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Efficacy of a between-session homework component delivered digitally for the treatment of adjustment disorders: Results from a pilot randomized clinical trial

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Efficacy of a between-session homework component delivered digitally for the treatment of adjustment disorders: Results from a pilot randomized clinical trial

dc.contributor.author	Quero Castellano, Soledad
dc.contributor.author	Díaz García, Amanda
dc.contributor.author	Fernández Buendía, Sara
dc.contributor.author	Molés Amposta, María del Mar
dc.contributor.author	Tur Domenech, Cintia
dc.contributor.author	Castilla López, Diana Virginia
dc.contributor.author	Cuijpers, Pim
dc.contributor.author	Botella Arbona, Cristina
dc.date.accessioned	2023-02-16T09:46:15Z
dc.date.available	2023-02-16T09:46:15Z
dc.date.issued	2022
dc.identifier.citation	Quero Castellano, Soledad Díaz García, Amanda Fernández Buendía, Sara Molés Amposta, María del Mar Tur Domenech, Cintia Castilla López,Diana Virginia Cuijpers, Pim Botella Arbona, Cristina 2022 Efficacy of a between-session homework component delivered digitally for the treatment of adjustment disorders: Results from a pilot randomized clinical trial Frontiers in Virtual Reality 3 937606 1 14
dc.identifier.uri	https://hdl.handle.net/10550/85469
dc.description.abstract	Background: Adjustment Disorder (AjD) is one of the most frequently diagnosed mental disorders worldwide. However, there is still no treatment of choice for this problem. One of the first treatment programs specifically designed for AjD is the one presented in this study, a CBT protocol that uses Virtual Reality (VR) to improve patients' adherence. Another key aspect to improve treatment outcomes is the use of between-sessions homework. However, little is known about how to increase patient engagement with these tasks. The use of Information and Communication Technologies (ICTs) can help patients to see homework as less demanding and provides greater flexibility. A previous study tested the feasibility of TEO (Online Emotional Therapy), a program to implement online homework during treatment. The aim of this study is to present session-to-session efficacy data from the homework assignment component and the patients' preferences and opinions about this component in both formats (Traditional vs. TEO). Methods: A two-arm pilot randomised clinical trial (RCT) was conducted with 57 patients with AjD. The two groups received the same CBT intervention with VR support, but one group completed homework in the traditional way and the other using TEO. Mood, self-efficacy and positive and negative emotions were measured to test the effect of the homework component in each treatment session. Preferences about the homework format were also assessed before and after treatment. Results: Both types of administration produced significant improvements in mood, self-efficacy and emotional variables after completion of the homework component and before and after each homework session. Effect sizes ranged from small to large, with no differences between groups. Regarding the acceptability of the program, most participants preferred the TEO condition both before starting the treatment and after completing the homework assignment. Overall, participants were satisfied with all homework sessions and found them useful. Again, no significant differences were found between groups. Conclusion: This is the first time that the effect of an online homework program during AjD treatment has been tested. It is proposed that this way of implementing homework could be as effective as the traditional format, but would be preferred by patients. Clinical Trial Registration: clinicaltrials.gov, identifier NCT02452411
dc.language.iso	eng
dc.relation.ispartof	Frontiers in Virtual Reality, 2022, vol. 3, num. 937606, p. 1-14
dc.subject	Psicologia
dc.subject	Tecnologia
dc.title	Efficacy of a between-session homework component delivered digitally for the treatment of adjustment disorders: Results from a pilot randomized clinical trial
dc.type	journal article	es_ES
dc.date.updated	2023-02-16T09:46:16Z
dc.identifier.doi	10.3389/frvir.2022.937606
dc.identifier.idgrec	156901
dc.rights.accessRights	open access	es_ES