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Cognitive Bias Modification Reduces Social Anxiety Symptoms in Socially Anxious Adolescents with Mild Intellectual Disabilities: A Randomized Controlled Trial / A. M. KLEIN in Journal of Autism and Developmental Disorders, 48-9 (September 2018)
[article]
Titre : Cognitive Bias Modification Reduces Social Anxiety Symptoms in Socially Anxious Adolescents with Mild Intellectual Disabilities: A Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : A. M. KLEIN, Auteur ; E. SALEMINK, Auteur ; E. DE HULLU, Auteur ; E. HOUTKAMP, Auteur ; M. PAPA, Auteur ; M. VAN DER MOLEN, Auteur Article en page(s) : p.3116-3126 Langues : Anglais (eng) Mots-clés : Cognitive bias modification Content-specificity Interpretation bias Mild intellectual disability Social anxiety Index. décimale : PER Périodiques Résumé : The goal of this study was to examine the effects of Cognitive Bias Modification training for Interpretation (CBM-I) in socially anxious adolescents with Mild Intellectual Disabilities (MID). A total of 69 socially anxious adolescents with MID were randomly assigned to either a positive or a neutral control-CMB-I-training. Training included five sessions in a 3-week period, and each session consisted of 40 training items. Adolescents in the positive training group showed a significant reduction in negative interpretation bias on the two interpretation bias tasks after training compared to adolescents in the control-training group. Furthermore, in contrast to the control-training group, adolescents in the positive training reported a significant reduction of their social anxiety symptoms 10 weeks post-training. En ligne : http://dx.doi.org/10.1007/s10803-018-3579-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3116-3126[article] Cognitive Bias Modification Reduces Social Anxiety Symptoms in Socially Anxious Adolescents with Mild Intellectual Disabilities: A Randomized Controlled Trial [Texte imprimé et/ou numérique] / A. M. KLEIN, Auteur ; E. SALEMINK, Auteur ; E. DE HULLU, Auteur ; E. HOUTKAMP, Auteur ; M. PAPA, Auteur ; M. VAN DER MOLEN, Auteur . - p.3116-3126.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3116-3126
Mots-clés : Cognitive bias modification Content-specificity Interpretation bias Mild intellectual disability Social anxiety Index. décimale : PER Périodiques Résumé : The goal of this study was to examine the effects of Cognitive Bias Modification training for Interpretation (CBM-I) in socially anxious adolescents with Mild Intellectual Disabilities (MID). A total of 69 socially anxious adolescents with MID were randomly assigned to either a positive or a neutral control-CMB-I-training. Training included five sessions in a 3-week period, and each session consisted of 40 training items. Adolescents in the positive training group showed a significant reduction in negative interpretation bias on the two interpretation bias tasks after training compared to adolescents in the control-training group. Furthermore, in contrast to the control-training group, adolescents in the positive training reported a significant reduction of their social anxiety symptoms 10 weeks post-training. En ligne : http://dx.doi.org/10.1007/s10803-018-3579-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 Cognitive bias modification training in adolescents: effects on interpretation biases and mood / Claudia LOTHMANN in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)
[article]
Titre : Cognitive bias modification training in adolescents: effects on interpretation biases and mood Type de document : Texte imprimé et/ou numérique Auteurs : Claudia LOTHMANN, Auteur ; Emily A. HOLMES, Auteur ; Stella W. Y. CHAN, Auteur ; Jennifer Y.F. LAU, Auteur Année de publication : 2011 Article en page(s) : p.24-32 Langues : Anglais (eng) Mots-clés : Interpretation bias adolescence anxiety mood cognitive bias modification Index. décimale : PER Périodiques Résumé : Background: Negative biases in the interpretation of ambiguous material have been linked to anxiety and mood problems. Accumulating data from adults show that positive and negative interpretation styles can be induced through cognitive bias modification (CBM) paradigms with accompanying changes in mood. Despite the therapeutic potential of positive training effects, training paradigms have not yet been explored in adolescents.
Methods: Eighty-two healthy adolescents (aged 13–17 years) were randomly allocated to either positive or negative CBM training. To assess training effects on interpretation bias, participants read ambiguous situations followed by test sentences with positive or negative interpretations of the situation. Participants rated the similarity of these sentences to the previously viewed ambiguous situations. Training effects on negative and positive affect were assessed using visual analogue scales before and after training.
Results: After training, adolescents in the negative condition drew more negative and fewer positive interpretations of new ambiguous situations than adolescents in the positive condition. Within the positive condition, adolescents endorsed more positive than negative interpretations. In terms of mood changes, positive training resulted in a significant decrease in negative affect across participants, while the negative condition led to a significant decrease in positive affect among male participants only.
