Development and preliminary evaluation of a self-guided, internet-based tool for coping with stress and trauma: Life Improvement for Teens (LIFT).

Jaycox, Lisa H.; Ayer, Lynsay; Vona, Pamela; Hehman, Chris; Stein, Bradley D.; Mahmud, Ammarah; Woolley, M. L.; Meza, Erika; Thornton, Elizabeth; Venkatesh, Brinda

doi:10.1037/ser0000277

Cited by 12 publications

(14 citation statements)

References 51 publications

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“…Systematic reviews show positive results from web- and app-based interventions [ 17 - 21 ]. Especially for patients with trauma-related disorders, web-based CBT [ 22 - 28 ], coping strategy programs [ 29 , 30 ], as well as computer games to re-consolidate traumatic intrusive memories [ 31 , 32 ], have been shown to have promising effects in reducing trauma symptoms [ 33 ]. Further, app-based self-help interventions using image- and audio-based formats show encouraging effects on distress, PTSD, and depression symptoms [ 16 , 34 - 37 ].…”

Section: Introductionmentioning

confidence: 99%

Self-Practice of Stabilizing and Guided Imagery Techniques for Traumatized Refugees via Digital Audio Files: Qualitative Study

Zehetmair¹,

Nagy²,

Leetz³

et al. 2020

J Med Internet Res

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Background Refugees have an increased risk of developing mental health problems. There are insufficient psychosocial care structures to meet the resulting need for support. Stabilizing and guided imagery techniques have shown promising results in increasing traumatized refugees’ emotional stabilization. If delivered via audio files, the techniques can be practiced autonomously and independent of time, space, and human resources or stable treatment settings. Objective This study aimed to evaluate the self-practice of stabilizing and guided imagery techniques via digital audio files for traumatized refugees living in a reception and registration center in Germany. Methods From May 2018 to February 2019, 42 traumatized refugees participated in our study. At T1, patients received digital audio files in English, French, Arabic, Farsi, Turkish, or Serbian for self-practice. Nine days later, at T2, a face-to-face interview was conducted. Two months after T2, a follow-up interview took place via telephone. Results At T2, about half of the patients reported the daily practice of stabilizing and guided imagery techniques. At follow-up, the average frequency of practice was once weekly or more for those experiencing worse symptoms. No technical difficulties were reported. According to T2 and follow-up statements, the techniques helped the patients dealing with arousal, concentration, sleep, mood, thoughts, empowerment, and tension. The guided imagery technique “The Inner Safe Place” was the most popular. Self-practice was impeded by postmigratory distress factors, like overcrowded accommodations. Conclusions The results show that self-practice of stabilizing and guided imagery techniques via digital audio files was helpful to and well accepted by the assessed refugees. Even though postmigratory distress factors hampered self-practice, “The Inner Safe Place” technique was particularly well received. Overall, the self-practiced audio-based stabilizing and guided imagery techniques showed promising results among the highly vulnerable group of newly arrived traumatized refugees.

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Section: Introductionmentioning

confidence: 99%

Self-Practice of Stabilizing and Guided Imagery Techniques for Traumatized Refugees via Digital Audio Files: Qualitative Study

Zehetmair¹,

Nagy²,

Leetz³

et al. 2020

J Med Internet Res

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“…The e-Unstuck program's software was built on the 3 C Institute's proprietary Dynamic e-Learning Platform (DeLP; 3cisd.com/e-learning-for-behavior-change). DeLP implements the evidence-based cognitive theory of multimedia learning to effectively engage diverse types of online learners (Mayer & Moreno, 1998), and is highly rated in usability, acceptability and efficacy (Bruzzese et al, 2020;Jaycox et al, 2019;Sanchez & Bartel, 2015).…”

