Examining How CBT Interventions for Anxious Youth Are Delivered Across Settings.
Examining How CBT Interventions for Anxious Youth Are Delivered Across Settings.
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DOI：
10.1016/j.beth.2019.11.008
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发表时间：
2020-11
期刊：
影响因子：
3.7
通讯作者：
Weisz JR
中科院分区：
文献类型：
--
作者：
Cox JR;McLeod BD;Jensen-Doss A;Srivastava V;Southam-Gerow MA;Kendall PC;Weisz JR
大多数评估治疗完整性的努力--治疗按预期进行的程度--都有混淆的内容（即，治疗干预）和递送（即，用于传达内容的策略，例如建模）。然而，分开衡量内容和交付可能有价值。本研究探讨了在研究和社区环境中实施相同的循证治疗时，青少年焦虑的个体认知行为疗法（ICBT）的交付策略的数量（多少）和质量（如何）是否会发生变化。治疗师（N = 29; 69.0%白色; 13.8%男性）为68名在研究或社区环境中诊断为主要焦虑症的青年（M年龄= 10.60岁，SD = 2.03; 82.4%白色; 52.9%男性）提供ICBT。治疗师的培训和监督协议在不同环境中具有可比性。两个由训练有素的编码员组成的独立小组使用旨在评估ICBT方法中干预措施交付数量和质量的观察工具对744次会议进行了评级。总体而言，在社区环境中，信通技术方法中提供的干预措施的数量和质量都明显较低。在治疗过程中，系统地使用说教式教学、协作式教学和排练的程度各不相同。一般来说，在不同环境之间观察到的交付数量和质量的差异，在模型中包括不同环境之间的青年特征的差异时保持不变。我们的研究结果表明，测量治疗师如何提供治疗与内容分开的潜在相关性。
Most efforts to assess treatment integrity—the degree to which a treatment is delivered as intended—have conflated content (i.e., therapeutic interventions) and delivery (i.e., strategies for conveying the content, such as modeling). However, there may be value in measuring content and delivery separately. This study examined whether the quantity (how much) and quality (how well) of delivery strategies for individual cognitive behavioral therapy (ICBT) for youth anxiety varied when the same evidence-based treatment was implemented in research and community settings. Therapists (N = 29; 69.0% white; 13.8% male) provided ICBT to 68 youths (M age = 10.60 years, SD = 2.03; 82.4% white; 52.9% male) diagnosed with a principal anxiety disorder in research or community settings. Training and supervision protocols for therapists were comparable across settings. Two independent teams of trained coders rated 744 sessions using observational instruments designed to assess the quantity and quality of delivery of interventions found in ICBT approaches. Overall, both the quantity and quality of delivery of interventions found in ICBT approaches were significantly lower in the community settings. The extent to which didactic teaching, collaborative teaching, and rehearsal were used systematically varied over the course of treatment. In general, differences in the quantity and quality of delivery observed between settings held when differences in youth characteristics between settings were included in the model. Our findings suggest the potential relevance of measuring how therapists deliver treatment separate from the content.
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影响因子：
5.9
作者：
Chu, BC;Kendall, PC
通讯作者：
Kendall, PC
影响因子：
5.9
作者：
Kendall, PC;FlannerySchroeder, E;Warman, M
通讯作者：
Warman, M
DOI：
10.1007/s10488-010-0328-6
发表时间：
2011-09-01
影响因子：
2.6
作者：
Ehrenreich-May, Jill;Southam-Gerow, Michael A.;Weisz, John R.
通讯作者：
Weisz, John R.
影响因子：
4.1
作者：
Becker, CB;Zayfert, C;Anderson, E
通讯作者：
Anderson, E
开发统一的方案，用于治疗青年情绪障碍。
影响因子：
0.5
作者：
Ehrenreich JT;Goldstein CM;Wright LR;Barlow DH
通讯作者：
Barlow DH