Conclusion: This is the first study to demonstrate the plasticity of interpretation bias in adolescents. The immediate training effects on mood suggest that it may be possible to train a more positive interpretation style in youth, potentially helping to protect against anxiety and depressive symptoms.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02286.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113
in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.24-32[article] Cognitive bias modification training in adolescents: effects on interpretation biases and mood [Texte imprimé et/ou numérique] / Claudia LOTHMANN, Auteur ; Emily A. HOLMES, Auteur ; Stella W. Y. CHAN, Auteur ; Jennifer Y.F. LAU, Auteur . - 2011 . - p.24-32.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.24-32
Mots-clés : Interpretation bias adolescence anxiety mood cognitive bias modification Index. décimale : PER Périodiques Résumé : Background: Negative biases in the interpretation of ambiguous material have been linked to anxiety and mood problems. Accumulating data from adults show that positive and negative interpretation styles can be induced through cognitive bias modification (CBM) paradigms with accompanying changes in mood. Despite the therapeutic potential of positive training effects, training paradigms have not yet been explored in adolescents.
Methods: Eighty-two healthy adolescents (aged 13–17 years) were randomly allocated to either positive or negative CBM training. To assess training effects on interpretation bias, participants read ambiguous situations followed by test sentences with positive or negative interpretations of the situation. Participants rated the similarity of these sentences to the previously viewed ambiguous situations. Training effects on negative and positive affect were assessed using visual analogue scales before and after training.
Results: After training, adolescents in the negative condition drew more negative and fewer positive interpretations of new ambiguous situations than adolescents in the positive condition. Within the positive condition, adolescents endorsed more positive than negative interpretations. In terms of mood changes, positive training resulted in a significant decrease in negative affect across participants, while the negative condition led to a significant decrease in positive affect among male participants only.
Conclusion: This is the first study to demonstrate the plasticity of interpretation bias in adolescents. The immediate training effects on mood suggest that it may be possible to train a more positive interpretation style in youth, potentially helping to protect against anxiety and depressive symptoms.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02286.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 Commentary: A glass half full or half empty? Cognitive bias modification for mental health problems in children and adolescents – reflections on the meta-analysis by Cristea et al. (2015) / Jennifer Y. F. LAU in Journal of Child Psychology and Psychiatry, 56-7 (July 2015)
[article]
Titre : Commentary: A glass half full or half empty? Cognitive bias modification for mental health problems in children and adolescents – reflections on the meta-analysis by Cristea et al. (2015) Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer Y. F. LAU, Auteur Article en page(s) : p.735-737 Langues : Anglais (eng) Mots-clés : Cognitive bias modification training programs depression anxiety youth mental health Index. décimale : PER Périodiques Résumé : The last decade has cognitive bias modification (CBM) training paradigms, emerging first as an experimental test of the causal role of information-processing biases on mood and anxiety symptoms, and then, as the clinical implications of these findings were realised, as a potential clinical ‘vaccine’ that could be used to modify biases and reduce symptoms. CBM is an umbrella term for methods designed to modify cognitive factors that maintain psychiatric conditions such as anxiety and depression through simple repetitive learning. Two biases that have most often been targeted by these training programs are the tendency to orient attention towards threat and distortions in the interpretation of ambiguous situations. This commentary reflects on an accompanying meta-analysis by Crsitea et al., which pooled effect sizes from over 20 statistical comparisons between a CBM group and a control group on post-training measures of mental health (mostly anxiety and depression). Cristea et al. reported that any CBM training-associated difference on measures of anxiety and depression were weak and non-significant (although training effects were generally evident on measures of cognitive biases). Heterogeneity across studies was high, but with exception to the setting in which CBM was delivered (home, school, laboratory or mental health facility), there was no persuasive evidence for significant moderation of training effects by other key variables. In their conclusions the authors suggested that CBM had little clinical utility and that it was unclear whether positive results in any individual study arose from experimenter or participant bias. So if the glass is half empty, what should the next stage of CBM research usefully focus on? En ligne : http://dx.doi.org/10.1111/jcpp.12436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Journal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.735-737[article] Commentary: A glass half full or half empty? Cognitive bias modification for mental health problems in children and adolescents – reflections on the meta-analysis by Cristea et al. (2015) [Texte imprimé et/ou numérique] / Jennifer Y. F. LAU, Auteur . - p.735-737.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.735-737
