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

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-asinput 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 selfhelp procedures, and can be integrated into fuller cognitive therapy packages.

Does Psychoeducation Help People to Respond to Goal Lapses With Self-Compassion?

“…Psychoeducation can also be effective for non-clinical issues. For example, research has shown that psychoeducation reduces irrational beliefs, stress and worry (Dash et al, 2015; Ulusoy & Duy, 2013; Van Daele et al, 2012). In particular, a meta-analysis of 17 studies demonstrated that interventions providing information about stress and diverse techniques to respond to stress effectively can reduce worry for people of different gender, age and ethnicity (Van Daele et al, 2012).…”

The role of mood, habitual goals and primed goals in painful and non-painful task persistence

“…Results of this study showed that this brief, low-intensity and low-cost procedure significantly reduced worry scores in a group of highly anxious students. Although the dependent variable of our studies (being level of task persistence) is different than that used in the study of Dash et al, 2014, (being level of worrying) a psycho-educational intervention program could be developed for pain, based on their results. The goal of the intervention would be to provide insight into the relative importance of pain-avoidance as well as achievement goals and to focus on the adoption of a flexible goal pursuit style.…”