Evaluation of a brief 4-session psychoeducation procedure for high worriers based on the mood-as-input hypothesis

Dash, Suzanne R, Meeten, Frances, Jones, Fergal and Davey, Graham C L (2015) Evaluation of a brief 4-session psychoeducation procedure for high worriers based on the mood-as-input hypothesis. Journal of Behavior Therapy and Experimental Psychiatry, 46. pp. 126-132. ISSN 00057916

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Abstract

Background & objectives
Given the ubiquity of worrying as a consuming and distressing activity at both clinical and sub-clinical levels, it is important to develop theory-driven procedures that address worrying and allow worriers to manage this activity. This paper describes the development and testing of a psychoeducation procedure based on mood-as-input hypothesis, which is a transdiagnostic model that describes a proximal mechanism for perseverative worrying. The study used nonclinical participants meeting IAPT criteria indicating GAD symptomatology.

Methods
In 4 sessions, participants in experimental groups received psychoeducation about the basic principles of the mood-as-input hypothesis and received guidance on how to identify and change worry-relevant goal-directed decision rules and negative moods. Participants in the psychoeducation conditions were compared with participants in a befriending control group.

Results
Psychoeducation about the model significantly reduced PSWQ scores at follow-up compared with the befriending control condition (a between-groups large effect size, Cohen's d = 1.05), and the homework tasks undertaken by the psychoeducation groups raised mood and reduced worry immediately. At follow up 48.2% of participants in the psychoeducation groups were below the recommended cut-off for identifying GAD symptomatology compared with 20% of participants in the control condition.

Limitations
This study was conducted on a small sample, high-worry student population, without a formal diagnosis.

Conclusions
This brief, low-intensity procedure is potentially adaptable to online or self-help procedures, and can be integrated into fuller cognitive therapy packages.

Item Type: Article
Schools and Departments: School of Psychology > Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Depositing User: Catrina Hey
Date Deposited: 18 Dec 2014 14:40
Last Modified: 18 Dec 2014 14:40
URI: http://sro.sussex.ac.uk/id/eprint/51757
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Project NameSussex Project NumberFunderFunder Ref
MECHANISMS OF CATASTROPHIC WORRYINGG0194ESRC-ECONOMIC & SOCIAL RESEARCH COUNCILES/H023704/1