Social Learning in Depression Therapy: The Effect of Video-based Testimonials About Psychotherapy on a Treatment Expectations and a Short Online Intervention
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 81
- 试验地点
- 1
- 主要终点
- Change from baseline in scores on the Credibility and Expectancy Questionnaire (CEQ) scale
研究概览
简要总结
Research has shown that treatment expectations play a major role in the course of mental disorders and that positive expectations have a beneficial impact on treatment outcomes. Expectations can develop in different ways and an emerging body of research shows that social learning plays a significant role in this process. To date, most studies have investigated the impact of social learning on treatment expectations in the context of pain relief. Little is known about the impact of social learning in the psychotherapeutic treatment of depression. Therefore, this study investigates whether treatment expectations about depression therapy and treatment effects of a short online intervention can be modulated via social learning, i.e., showing positive treatment testimonials.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Factorial
- 主要目的
- Basic Science
- 盲法
- Double (Participant, Investigator)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •at least 18 years old
- •be able understand German (at least B1 level)
- •have access to a computer device with internet access
排除标准
- •age below 18 years old
- •non correctable hearing or visual impairment
- •diagnosis of borderline-personality disorder
- •diagnosis of post-traumatic-stress-disorder
- •self-reported suicidality
研究组 & 干预措施
Control video
Video of a woman describing basic information about psychotherapy and how it is embedded in the insurance system in Germany. Personal experience with therapy are not provided. 'Emotional writing' is introduced as a type of intervention used in depression treatment and basic information about it is provided.
干预措施: Emotional Writing (Behavioral)
Testimonials
Video of a patient and a therapist, who both describe their personal experience of depression therapy in a positive but realistic way. Emphasis is on the personal experience protagonist. 'Emotional writing' is described as a helpful technique from a first person perspective.
干预措施: Emotional Writing (Behavioral)
结局指标
主要结局
Change from baseline in scores on the Credibility and Expectancy Questionnaire (CEQ) scale
时间窗: Baseline; after viewing the videos (1 day after baseline); after completion of the writing intervention (5 days after baseline)
German version of the Credibility and Expectancy Questionnaire (CEQ), 6-item scale.The CEQ consists of two subscales with four items measuring cognitive-focused credibility (e.g., "At this point, how logical does the therapy offered to you seem?") and two items measuring affect-focused expectations (e.g., "By the end of the therapy period, how much improvement in your symptoms do you really feel will occur?"). The CEQ applies different rating scales; a 9-point scale ranging from 1 (not at all) to 9 (very much) and a percentage rating scale ranging from 0% (not at all) to 100% (very much) with higher sum scores indicating greater treatment credibility and expectations.
Change from baseline in scores on self-report measure for the Assessment of Emotion Regulation Skills (Fragebogen zur standardisierten Selbsteinschätzung emotionaler Kompetenzen; SEK-27)
时间窗: Baseline; after completion of the writing intervention (5 days after baseline)
The German SEK-27 is a 27-item scale measuring 9 domains (attention, clarity, body awareness, understanding, acceptance, resilience, self-support, readiness for confrontation, and regulation) of emotion regulation skills. Higher scores on the overall score indicate better emotion regulation skills.
次要结局
- Change from baseline in scores on the Patient Health Questionnaire (PHQ-9)(Baseline; after completion of the writing intervention (5 days after baseline))
- Change from baseline in subjective stress scores on the 'Perceived Stress Scale' (PSS-10)(Baseline; after completion of the writing intervention (5 days after baseline))
- Change from baseline on the state-anxiety subscale of the 'State-Trait-Anxiety- Depression-Inventory' (STADI)(Baseline; after completion of the writing intervention (5 days after baseline))
- Change from baseline in scores on the Credibility and Personal Reaction Scale(Baseline; after viewing the videos (1 day after baseline); after completion of the writing intervention (5 days after baseline))
- Change from baseline in scores on Regulatory Emotional Self-Efficacy Scale (RESE)(Baseline; after completion of the writing intervention (5 days after baseline))
- Change from baseline in scores on perceived uncertainty and perceived barriers to psychotherapy(Baseline; after viewing the videos (1 day after baseline))
- Change from baseline in scores on the Self-Stigma of Depressions Scale (SSDS)(Baseline; after viewing the videos (1 day after baseline))
- Change from baseline in the items assessing expectations about dealing with negative emotions of the Depressive Expectations Scale (DES)(Baseline; after completion of the writing intervention (5 days after baseline))
- Change from baseline in scores on specific emotion regulation items(Baseline; after completion of the writing intervention (5 days after baseline))
- Change from baseline in scores on the treatment expectations subscale of the the generic rating scale for previous treatment experiences, treatment expectations, and treatment effects (GEEE)(Baseline; after viewing the videos (1 day after baseline); after completion of the writing intervention (5 days after baseline))
- Change from baseline in D-Scores on the Single-Category Implicit Associations Test (SC-IAT)(Baseline; after viewing the videos (1 day after baseline))
研究者
Winfried Rief
Professor, Dr.
Philipps University Marburg Medical Center