David B. Riddle, Andrew G. Guzick, Alison Salloum, Sarah Kennedy, Asim Shah, Wayne K. Goodman, David S. Mathai, Alicia W. Leong, Emily M. Dickinson, Daphne M. Ayton, Saira A. Weinzimmer, Jill Ehrenreich-May, Eric A. Storch
{"title":"针对与 COVID-19 大流行有关的青少年情绪问题的家长主导型跨诊断认知行为疗法的治疗结果预测因素","authors":"David B. Riddle, Andrew G. Guzick, Alison Salloum, Sarah Kennedy, Asim Shah, Wayne K. Goodman, David S. Mathai, Alicia W. Leong, Emily M. Dickinson, Daphne M. Ayton, Saira A. Weinzimmer, Jill Ehrenreich-May, Eric A. Storch","doi":"10.1007/s10566-023-09789-y","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>A brief, parent-led, transdiagnostic cognitive behavioral therapy (CBT) approach demonstrated utility among youth struggling with emotional problems during the COVID-19 pandemic. Homework completion between sessions is directly associated with psychotherapy treatment outcomes in non-parent-led CBT interventions. The present study sought to examine the relationship between homework completion and treatment response in a parent-led transdiagnostic CBT protocol.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>The first aim was to determine if completion of between session CBT homework was associated with change in symptom severity. The second aim was to determine if pre-treatment anxiety severity, social anxiety severity, and depressive symptoms were associated with treatment outcomes.</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>One-hundred twenty-nine parents of youth (ages 5–13) with significant emotional problems received 6 sessions of telehealth parent-led CBT during the COVID-19 pandemic. Data on children’s anxiety symptomology, clinical severity, homework compliance, depression, family relationships, perceptions on the impacts of the pandemic, treatment response, and therapists rating of symptom improvement were collected.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Homework completion explained 9% of the variance in symptom improvement at post-treatment. Greater homework completion was associated with a significantly higher odds of treatment response (<i>OR</i> = 1.52, <i>p</i> = .001). Child anxiety severity, depressive symptoms, family relationships, and perceptions on the impacts of the COVID-19 pandemic were not significantly related to treatment outcome.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>Completion of homework predicted treatment outcomes in parent-led, transdiagnostic CBT for youth with emotional problems during the COVID-19 pandemic, while controlling for parent-rated anxiety, depression, family relationships, and COVID-related distress. Enhancing and targeting homework compliance between CBT sessions should be a central element of parent-led treatment.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"1 1","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Predictors of Treatment Outcome for Parent-Led, Transdiagnostic Cognitive Behavioral Therapy for Youth with Emotional Problems Related to the COVID-19 Pandemic\",\"authors\":\"David B. Riddle, Andrew G. Guzick, Alison Salloum, Sarah Kennedy, Asim Shah, Wayne K. Goodman, David S. Mathai, Alicia W. Leong, Emily M. Dickinson, Daphne M. Ayton, Saira A. Weinzimmer, Jill Ehrenreich-May, Eric A. Storch\",\"doi\":\"10.1007/s10566-023-09789-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3 data-test=\\\"abstract-sub-heading\\\">Background</h3><p>A brief, parent-led, transdiagnostic cognitive behavioral therapy (CBT) approach demonstrated utility among youth struggling with emotional problems during the COVID-19 pandemic. Homework completion between sessions is directly associated with psychotherapy treatment outcomes in non-parent-led CBT interventions. The present study sought to examine the relationship between homework completion and treatment response in a parent-led transdiagnostic CBT protocol.</p><h3 data-test=\\\"abstract-sub-heading\\\">Objective</h3><p>The first aim was to determine if completion of between session CBT homework was associated with change in symptom severity. The second aim was to determine if pre-treatment anxiety severity, social anxiety severity, and depressive symptoms were associated with treatment outcomes.</p><h3 data-test=\\\"abstract-sub-heading\\\">Methods</h3><p>One-hundred twenty-nine parents of youth (ages 5–13) with significant emotional problems received 6 sessions of telehealth parent-led CBT during the COVID-19 pandemic. Data on children’s anxiety symptomology, clinical severity, homework compliance, depression, family relationships, perceptions on the impacts of the pandemic, treatment response, and therapists rating of symptom improvement were collected.</p><h3 data-test=\\\"abstract-sub-heading\\\">Results</h3><p>Homework completion explained 9% of the variance in symptom improvement at post-treatment. Greater homework completion was associated with a significantly higher odds of treatment response (<i>OR</i> = 1.52, <i>p</i> = .001). Child anxiety severity, depressive symptoms, family relationships, and perceptions on the impacts of the COVID-19 pandemic were not significantly related to treatment outcome.</p><h3 data-test=\\\"abstract-sub-heading\\\">Conclusions</h3><p>Completion of homework predicted treatment outcomes in parent-led, transdiagnostic CBT for youth with emotional problems during the COVID-19 pandemic, while controlling for parent-rated anxiety, depression, family relationships, and COVID-related distress. 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Predictors of Treatment Outcome for Parent-Led, Transdiagnostic Cognitive Behavioral Therapy for Youth with Emotional Problems Related to the COVID-19 Pandemic
Background
A brief, parent-led, transdiagnostic cognitive behavioral therapy (CBT) approach demonstrated utility among youth struggling with emotional problems during the COVID-19 pandemic. Homework completion between sessions is directly associated with psychotherapy treatment outcomes in non-parent-led CBT interventions. The present study sought to examine the relationship between homework completion and treatment response in a parent-led transdiagnostic CBT protocol.
Objective
The first aim was to determine if completion of between session CBT homework was associated with change in symptom severity. The second aim was to determine if pre-treatment anxiety severity, social anxiety severity, and depressive symptoms were associated with treatment outcomes.
Methods
One-hundred twenty-nine parents of youth (ages 5–13) with significant emotional problems received 6 sessions of telehealth parent-led CBT during the COVID-19 pandemic. Data on children’s anxiety symptomology, clinical severity, homework compliance, depression, family relationships, perceptions on the impacts of the pandemic, treatment response, and therapists rating of symptom improvement were collected.
Results
Homework completion explained 9% of the variance in symptom improvement at post-treatment. Greater homework completion was associated with a significantly higher odds of treatment response (OR = 1.52, p = .001). Child anxiety severity, depressive symptoms, family relationships, and perceptions on the impacts of the COVID-19 pandemic were not significantly related to treatment outcome.
Conclusions
Completion of homework predicted treatment outcomes in parent-led, transdiagnostic CBT for youth with emotional problems during the COVID-19 pandemic, while controlling for parent-rated anxiety, depression, family relationships, and COVID-related distress. Enhancing and targeting homework compliance between CBT sessions should be a central element of parent-led treatment.
期刊介绍：
Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.
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