Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-25T02:40:43.908Z Has data issue: false hasContentIssue false
  • English
  • Français

Transdiagnostic internet-delivered therapy among post-secondary students: exploring student use and preferences for booster lessons post-treatment

Published online by Cambridge University Press:  22 June 2022

T. Patterson ,
V. Peynenburg  and
H.D. Hadjistavropoulos
T. Patterson
Affiliation:
Department of Psychology, University of Regina, 3737 Wascana Parkway, Regina, SK, Canada, S4S 0A2
V. Peynenburg
Affiliation:
Department of Psychology, University of Regina, 3737 Wascana Parkway, Regina, SK, Canada, S4S 0A2
H.D. Hadjistavropoulos*
Affiliation:
Department of Psychology, University of Regina, 3737 Wascana Parkway, Regina, SK, Canada, S4S 0A2
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Internet-delivered cognitive behaviour therapy (ICBT) is effective for treating anxiety and depression among post-secondary students, although outcomes are modest. Booster lessons have been proposed for maintaining and improving outcomes but have not been investigated following ICBT for students. This study used a mixed-methods approach to examine student (N = 146) use of a self-guided booster lesson offered 1 month after a 5-week ICBT course, whereby the booster lesson provided a review of ICBT skills and suggestions for maintaining motivation and problem solving. A survey about the booster was administered shortly after the booster to understand student preferences for the booster lessons, reasons for completing/not completing the booster, and satisfaction with the booster. Approximately one-third of students (n = 47) utilized the booster lesson. Completing a greater number of lessons during the main ICBT course was associated with uptake of the booster. The booster survey was completed by 20 of the 47 (∼43%) students who completed the booster lesson and 42 of the 99 who did not (∼42%). Students varied in perceptions of the ideal timing of the booster (1–2 weeks to 3–6 months) and approximately 60% expressed preference for completing the booster independently. Among non-completers of the booster, academic-related time constraints were the primary barrier to booster completion. Among those who completed the booster, the booster lesson was perceived as worthwhile, satisfaction was high, and the length was perceived as appropriate. Future research should examine if flexible delivery of booster lessons in terms of timelines and therapist support would increase booster uptake.

Key learning aims

As a result of reading this paper, readers should:

  1. (1) Understand the uptake of a self-guided booster lesson in internet-delivered cognitive behaviour therapy (ICBT) among post-secondary students.

  2. (2) Understand students’ preferences for the content, timing, and therapist support for booster lessons.

  3. (3) Understand the need for alternative delivery methods of booster lessons to reach students who might benefit the most from a booster.

Keywords

anxietyboosterdepressioninternet-delivered cognitive behaviour therapypost-secondarytransdiagnostic
Type
Original Research
Information
the Cognitive Behaviour Therapist , Volume 15 , 2022 , e31
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of the British Association for Behavioural and Cognitive Psychotherapies

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Further reading

Andersson, E., Steneby, S., Karlsson, K., Ljótsson, B., Hedman, E., Enander, J., Kaldo, V., Andersson, G., Lindefors, N., & Rück, C. (2014). Long-term efficacy of internet-based cognitive behavior therapy for obsessive–compulsive disorder with or without booster: a randomized controlled trial. Psychological Medicine, 44, 2877–2887. https://doi.org/10.1017/S0033291714000543 CrossRefGoogle ScholarPubMed
Dear, B. F., Johnson, B., Singh, A., Wilkes, B., Brkic, T., Gupta, R., Jones, M. P., Bailey, S., Dudeney, J., Gandy, M., Fogliati, R., & Titov, N. (2019). Examining an internet-delivered intervention for anxiety and depression when delivered as a part of routine care for university students: a phase IV trial. Journal of Affective Disorders, 256, 567–577. https://doi.org/10.1016/j.jad.2019.06.044 CrossRefGoogle ScholarPubMed
Whisman, M. A. (1990). The efficacy of booster maintenance sessions in behavior therapy: review and methodological critique. Clinical Psychology Review, 10, 155–170. https://doi.org/10.1016/0272-7358(90)90055-f CrossRefGoogle Scholar

