Evaluation of a brief 4-session psychoeducation procedure for high worriers based on the mood-as-input hypothesis
Journal article
Dash, S., Meeten, F., Jones, F. and Davey, G. 2014. 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. https://doi.org/10.1016/j.jbtep.2014.09.008
Authors | Dash, S., Meeten, F., Jones, F. and Davey, G. |
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Abstract | 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. 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. 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. This study was conducted on a small sample, high-worry student population, without a formal diagnosis. This brief, low-intensity procedure is potentially adaptable to online or self-help procedures, and can be integrated into fuller cognitive therapy packages. |
Keywords | Mood-as-input; Worry; Low-intensity intervention; Mood; Decision rules |
Year | 2014 |
Journal | Journal of Behavior Therapy and Experimental Psychiatry |
Journal citation | 46, pp. 126-132 |
Publisher | Elsevier |
ISSN | 0005-7916 |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.jbtep.2014.09.008 |
Publication process dates | |
Deposited | 14 Oct 2014 |
Accepted | 24 Sep 2014 |
Output status | Published |
File |
https://repository.canterbury.ac.uk/item/8726v/evaluation-of-a-brief-4-session-psychoeducation-procedure-for-high-worriers-based-on-the-mood-as-input-hypothesis
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