Mots-clés : Cognitive bias modification training programs depression anxiety youth mental health Index. décimale : PER Périodiques Résumé : The last decade has cognitive bias modification (CBM) training paradigms, emerging first as an experimental test of the causal role of information-processing biases on mood and anxiety symptoms, and then, as the clinical implications of these findings were realised, as a potential clinical ‘vaccine’ that could be used to modify biases and reduce symptoms. CBM is an umbrella term for methods designed to modify cognitive factors that maintain psychiatric conditions such as anxiety and depression through simple repetitive learning. Two biases that have most often been targeted by these training programs are the tendency to orient attention towards threat and distortions in the interpretation of ambiguous situations. This commentary reflects on an accompanying meta-analysis by Crsitea et al., which pooled effect sizes from over 20 statistical comparisons between a CBM group and a control group on post-training measures of mental health (mostly anxiety and depression). Cristea et al. reported that any CBM training-associated difference on measures of anxiety and depression were weak and non-significant (although training effects were generally evident on measures of cognitive biases). Heterogeneity across studies was high, but with exception to the setting in which CBM was delivered (home, school, laboratory or mental health facility), there was no persuasive evidence for significant moderation of training effects by other key variables. In their conclusions the authors suggested that CBM had little clinical utility and that it was unclear whether positive results in any individual study arose from experimenter or participant bias. So if the glass is half empty, what should the next stage of CBM research usefully focus on? En ligne : http://dx.doi.org/10.1111/jcpp.12436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 Is cognitive bias modification training truly beneficial for adolescents? / Stella W. Y. CHAN in Journal of Child Psychology and Psychiatry, 56-11 (November 2015)
[article]
Titre : Is cognitive bias modification training truly beneficial for adolescents? Type de document : Texte imprimé et/ou numérique Auteurs : Stella W. Y. CHAN, Auteur ; Jennifer Y. F. LAU, Auteur ; Shirley A. REYNOLDS, Auteur Article en page(s) : p.1239-1248 Langues : Anglais (eng) Mots-clés : Cognitive Bias Modification interpretation adolescence depression anxiety stress reactivity Index. décimale : PER Périodiques Résumé : Background Cognitive Bias Modification (CBM) has been shown to change interpretation biases commonly associated with anxiety and depression and may help ameliorate symptoms of these disorders. However, its evidence base for adolescents is scarce. Previous results have been hard to interpret because of methodological issues. In particular, many studies have used negative bias training as the control condition. This would tend to inflate any apparent benefits of CBM compared to a neutral control. Most studies also only examined the effects of a single training session and lacked follow-up assessment or ecologically valid outcome measures. Method Seventy-four adolescents, aged 16–18 years, were randomised to two sessions of CBM training or neutral control. Interpretation bias and mood were assessed three times: at baseline, immediately post-training and 1 week post-training. A controlled experimental stressor was also used, and responses to everyday stressors were recorded for 1 week after training to assess responses to psychological challenges. Feedback for the training programme was collected. Results The CBM group reported a greater reduction in negative affect than control participants. However, other hypothesised advantages of CBM were not demonstrated. Regardless of training group, participants reported increased positive interpretations, decreased negative interpretations, reduced depressive symptoms and no change in trait anxiety. The two groups did not differ in their stress reactivity. After controlling for group differences in training performance, all the mood effects disappeared. Conclusions When tested under stringent experimental conditions the effects of CBM in healthy adolescents appear to be minimal. Future studies should concentrate on participants with elevated cognitive biases and/or mood symptoms who may be more sensitive to CBM. En ligne : http://dx.doi.org/10.1111/jcpp.12368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Journal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1239-1248[article] Is cognitive bias modification training truly beneficial for adolescents? [Texte imprimé et/ou numérique] / Stella W. Y. CHAN, Auteur ; Jennifer Y. F. LAU, Auteur ; Shirley A. REYNOLDS, Auteur . - p.1239-1248.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1239-1248
Mots-clés : Cognitive Bias Modification interpretation adolescence depression anxiety stress reactivity Index. décimale : PER Périodiques Résumé : Background Cognitive Bias Modification (CBM) has been shown to change interpretation biases commonly associated with anxiety and depression and may help ameliorate symptoms of these disorders. However, its evidence base for adolescents is scarce. Previous results have been hard to interpret because of methodological issues. In particular, many studies have used negative bias training as the control condition. This would tend to inflate any apparent benefits of CBM compared to a neutral control. Most studies also only examined the effects of a single training session and lacked follow-up assessment or ecologically valid outcome measures. Method Seventy-four adolescents, aged 16–18 years, were randomised to two sessions of CBM training or neutral control. Interpretation bias and mood were assessed three times: at baseline, immediately post-training and 1 week post-training. A controlled experimental stressor was also used, and responses to everyday stressors were recorded for 1 week after training to assess responses to psychological challenges. Feedback for the training programme was collected. Results The CBM group reported a greater reduction in negative affect than control participants. However, other hypothesised advantages of CBM were not demonstrated. Regardless of training group, participants reported increased positive interpretations, decreased negative interpretations, reduced depressive symptoms and no change in trait anxiety. The two groups did not differ in their stress reactivity. After controlling for group differences in training performance, all the mood effects disappeared. Conclusions When tested under stringent experimental conditions the effects of CBM in healthy adolescents appear to be minimal. Future studies should concentrate on participants with elevated cognitive biases and/or mood symptoms who may be more sensitive to CBM. En ligne : http://dx.doi.org/10.1111/jcpp.12368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Practitioner Review: Cognitive bias modification for mental health problems in children and adolescents: a meta-analysis / Ioana A. CRISTEA in Journal of Child Psychology and Psychiatry, 56-7 (July 2015)
