Online Therapy for Depressive Symptoms: An Evaluation of Counselor-Led and Peer-Supported Life Review Therapy

Westerhof, Gerben Johan; Lamers, S.M.A.; Postel, Marloes G.; Bohlmeijer, Ernst Thomas

doi:10.1093/geront/gnx140

Cited by 27 publications

(19 citation statements)

References 41 publications

(65 reference statements)

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“…This method was developed for middle-aged and older people to review their life, in order to alleviate symptoms of depression and increase a feeling of well-being. The method has proven to be effective for middle-age and older people in both a face-to-face and online setting (Korte et al 2012;Lamers et al 2015;Westerhof et al 2017). After seven FTFC of one-and-a-half hours each, the students came together independently in peer groups (also for one-and-a-half hours) to interview each other discussing the topics that were included in their homework.…”

Section: Settingmentioning

confidence: 99%

“…Saxion started to endorse the vision that ICT can have a key function in organizing personal and adaptable education (Bleumink 2016). The online course 'The Stories We Live By' (Westerhof et al 2017), based on the book with the same name (Bohlmeijer and Westerhof 2010), was used in the initial course and was the foundation for the new online element of the course for students. Secondly, the original intervention was primarily aimed at decreasing symptoms of depression in middle-aged and older people.…”

Section: Settingmentioning

confidence: 99%

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Participatory design of persuasive technology in a blended learning course: A qualitative study

et al. 2020

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Whereas blended learning can deliver several benefits to students in higher education, their achievement depends on how exactly it is designed. A participatory design is recommendable to try to meet the needs of all stakeholders. The Persuasive System Design-model can be used to motivate students during the online part of the course. In the design there has to be an optimal blend between the different parts of the course. A participatory design is used to design a blended learning course of autobiographical reflection for second year social work students. The blended course was developed in six meetings with a working group, including all stakeholders (students, teachers, instructional designers, educational experts and professionals). Almost all techniques of the first three categories of the PSD-model were used in the design of the blended course. None of the techniques of the fourth category 'Social Support' of the PSD-model were used, mostly because they touch on the personal process of autobiographical reflection. It was considered helpful for teachers to have a protocol that assists them in blending the different parts and this in turn could stimulate students to be engaged in the different parts of the blended learning course. In this study, we found that the participatory design approach may lead to an engaging blended learning course that encourages the use of persuasive technology with an optimal focus on content, target group, context and ethical aspects of the blended course. We suggest adding a new fifth category 'Blended Learning Support'.

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Section: Settingmentioning

confidence: 99%

Section: Settingmentioning

confidence: 99%

Participatory design of persuasive technology in a blended learning course: A qualitative study

et al. 2020

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“…The format of psychotherapy through information and communication technologies has been the subject of research in recent years, having received different denominations over time, such as telepsychology (McCord et al, 2020;Pierce et al, 2020), internet-based therapy (Alaoui et al, 2015), internet--delivered treatment (Andrews et al, 2014), online therapy (Bittencourt et al, 2020;Westerhof et al, 2019), videoconference psychotherapy (Cheli et al, 2020;Cipolletta & Mocellin, 2017), among others. Overall, these models can be classified as synchronous online psychotherapies and asynchronous online psychotherapies.…”

Section: Introductionmentioning

confidence: 99%

Terapia Cognitivo-comportamental pela Internet para o Transtorno de Ansiedade Social: Uma revisão sistemática

Gadelha¹,

Silva²,

Oliveira³

et al. 2021

RBTC

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“…18 Hear My Voice differs from DT in its specific spiritual focus and the involvement of chaplains as interviewers. Unlike DT and many forms of life review, [19][20][21] the HMV interview includes questions that encourage discussion about challenge and struggle. These were included because they address issues that are prominent during serious illness 22 and because of chaplains' competence in this area.…”

Section: Introductionmentioning

confidence: 99%

Hearing and Heeding the Voices of those With Advanced Illnesses

et al. 2020

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Objectives: To describe the feasibility of a chaplain-led spiritually focused life review interview and the development of a spiritual legacy document (SLD) for patients with advanced diseases and to describe changes in spiritual well-being (SWB), spiritual coping strategies (SC), and quality of life (QOL) after receiving the SLD. Patients and Methods: In all, 130 patients and support person (SP) pairs were recruited from July 2012 to January 2019. Following enrollment, demographic information was gathered and baseline questionnaires were administered. Functional Assessment of Chronic Illness Therapy–Spiritual Well-Being Scale (FACIT-Sp-12) and a linear analog scale assessment (LASA) measured SWB. LASAs also measured QOL and emotional well-being (EWB). Positive Religious Coping Scale (RCOPE) measured SC. After completion of baseline forms, participants were interviewed (individually) by a chaplain. Interviews were digitally recorded, transcribed, and verified. Transcripts were edited and participants were given the opportunity to make adaptations. The participant-approved draft was then developed into a professionally printed SLD. Follow-up questionnaires were administered to assess change. Results: Significant improvements from baseline to post-SLD follow-up were found for patients on the LASAs: SWB (average 7.7-8.3, P = .01), QOL (average 6.7-7.3, P = .03), EWB (average 6.9-7.5, P = .01), and on the positive RCOPE (average 1.8-2.0, P = .007). Effect sizes were approximately 0.25. Considering any improvement, 61.0% improved their positive RCOPE score, 46.6% improved EWB, and 39.7% improved SWB. No significant changes were found on the FACIT-Sp-12. No significant changes were found for SPs. Conclusion: The results suggest that the primary participants who completed the study benefited by significantly increasing their QOL, SWB, EWB, and SC.

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Online Therapy for Depressive Symptoms: An Evaluation of Counselor-Led and Peer-Supported Life Review Therapy

Abstract: Despite the nonsignificant effects, possibly due to the small sample size, online life review therapy might be a good method for alleviating depressive symptoms in people in their second half of life. Further research is needed, addressing how online life review is best offered.

Cited by 27 publications

References 41 publications

Participatory design of persuasive technology in a blended learning course: A qualitative study

Participatory design of persuasive technology in a blended learning course: A qualitative study

Terapia Cognitivo-comportamental pela Internet para o Transtorno de Ansiedade Social: Uma revisão sistemática

Hearing and Heeding the Voices of those With Advanced Illnesses

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