References

Andersson, E., Steneby, S., Karlsson, K., Ljótsson, B., Hedman, E., Enander, J., Kaldo, V., Andersson, G., Lindefors, N., & Rück, C. (2014). Long-term efficacy of internet-based cognitive behavior therapy for obsessive–compulsive disorder with or without booster: a randomized controlled trial. Psychological Medicine, 44, 2877–2887. https://doi.org/10.1017/S0033291714000543 CrossRefGoogle ScholarPubMed
Andersson, G., Carlbring, P., Titov, N., & Lindefors, N. (2019). Internet interventions for adults with anxiety and mood disorders: a narrative umbrella review of recent meta-analyses. Canadian Journal of Psychiatry, 64, 465–470. https://doi.org/10.1177/0706743719839381 CrossRefGoogle ScholarPubMed
Auerbach, R. P., Mortier, P., Bruffaerts, R., Alonso, J., Benjet, C., Cuijpers, P., Demyttenaere, K., Ebert, D. D., Green, J. G., Hasking, P., Murray, E., Nock, M. K., Pinder-Amaker, S., Sampson, N. A., Stein, D. J., Vilagut, G., Zaslavsky, A. M., Kessler, R. C., & WHO WMH-ICS Collaborators (2018). WHO World Mental Health Surveys International College Student Project: prevalence and distribution of mental disorders. Journal of Abnormal Psychology, 12, 623–638. https://doi.org/10.1037/abn0000362 CrossRefGoogle Scholar
Baker, A. L., & Wilson, P. H. (1985). Cognitive-behavior therapy for depression: the effects of booster sessions on relapse. Behavior Therapy, 16, 335–344. https://doi.org/10.1016/S0005-7894(85)80001-0 CrossRefGoogle Scholar
Boddy, C. R. (2016). Sample size for qualitative research. Qualitative Market Research, 19, 426–432. https://doi.org/10.1108/QMR-06-2016-0053 CrossRefGoogle Scholar
Bruffaerts, R., Mortier, P., Auerbach, R. P., Alonso, J., Hermosillo De la Torre, A. E., Cuijpers, P., Demyttenaere, K., Ebert, D. D., Green, J. G., Hasking, P., Stein, D. J., Ennis, E., Nock, M. K., Pinder-Amaker, S., Sampson, N. A., Vilagut, G., Zaslavsky, A. M., & Kessler, R. C. (2019). Lifetime and 12-month treatment for mental disorders and suicidal thoughts and behaviors among first year college students. International Journal of Methods in Psychiatric Research, 28, 1–15.10.1002/mpr.1764CrossRefGoogle ScholarPubMed
Carlbring, P., Andersson, G., Cuijpers, P., Riper, H., & Hedman-Lagerlof, E. (2018). Internet-based vs. face-to-face cognitive behavior therapy for psychiatric and somatic disorders: an updated systematic review and meta-analysis. Cognitive Behaviour Therapy, 47, 1–18. https://doi.org/10.1080/16506073.2017.1401115 CrossRefGoogle ScholarPubMed
Creswell, J. W. (2007). In Plano Clark, V. L. (ed), Designing and Conducting Mixed Methods Research. Thousand Oaks, CA, USA: Sage Publications.Google Scholar
Dear, B. F., Johnson, B., Singh, A., Wilkes, B., Brkic, T., Gupta, R., Jones, M. P., Bailey, S., Dudeney, J., Gandy, M., Fogliati, R., & Titov, N. (2019). Examining an internet-delivered intervention for anxiety and depression when delivered as a part of routine care for university students: a phase IV trial. Journal of Affective Disorders, 256, 567–577. https://doi.org/10.1016/j.jad.2019.06.044 CrossRefGoogle ScholarPubMed
Ding, W., Lehrer, S. F., Rosenquist, J. N., & Audrain-McGovern, J. (2009). The impact of poor health on academic performance: new evidence using genetic markers. Journal of Health Economics, 28, 578–597. https://doi.org/10.1016/j.jhealeco.2008.11.006 CrossRefGoogle ScholarPubMed
Ebert, D. D., Mortier, P., Kaehlke, F., Bruffaerts, R., Baumeister, H., Auerbach, R. P., Alonso, J., Vilagut, G., Martínez, K. U., Lochner, C., Cuijpers, P., Kuechler, A., Green, J., Hasking, P., Lapsley, C., Sampson, N. A., & Kessler, R. C. (2019). Barriers of mental health treatment utilization among first-year college students: first cross-national results from the WHO world mental health international college student initiative. International Journal of Methods in Psychiatric Research, 28, e1782. https://doi.org/10.1002/mpr.1782 CrossRefGoogle ScholarPubMed
Etzelmueller, A., Vis, C., Karyotaki, E., Baumeister, H., Titov, N., Berking, M., Cuijpers, P., Riper, H., & Ebert, D. D. (2020). Effects of internet-based cognitive behavioral therapy in routine care for adults in treatment for depression and anxiety: systematic review and meta-analysis. Journal of Medical Internet Research, 22, e18100. https:/doi.org/10.2196/18100 CrossRefGoogle ScholarPubMed
