Using Imagery Rescripting as an Early Intervention for Depression in Young People

Pile, Victoria; Smith, Patrick; Lau, Jennifer Y. F.

doi:10.3389/fpsyt.2021.651115

Cited by 7 publications

(3 citation statements)

References 26 publications

(33 reference statements)

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“…Setting for the study (3) begin as their current self and progress through a series of smaller images to their future self. For further details, see [24][25][26]. All imagery exercises are completed in the first person, present tense, and (when happy to) participants are asked to close their eyes.…”

Section: Methodsmentioning

confidence: 99%

“…Generating a positive future image similarly involved three steps: (1) imagining a vivid future image; (2) imagining they have achieved this future goal (future me) and speak to their current self (current me) to offer advice, speak about what has been positive and what has been difficult, and what has helped them achieve their goal; (3) begin as their current self and progress through a series of smaller images to their future self. For further details, see [ 24 – 26 ]. All imagery exercises are completed in the first person, present tense, and (when happy to) participants are asked to close their eyes.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

An early intervention for adolescent depression targeting emotional mental images and memory specificity: a process evaluation

Pile

Schlepper

Lau

et al. 2021

Eur Child Adolesc Psychiatry

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We have evaluated a novel early intervention for adolescent depression (age 16–18) in a feasibility randomised controlled trial. This nested process evaluation aimed to understand how this complex intervention worked. We sought to understand participants’ views and experiences of receiving and interacting with the intervention to evaluate whether the underpinning theoretical basis of the intervention is justified and whether it contributes to valued outcomes for participants. Twelve participants were invited to take part in semi-structured interviews. Framework analysis was employed to identify important aspects of adolescents’ experiences. The active ingredients identified by participants were consistent with and extended our understanding of the theoretical basis of the intervention. Four principle themes were identified: understanding how memory works and being able to remember memories in more detail; processing negative experiences and letting go; imagining positive future events; and understanding and being kinder to myself. The outcomes of the intervention were valued by participants. Six principle themes were identified: improving mood and well-being; reducing impact of negative memories; motivation and goal-directed behaviour; overcoming avoidance and rumination; relationships, communication and being open; and self-understanding and acceptance. A simplified logic model is also proposed to connect the intervention components, active ingredients, and valued outcomes. The findings provide an in-depth understanding of how participants interacted with the intervention and what they derived from it. For example, the findings establish processing negative experiences as a core intervention component, extend it to include letting go of these memories, and highlight that reducing the impact of negative memories is valued by participants. This richer understanding guides further intervention development and future implementation.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

An early intervention for adolescent depression targeting emotional mental images and memory specificity: a process evaluation

Pile

Schlepper

Lau

et al. 2021

Eur Child Adolesc Psychiatry

Self Cite

View full text Add to dashboard Cite

show abstract

“…A small number of studies have demonstrated that co-production can be used for school-based mental health interventions. For example, a targeted intervention for depression had extensive input from young people with experience of the disorder, parents, teachers and clinicians (Pile et al, 2021). This included an initial workshop about the overall approach of the study and detailed discussions about the intervention's content and delivery (the intervention involved one-to-one therapy using a technique called 'imagery rescripting' , in which people are taught to recall negative memories in a more helpful way).…”

Section: Involve Young People At All Stages Of Intervention Design An...mentioning

confidence: 99%

Want to improve school mental health interventions? Ask young people what they actually think

Foulkes

Stapley

2022

Journal of Philosophy of Education

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As part of the recent 'therapeutic turn' in education, schools are now commonly seen as a place for mental health guidance and support. This often involves interventions-special curricula of lessons or activities (e.g. counselling sessions), which aim to either prevent mental health problems or manage those that have already started. Running these interventions in schools makes good sense: rates of mental health problems in young people are rising, and large numbers can be reached in this setting. However, evidence for the effectiveness of such interventions has been mixed. One way to improve how helpful and useful they are, we argue here, would be to ask young people themselves what they think about these programmes. This involves collecting qualitative data: gathering in-depth information about young people's experiences and opinions, rather than relying solely on numerical data, such as rating scales. The small number of existing published qualitative studies in this area show that many young people do find these interventions helpful, but there are issues that warrant careful attention. For example, some young people can feel worried or vulnerable during classroom-based exercises, and others don't see how the interventions are relevant for their own lives. Here, we exploreThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Future self-imagery of young people in Sweden during the COVID-19 pandemic: an exploratory mixed methods analysis

et al. 2022

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Global restrictions imposed during the COVID-19 pandemic significantly limited the capacity to plan for the future. Little is known about young people’s future self-images and the impact the COVID-19 pandemic may have had upon them. Given evidence that the ability to imagine a positive future can be protective for mental health, research into the impact of the pandemic on future self-imagery is needed. In two studies, we therefore explored the consequences of the COVID-19 pandemic for future self-imagery in an unselected sample of young people in Sweden, specifically: (a) how content and characteristics of future self-images changed from before to during the pandemic, and (b) how such change was related to trauma history, intrusive memories of COVID-19 media footage, past time perspective and optimism (assessed with questionnaires/intrusive memory diary). Future self-images before and during the pandemic were assessed using the ‘I Will Be’ task (NStudy1=74; NStudy2=99). A mixed methods design, combining quantitative analysis, qualitative content coding and thematic analysis was used. Exploratory results of Study 1 indicated that future images were rated as less positive during than before the pandemic and that this reduction was less pronounced in people with higher optimism. Results were replicated in an independent sample (Study 2, collected later during the pandemic). In conclusion, whilst the findings are preliminary and emerged from an unselected sample, they prompt the suggestion that brief, novel interventions which aim to bolster positive future imagery may hold promise as a scalable means by which to enhance mental health for young people in the context of the COVID-19 pandemic.

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Using Imagery Rescripting as an Early Intervention for Depression in Young People

Cited by 7 publications

References 26 publications

An early intervention for adolescent depression targeting emotional mental images and memory specificity: a process evaluation

An early intervention for adolescent depression targeting emotional mental images and memory specificity: a process evaluation

Want to improve school mental health interventions? Ask young people what they actually think

Future self-imagery of young people in Sweden during the COVID-19 pandemic: an exploratory mixed methods analysis

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