(02)00062-6

Cited by 76 publications

(82 citation statements)

References 17 publications

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“…In the present situation, teachers and school staff can collaborate with research and other development specialists to specify software features and to insure the validity of the innovation and transformation processes (cf. Crosier, Cobb, & Wilson, 2002;Kensing, Simonsen, & Bedker, 1998;Proudfoot et al, 2003). Wilson (1999) stated that use-oriented strategies can "(...) increase the likelihood of successful implementation because they take the end use into account at the beginning design stages" (p. 13).…”

Section: Multilevel Hypothesismentioning

confidence: 99%

Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education

Mooij

2007

Computers in Human Behavior

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Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an interactional co-constructive process at various levels is considered. The diagnostic, instructional, management, and system aspects of the learning process can be stimulated and maximized. Second, differentiation of learning procedures and materials, design of integrating ICT support, and improvement of development and learning progress are reconunended as contextual conditions to optimize the learning process. The combination of the learning aspects with these contextual conditions provides theoretical guidelines for the transition from a nondifferentiating system of education to a differentiating, ICT-based system of instructional management for all students. Information is given about the realization of two of the differentiation guidelines and all ICT design guidelines. The first products were used in kindergarten, to start the improvement of educational practice. This occurred in co-development with kindergarten teachers of three Dutch kindergartens. Information is given about the process and outcomes of this first transformation step in practice. Finally, next co-development steps are discussed.

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Section: Multilevel Hypothesismentioning

confidence: 99%

Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education

Mooij

2007

Computers in Human Behavior

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“…It does not come as a surprise, then, that in recent years, several programs have been developed specifically for use in cognitive or cognitive-behavioral therapy (Gruber, Moran, Roth, & Taylor, 2001;Newman, 1999;Proudfoot et al, 2003;Selmi, Klein, Greist, Johnson, & Harris, 1982;Selmi et al, 1990;White, Jones, & McGarry, 2000;Wright et al, 2002). Cognitive restructuring techniques have been successfully implemented in some of these systems.…”

Section: Cognitive Therapy Applicationsmentioning

confidence: 99%

Automatic classification of dysfunctional thoughts: A feasibility test

Wiemer-Hastings

Janit

Hastings

et al. 2004

Behavior Research Methods, Instruments, & Computers

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The identification of dysfunctional thoughts is a central effort in cognitive therapy. This paper describes the first version of a computer module that classifies dysfunctional thoughts automatically. It is part of COGNO, a system we are developing to give automatic feedback on dysfunctional thoughts. The system uses rules that were developed from language markers identified in a sample of 149 dysfunctional thoughts. The system was tested with an independent set of 112 example thoughts. The system detects the majority of dysfunctional thoughts, but works reliably only for some thought categories. Automatic thought classification may be a first step toward developing natural dialogue systems in cognitive therapy.

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“…Five studies included fewer than 30 patients. 49,54,56,58,61 Seven studies had between 30 and 80 patients, 50,52,57,60,[62][63][64] and four studies had more than 80 patients. 51,53,55,59 Four authors mentioned the use of power calculations being used to determine sample size 52,53,55,59 but only two studies were adequately powered.…”

mentioning

confidence: 99%

“…49,52,58,60,62,63 Study site, follow-up and inclusion/ exclusion criteria Appendix 3 describes the study site, follow-up and inclusion/exclusion criteria of the 11 RCTs and the five non-RCTs (Tables 26 and 27). Study site and setting: Three studies took place in Australia, 54,56,62 nine in the UK, [50][51][52][53]55,58,59,61,63 and three in the USA. 49,60,64 One study was a multicentre trial with centres in the UK and the USA.…”

mentioning

confidence: 99%

“…54 Eight studies took place in outpatient psychiatric units, either hospital-or universitybased. [50][51][52]55,56,58,62,63 One study was based entirely All studies reported the number of patients lost to follow-up although five studies gave no information as to the reasons for loss to follow-up. [51][52][53]56,64 The most common reason for loss to follow-up was that patients did not attend sessions or had moved from the area.…”

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confidence: 99%

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A systematic review and economic evaluation of computerised cognitive behaviour therapy for depression and anxiety

Kaltenthaler¹,

Shackley²,

Stevens³

et al. 2002

Health Technol Assess

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Non-UK purchasers will have to pay a small fee for post and packing. For European countries the cost is £2 per monograph and for the rest of the world £3 per monograph.You can order HTA monographs from our Despatch Agents:-fax (with credit card or official purchase order) -post (with credit card or official purchase order or cheque) -phone during office hours (credit card only).Additionally the HTA website allows you either to pay securely by credit card or to print out your order and then post or fax it. NHS libraries can subscribe free of charge. Public libraries can subscribe at a very reduced cost of £100 for each volume (normally comprising 30-40 titles). The commercial subscription rate is £300 per volume. Please see our website for details. Subscriptions can only be purchased for the current or forthcoming volume. Contact details are as follows: Payment methods Paying by chequeIf you pay by cheque, the cheque must be in pounds sterling, made payable to Direct Mail Works Ltd and drawn on a bank with a UK address. Paying by credit cardThe following cards are accepted by phone, fax, post or via the website ordering pages: Delta, Eurocard, Mastercard, Solo, Switch and Visa. We advise against sending credit card details in a plain email. Paying by official purchase orderYou can post or fax these, but they must be from public bodies (i.e. NHS or universities) within the UK.We cannot at present accept purchase orders from commercial companies or from outside the UK. How do I get a copy of HTA on CD?Please use the form on the HTA website (www.hta.ac.uk/htacd.htm). Or contact Direct Mail Works (see contact details above) by email, post, fax or phone. HTA on CD is currently free of charge worldwide.The website also provides information about the HTA Programme and lists the membership of the various committees. HTAA systematic review and economic evaluation of computerised cognitive behaviour therapy for depression and anxiety This report should be referenced as follows:Kaltenthaler E, Shackley P, Stevens K, Beverley C, Parry G, Chilcott J. A systematic review and economic evaluation of computerised cognitive behaviour therapy for depression and anxiety. Health Technol Assess 2002;6(22).Health Technology Assessment is indexed in Index Medicus/MEDLINE and Excerpta Medica/ EMBASE. Copies of the Executive Summaries are available from the NCCHTA website (see opposite). NHS R&D HTA ProgrammeT he NHS R&D Health Technology Assessment (HTA) Programme was set up in 1993 to ensure that high-quality research information on the costs, effectiveness and broader impact of health technologies is produced in the most efficient way for those who use, manage and provide care in the NHS.The research reported in this monograph was commissioned by the HTA Programme on behalf of the National Institute for Clinical Excellence (NICE). Technology assessment reports are completed in a limited time to inform the appraisal and guidance development processes managed by NICE. The review brings together evidence on key aspects of the use of the t...

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The development and beta-test of a computer-therapy program for anxiety and depression: hurdles and lessons

Cited by 76 publications

References 17 publications

Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education

Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education

Automatic classification of dysfunctional thoughts: A feasibility test

A systematic review and economic evaluation of computerised cognitive behaviour therapy for depression and anxiety

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