Gearing, R. E., Schwalbe, C. S. J., Lee, R., & Hoagwood, K. E. (2013). The effectiveness of booster sessions in CBT treatment for child and adolescent mood and anxiety disorders. Depression and Anxiety, 30, 800–808. https://doi.org/10.1002/da.22118 CrossRefGoogle ScholarPubMed
Goldman-Mellor, S. J., Caspi, A., Harrington, H., Hogan, S., Nada-Raja, S., Poulton, R, & Moffitt, T. E. (2014). Suicide attempt in young people: a signal for long-term health care and social needs. JAMA Psychiatry, 71, 119–127. https://doi.org/10.1001/jamapsychiatry.2013.2803 CrossRefGoogle ScholarPubMed
Harrer, M., Adam, S. H., Baumeister, H., Cuijpers, P., Karyotaki, E., Auerbach, R. P., Kessler, R. C., Bruffaerts, R., Berking, M., & Ebert, D. D. (2019). Internet interventions for mental health in university students: a systematic review and meta-analysis. International Journal of Methods in Psychiatric Research, 28, e1759. https://doi.org/10.1002/mpr.1759 CrossRefGoogle ScholarPubMed
Hsieh, H., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277–1288. https://doi.org/10.1177/1049732305276687 CrossRefGoogle ScholarPubMed
Ishii, T., Tachikawa, H., Shiratori, Y., Hori, T., Aiba, M., Kuga, K., & Arai, T. (2018). What kinds of factors affect the academic outcomes of university students with mental disorders? A retrospective study based on medical records. Asian Journal of Psychiatry, 32, 67–72. https://doi.org/10.1016/j.ajp.2017.11.017 CrossRefGoogle ScholarPubMed
Kroenke, K., Spitzer, R. L., & Williams, J. B. W. (2001). The PHQ-9. Journal of General Internal Medicine, 16, 606–613. https://doi.org/10.1046/j.1525-1497.2001.016009606.x CrossRefGoogle ScholarPubMed
Mullin, A., Dear, B. F., Karin, E., Wootton, B. M., Staples, L. G., Johnston, L., Gandy, M., Fogliati, V., & Titov, N. (2015). The UniWellbeing course: a randomised controlled trial of a transdiagnostic internet-delivered cognitive behavioural therapy (CBT) programme for university students with symptoms of anxiety and depression. Internet Interventions, 2, 128–136. https://doi.org/10.1016/j.invent.2015.02.002 CrossRefGoogle Scholar
Peynenburg, V. (2022). Examining motivational interviewing and booster sessions in internet-delivered cognitive behaviour therapy for post-secondary students: an implementation trial. Unpublished doctoral dissertation, University of Regina.Google Scholar
Peynenburg, V., & Hadjistavropoulos, H. D. (2020). Internet-delivered cognitive behaviour therapy (ICBT) for post-secondary students. ClinicalTrials.gov: NCT0426458.Google Scholar
Peynenburg, V. A., Mehta, S., & Hadjistavropoulos, H. D. (2020). Postsecondary student perceptions and preferences for the treatment of depression and anxiety: comparison of internet-delivered cognitive behaviour therapy to face-to-face cognitive behaviour therapy and medication. Canadian Journal of Behavioural Science, 52, 220–230. https://doi.org/10.1037/cbs0000165 CrossRefGoogle Scholar
Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: the GAD-7. Archives of Internal Medicine, 166, 1092–1097. https://doi.org/10.1001/archinte.166.10.1092 CrossRefGoogle ScholarPubMed
Wesner, A. C., Gomes, J. B., Detzel, T., Guimarães, L. S., P., & Heldt, E. (2015). Booster sessions after cognitive-behavioural group therapy for panic disorder: impact on resilience, coping, and quality of life. Behavioural and Cognitive Psychotherapy, 43, 513–525. https://doi.org/10.1017/S1352465814000289 CrossRefGoogle ScholarPubMed
Whisman, M. A. (1990). The efficacy of booster maintenance sessions in behavior therapy: review and methodological critique. Clinical Psychology Review, 10, 155–170. https://doi.org/10.1016/0272-7358(90)90055-f CrossRefGoogle Scholar
Supplementary material: File

Patterson et al. supplementary materials

Patterson et al. supplementary materials

Download Patterson et al. supplementary materials(File)
File 17.7 KB
Submit a response

Comments

No Comments have been published for this article.