Lessons Learned: Providing Supportive Accountability in an Online Anxiety Intervention.
Lessons Learned: Providing Supportive Accountability in an Online Anxiety Intervention.
复制标题
DOI：
10.1016/j.beth.2021.12.002
复制
发表时间：
2022-05
期刊：
影响因子：
3.7
通讯作者：
Teachman, Bethany A
中科院分区：
文献类型：
--
作者：
Werntz, Alexandra;Silverman, Alexandra L;Behan, Henry;Patel, Suraj K;Beltzer, Miranda;Boukhechba, Mehdi O;Barnes, Laura;Teachman, Bethany A
技术提供的干预措施有可能帮助解决精神卫生保健的治疗差距，但受到高损耗的困扰。增加辅导，或与非专业提供者的最小接触，可以鼓励参与并减少辍学，同时保持可扩展性。教练已经在各种心理健康状况的干预措施中进行了研究，但尚未对焦虑样本进行测试。本研究描述了一个低强度的教练协议管理的发展和反应N = 282焦虑的成年人确定为高风险退出基于网络的认知偏差修改解释干预。本科生研究助理被培训为教练，并通过电话和同步短信与参与者沟通。大约一半的样本从来没有回应教练的尝试，安排一个初步的电话或没有回答电话，但约30%的完成了与他们的教练的全面干预。一些焦虑的成年人可能会选择技术提供的干预措施，特别是因为他们缺乏人际接触，并且可能害怕在电话中与陌生人交谈;未来的建议包括采取更密集的以用户为中心的设计方法来创建和实施辅导协议，允许辅导支持是可选的，并为用户提供有关干预如何以及为什么有效的更多信息。
Technology-delivered interventions have the potential to help address the treatment gap in mental health care but are plagued by high attrition. Adding coaching, or minimal contact with a nonspecialist provider, may encourage engagement and decrease dropout, while remaining scalable. Coaching has been studied in interventions for various mental health conditions but has not yet been tested with anxious samples. This study describes the development of and reactions to a low-intensity coaching protocol administered to N = 282 anxious adults identified as high risk to drop out of a web-based cognitive bias modification for interpretation intervention. Undergraduate research assistants were trained as coaches and communicated with participants via phone calls and synchronous text messaging. About half of the sample never responded to coaches’ attempts to schedule an initial phone call or did not answer the call, though about 30% completed the full intervention with their coach. Some anxious adults may choose technology-delivered interventions specifically for their lack of human contact and may fear talking to strangers on the phone; future recommendations include taking a more intensive user-centered design approach to creating and implementing a coaching protocol, allowing coaching support to be optional, and providing users with more information about how and why the intervention works.