[article]
Titre : Practitioner Review: Cognitive bias modification for mental health problems in children and adolescents: a meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Ioana A. CRISTEA, Auteur ; Cristina MOGOA?E, Auteur ; Daniel DAVID, Auteur ; Pim CUIJPERS, Auteur Article en page(s) : p.723-734 Langues : Anglais (eng) Mots-clés : Cognitive bias modification meta-analysis RCT interventions clinical efficacy mental health children adolescents Index. décimale : PER Périodiques Résumé : Background Despite accumulating research and bold claims about the efficacy of cognitive bias modification (CBM) for young populations, no meta-analysis has attempted to synthesize the research literature so far. We examined whether there was empirical evidence for the clinical efficacy of CBM interventions in youths, while also considering the methodological quality of this evidence. Methods Studies were identified through systematic searches in bibliographical databases (PubMed, PsychInfo, Cochrane Library and EMBASE to June 2014). We included randomized controlled trials of CBM interventions, and considered both clinical outcomes and targeted biases. We examined the quality of the trials, as well as potential publication bias and possible moderators. Results We identified 23 trials that reported on four types of outcomes: mental health, anxiety, depression and bias. Effect sizes were small and nonsignificant for all symptom outcomes considered. We found a moderate significant effect size for bias outcomes (Hedges' g of 0.53), with significant heterogeneity. There were no differences between types of CBM interventions, or between one versus multiple-session applications. A small but significant effect size for mental health problems arose when the intervention was delivered in schools. The quality of almost all of the included studies was suboptimal and the vast majority did not include information needed for allowing quality assessment. Conclusions We conducted the first meta-analysis of CBM interventions for children and adolescents and found no effects for mental health outcomes, but we did find moderate and significant effects on the targeted biases. Our results cast serious doubts on CBM interventions having any clinical utility for nonadult populations. Demand characteristics might play an important part in CBM research. En ligne : http://dx.doi.org/10.1111/jcpp.12383 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Journal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.723-734[article] Practitioner Review: Cognitive bias modification for mental health problems in children and adolescents: a meta-analysis [Texte imprimé et/ou numérique] / Ioana A. CRISTEA, Auteur ; Cristina MOGOA?E, Auteur ; Daniel DAVID, Auteur ; Pim CUIJPERS, Auteur . - p.723-734.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.723-734
Mots-clés : Cognitive bias modification meta-analysis RCT interventions clinical efficacy mental health children adolescents Index. décimale : PER Périodiques Résumé : Background Despite accumulating research and bold claims about the efficacy of cognitive bias modification (CBM) for young populations, no meta-analysis has attempted to synthesize the research literature so far. We examined whether there was empirical evidence for the clinical efficacy of CBM interventions in youths, while also considering the methodological quality of this evidence. Methods Studies were identified through systematic searches in bibliographical databases (PubMed, PsychInfo, Cochrane Library and EMBASE to June 2014). We included randomized controlled trials of CBM interventions, and considered both clinical outcomes and targeted biases. We examined the quality of the trials, as well as potential publication bias and possible moderators. Results We identified 23 trials that reported on four types of outcomes: mental health, anxiety, depression and bias. Effect sizes were small and nonsignificant for all symptom outcomes considered. We found a moderate significant effect size for bias outcomes (Hedges' g of 0.53), with significant heterogeneity. There were no differences between types of CBM interventions, or between one versus multiple-session applications. A small but significant effect size for mental health problems arose when the intervention was delivered in schools. The quality of almost all of the included studies was suboptimal and the vast majority did not include information needed for allowing quality assessment. Conclusions We conducted the first meta-analysis of CBM interventions for children and adolescents and found no effects for mental health outcomes, but we did find moderate and significant effects on the targeted biases. Our results cast serious doubts on CBM interventions having any clinical utility for nonadult populations. Demand characteristics might play an important part in CBM research. En ligne : http://dx.doi.org/10.1111/jcpp.12383 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 Research Review: Cognitive bias modification of interpretations in youth and its effect on anxiety: a meta-analysis / G. KREBS in Journal of Child Psychology and Psychiatry, 59-8 (August 2018)
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