Hadjistavropoulos H D, Faller Y N, Klatt A, Nugent M N, Dear B F, Titov N
Department of Psychology, University of Regina, 3737 Wascana Parkway, Regina, SK, S4S 0A2, Canada.
Department of Psychology and eCentreClinic, Macquarie University, Sydney, NSW, 2109, Australia.
Community Ment Health J. 2018 Oct;54(7):944-950. doi: 10.1007/s10597-018-0286-0. Epub 2018 May 26.
Therapist-assisted internet-delivered cognitive behaviour therapy (T-ICBT) involves patients reading online treatment materials, completing relevant exercises, and receiving therapist support. This study aimed to understand the preferences and recommendations of 225 patients enrolled in a T-ICBT course for depression and anxiety via an online therapy unit in collaboration with community mental health clinics dispersed across one Canadian province. An open-ended survey asked participants their opinions of the course and responses were analyzed using a content analysis approach. Patient comments addressed many strengths of the course (64%), with some opportunities for improvement (36%). Most-appreciated features included ability to download content for future use, reading other patients' experiences, and content of lessons. Patients made suggestions for improving the breadth of patient stories, timeline of the course, and matching availability of the therapist to patient need. Patient feedback regarding preferences provides valuable information for improving the patient-centered nature of T-ICBT.
治疗师辅助的互联网认知行为疗法(T-ICBT)包括让患者阅读在线治疗材料、完成相关练习并获得治疗师的支持。本研究旨在了解通过一个在线治疗单元与分布在加拿大一个省份的社区心理健康诊所合作,参加T-ICBT课程治疗抑郁症和焦虑症的225名患者的偏好和建议。一项开放式调查询问了参与者对该课程的看法,并采用内容分析方法对回复进行了分析。患者的评论提到了该课程的许多优点(64%),也指出了一些有待改进的地方(36%)。最受赞赏的功能包括能够下载内容以供日后使用、阅读其他患者的经历以及课程内容。患者提出了改进建议,包括增加患者故事的广度、调整课程时间安排以及使治疗师的可及性与患者需求相匹配。患者关于偏好的反馈为改善T-ICBT以患者为中心的性质提供了有价值的信息。