Barriers and enablers for young people, parents and therapists undertaking behavioural activation for depression: A qualitative evaluation within a randomised controlled trial.
Barriers and enablers for young people, parents and therapists undertaking behavioural activation for depression: A qualitative evaluation within a randomised controlled trial.
复制标题
年轻人、父母和治疗师对抑郁症进行行为激活的障碍和推动因素:随机对照试验中的定性评估。
DOI:
10.1111/papt.12452
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发表时间:
2023
期刊:
影响因子:
--
通讯作者:
Kitchen CEW
中科院分区:
文献类型:
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作者:
Kitchen CEW
BackgroundAdolescent depression is common, long‐lasting and debilitating. Behavioural Activation (BA) is a brief, evidence‐based therapy for depression in adults with promising outcomes for young people.ObjectivesWe sought to understand how young people, their parents and therapists experienced manualised BA for depression within Child and Adolescent Mental Health Services.DesignParticipants in a randomised controlled trial aged 12 to17 with depression, their parents and therapists were invited to a semi‐structured interview with a researcher to explore their experiences of receiving, supporting or delivering BA.MethodsSix young people, five parents and five therapists were interviewed. Verbatim interview transcripts were coded using thematic analysis.ResultsFactors that may optimise delivery of BA were: boosting the young person's motivation, tailoring parental input to the young person's needs/wishes and developing a positive collaboration between the young person and therapist. Engagement with treatment may be hindered by a mismatch between BA delivery and young person's preferences, concurrent mental health comorbidities that are not addressed within a wider care package, lack of parental support and therapist preconceptions against manualised therapy or BA.ConclusionsManualised BA for young people requires flexibility and adjustment to meet individual and family needs. Therapist preparation could dispel hindering preconceptions about the suitability and potential value of this brief and simple intervention for young people with complex needs and different learning styles.