A new study suggests that online computerized cognitive behavioral therapy (CBT) is effective in treating anxiety and depression.
The National Institutes of Mental Health-funded randomized trial, led by Bruce L. Rollman, M.D., M.P.H., professor of medicine and director of the Center for Behavioral Health and Smart Technology at the University of Pittsburgh, enrolled 704 depressed and anxious patients from 26 UPMC-affiliated primary care offices across western Pennsylvania.
Patients 18 to 75 years old were referred into the trial by their UPMC primary care physician between August 2012 and September 2014. Eligible and consenting patients were then randomized to one of three groups: care manager-guided access to the eight-session Beating the Blues CCBT program; care manager-guided access to both the CCBT program and a password-protected ISG patients could access 24/7 via smartphone or desktop computer; or usual behavioral health care from their primary care physician.
Over the six-month intervention, 83 percent of patients randomized to CCBT started the program, and they completed an average of 5.3 sessions. Seventy-seven percent of patients assigned to the ISG logged into the site at least once, and 46 percent provided one or more posts or comments.
Six months later, those patients randomized to CCBT reported significant improvements in their mood and anxiety symptoms and the more CCBT sessions patients completed, the greater the improvement in mood and anxiety symptoms.
Although patients randomized to both CCBT and ISG had similar overall improvements in mood and anxiety symptoms compared to patients randomized to only CCBT, secondary analysis revealed those who engaged more with the ISG tended to experience greater improvements in symptoms.
Several CCBT programs have proven as effective as face-to-face cognitive behavioral therapy at treating mood and anxiety disorders and are used by many patients outside the U.S., but CCBT remains largely unknown and underutilized within the U.S., Dr. Rollman said. ISG that enable individuals with similar conditions to access and exchange self-help information and emotional support have proliferated in recent years, but benefits have yet to be established in randomized trials.
“Our study findings have important implications for transforming the way mental health care is delivered,” Dr. Rollman said. “Providing depressed and anxious patients with access to these emerging technologies may be an ideal method to deliver effective mental health treatment, especially to those who live in areas with limited access to care resources or who have transportation difficulties or work/home obligations that make in-person counseling difficult to obtain. We hope that these findings will focus further attention on the emerging field of e-mental health by other U.S. investigators.”
E-Therapy: Ethics & Best Practices is a 3-hour online continuing education (CE) course that examines the advantages, risks, technical issues, legalities and ethics of providing therapy online. E-therapy can be used to address age-old problems, such as how to reach out to those who might not otherwise avail themselves of psychotherapy services even though they are in acute need. At the same time, it is clear that many providers have embraced the new technologies without a firm grasp on the new and serious vulnerabilities that are introduced when their patients’ personal health information goes online. Included in this course are sections on video therapy, email, text messaging, smart phone use, social media, cloud storage, Skype, and other telecommunications services.This course is focused upon the ethical principles that are called into play with the use of e-therapy. Among them the most obvious concern is for privacy and confidentiality. Yet these are not the only ethical principles that will be challenged by the increasing use of e-therapy. The others include interjurisdictional issues (crossing state lines), informed consent, competence and scope of practice, boundaries and multiple relationships, and record keeping.In addition to outlining potential ethical problems and HIPAA challenges, this course includes recommended resources and sets of specific guidelines and best practices that have been established and published by various professional organizations.
Ethics and Social Media is a 2-hour online continuing education (CE) course that examines the use of Social Networking Services (SNS) on both our personal and professional lives. Is it useful or appropriate (or ethical or therapeutic) for a therapist and a client to share the kinds of information that are routinely posted on SNS like Facebook, Twitter, and others? How are psychotherapists to handle “Friending” requests from clients? What are the threats to confidentiality and therapeutic boundaries that are posed by the use of social media sites, texts, or tweets in therapist-client communication?The purpose of this course is to offer psychotherapists the opportunity to examine their practices in regard to the use of social networking services in their professional relationships and communications. Included are ethics topics such as privacy and confidentiality, boundaries and multiple relationships, competence, the phenomenon of friending, informed consent, and record keeping. A final section offers recommendations and resources for the ethical use of social networking and the development of a practice social media policy.
This CE test is based on the book “The Neuroscience of Psychotherapy: Healing the Social Brain” (2010, 460 pages), which provides an account of the scientific basis of psychotherapy, based on the newest revelations of neuroscience. Beginning with a neurological analysis of Freud’s theories, the author describes the functioning of the neurons and neural networks that comprise the biological basis of thinking and relationships. Chapters discuss research on anxiety, fear, trauma, neural plasticity, memory, executive functioning, identity, narrative, consciousness, and attachment relationships, interweaving the neuroscientific and clinical literature and providing clinical examples as illustrations of theory and technique. The final three chapters discuss the ability of psychotherapy to rewire the brain, including a review of the existing neuroimaging studies of psychotherapy. The book imparts a scientific understanding of just how and why psychotherapeutic processes have a positive impact on the nervous system.
This course is designed for the practitioner who would like to use journal-writing exercises with clients as an adjunct to traditional psychotherapy, and would like some topic ideas to suggest, rather than limiting writing only to the technique of “freewriting.” It is suggested, although not mandatory, that the practitioner has already completed the course #20-13, “Writing It Out: Journaling as an Adjunct to Therapy.” That course lays the basic foundation for understanding the benefits of journaling and how it can best be used with clients. It also teaches a number of basic writing techniques. Journaling II presents a brief overview of “freewriting,” as well as 36 directed exercises divided into three phases. It also offers interpretive questions coordinating with each exercise and an explanation of the use of a behavior log as a journaling exercise.
Professional Development Resources, Inc. is a Florida nonprofit educational corporation 501(c)(3) that offers 150+ online, video and book-based continuing education courses for healthcare professionals. We are approved by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (b); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; and by the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.