Section: Content Of Parent Trainingsmentioning

confidence: 99%

Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children

Kenworthy

Childress

Armour

et al. 2022

Autism

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This randomized trial compared the first online parent training program for an evidence-supported executive function intervention for autism to in-person parent training with the same dose and content. Parents of autistic children (8–12 years-old; Full Scale IQ above 70) were randomized to in-person ( n = 51) or online ( n = 46) training. Training acceptability and feasibility were rated highly by parents, without significant differences between groups. The completion rate was lower for parents in the online versus the in-person training condition, but neither the total time spent with training materials, nor parent and child outcomes differed by condition. Parents reported that training resulted in a reduction in caregiver strain (Cohen’s d = 0.66) and modest improvements in child flexibility, emotional control and global EF, but not planning and organization. Dose of parent training had a significant positive effect on child planning and organization problems. These findings did not support the hypothesized superiority of online to in-person training, but they did indicate online is as effective as in-person training at helping parents learn to improve their autistic children’s EF abilities and reduce their own experience of parenting strain. Implications included increased access to training for parents who experience barriers to receiving in-person care. Trial Registration: clinicaltrials.gov Identifier: NCT02708069 Lay Abstract This study compared the first online parent training program for executive function intervention for autism to in-person parent training on the same content. Participants were parents of autistic children, who were between 8 and 12 years of age and did not have intellectual disability. Parents were randomized to the in-person ( n = 51) or online ( n = 46) training conditions. Both trainings were developed with stakeholder (parents and autistic people) guidance. In this trial, most parents reported that they liked both trainings and that they were able to implement what they learned with their children. Parents in both groups spent equivalent amounts of time (about 8 hours) with the training materials, but while 94% of parents in the in-person training attended both parent trainings, only 59% of parents in the online group completed all 10 online modules. Parents reported that it was difficult to stay motivated to complete the online trainings over the 10-week trial. Parent and child outcomes did not differ significantly between the groups. Overall, parents reported that the trainings resulted in a reduction in their own parenting strain and improvements in their child’s flexibility, emotional control, and global executive function, but not planning and organization. These findings indicated brief in-person and online training can help parents learn to support and improve their autistic children’s executive function abilities, reducing their own experience of parenting strain. The finding that the online training was equivalent to the in-person trainings is important because it is accessible to parents who encounter barriers to in-person care.

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“…Two articles discuss trauma-informed care provided within schools. The first (Jaycox et al, 2019) details the development and preliminary evaluation of a self-guided, online curriculum designed to be completed in the school setting. Life Improvement for Teens (LIFT) teaches adolescents cognitive–behavioral techniques to cope with symptoms of traumatic stress and to encourage positive adaptation in their daily lives.…”

Section: Trauma-informed Care In Schoolsmentioning

confidence: 99%

Introduction to the special issue: Trauma-informed care for children and families.

Cutuli

Alderfer

Marsac

2019

Psychological Services

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This special issue of Psychological Services includes 18 articles describing efforts to promote and provide trauma-informed care for children and families. Trauma-informed care is an approach to providing services that is sensitive to the possibility that children and families have experienced past or ongoing traumatic situations with implications for their current functioning and response to interventions. Installing and maintaining a trauma-informed approach in organized care settings requires effective planning, initial assessment, implementation, reassessment, and support that reflects an ongoing commitment to recognizing the impact of trauma on those being served. The articles contained in this special issue span a range of efforts in each of these areas, including the development and refinement of models of care and specific interventions, establishing quality assessment tools, and providing illustrations of lessons learned from attempts to implement and sustain trauma-informed initiatives. This introduction to the special issue provides a brief overview of these articles. The purpose of this special issue is to share current data and models of trauma-informed care and to encourage further development of collaborative models, interventions, measurement tools, and implementation efforts that lead to better services and outcomes for children and families who experience trauma.

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Development and preliminary evaluation of a self-guided, internet-based tool for coping with stress and trauma: Life Improvement for Teens (LIFT).

Cited by 12 publications

References 51 publications

Self-Practice of Stabilizing and Guided Imagery Techniques for Traumatized Refugees via Digital Audio Files: Qualitative Study

Self-Practice of Stabilizing and Guided Imagery Techniques for Traumatized Refugees via Digital Audio Files: Qualitative Study

Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children

Introduction to the special issue: Trauma-informed care for children and families.

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