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- Karyotaki, E., et al.
(författare)
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Predictors of treatment dropout in self-guided web-based interventions for depression: an individual patient data meta-analysis
- 2015
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Ingår i: Psychological Medicine. - : CAMBRIDGE UNIV PRESS. - 0033-2917 .- 1469-8978. ; 45:13, s. 2717-2726
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Tidskriftsartikel (refereegranskat)abstract
- Background. It is well known that web-based interventions can be effective treatments for depression. However, dropout rates in web-based interventions are typically high, especially in self-guided web-based interventions. Rigorous empirical evidence regarding factors influencing dropout in self-guided web-based interventions is lacking due to small study sample sizes. In this paper we examined predictors of dropout in an individual patient data meta-analysis to gain a better understanding of who may benefit from these interventions. Method. A comprehensive literature search for all randomized controlled trials (RCTs) of psychotherapy for adults with depression from 2006 to January 2013 was conducted. Next, we approached authors to collect the primary data of the selected studies. Predictors of dropout, such as socio-demographic, clinical, and intervention characteristics were examined. Results. Data from 2705 participants across ten RCTs of self-guided web-based interventions for depression were analysed. The multivariate analysis indicated that male gender [relative risk (RR) 1.08], lower educational level (primary education, RR 1.26) and co-morbid anxiety symptoms (RR 1.18) significantly increased the risk of dropping out, while for every additional 4 years of age, the risk of dropping out significantly decreased (RR 0.94). Conclusions. Dropout can be predicted by several variables and is not randomly distributed. This knowledge may inform tailoring of online self-help interventions to prevent dropout in identified groups at risk.
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| 2. |
- Koning, Ina M., et al.
(författare)
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Preventing Heavy Alcohol Use in Adolescents (PAS) : Cluster Randomized Trial of a Parent and Student Intervention offered Separately and Simultaneously
- 2009
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Ingår i: Addiction. - : Wiley-Blackwell. - 0965-2140 .- 1360-0443. ; 104:10, s. 1669-1678
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Tidskriftsartikel (refereegranskat)abstract
- Aims: To evaluate the effectiveness of two preventive interventions to reduce heavy drinking in first- and second-year high school students.Design and setting: Cluster randomized controlled trial using four conditions for comparing two active interventions with a control group from 152 classes of 19 high schools in the Netherlands.Participants: A total of 3490 first-year high school students (mean 12.68 years, SD = 0.51) and their parents.Intervention conditions: (i) Parent intervention (modelled on the Swedish Örebro Prevention Program) aimed at encouraging parental rule-setting concerning their children's alcohol consumption; (ii) student intervention consisting of four digital lessons based on the principles of the theory of planned behaviour and social cognitive theory; (iii) interventions 1 and 2 combined; and (iv) the regular curriculum as control condition.Main outcome measures: Incidence of (heavy) weekly alcohol use and frequency of monthly drinking at 10 and 22 months after baseline measurement.Findings: A total of 2937 students were eligible for analyses in this study. At first follow-up, only the combined student–parent intervention showed substantial and statistically significant effects on heavy weekly drinking, weekly drinking and frequency of drinking. At second follow-up these results were replicated, except for the effects of the combined intervention on heavy weekly drinking. These findings were consistent across intention-to-treat and completers-only analyses.Conclusions: Results suggest that adolescents as well as their parents should be targeted in order to delay the onset of drinking, preferably prior to onset of weekly drinking.
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- Smit, Ben H.J., et al.
(författare)
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Dialogue and recognition in educational partnerships
- 2014
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Ingår i: Managing Global Changes and Education Reforms: Asia and Pacific Resonses. APERA Conference, 19-21 Nov, 2014, Hong Kong.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Aim and background Partnerships are a fundamental building block of successful change and educational reform. For this reason, in this paper, we explore educational partnerships in different contexts: between schools and universities; between teachers and academic researchers; and between teachers and students. Based on (action research) projects carried out in several countries we focus on the various dialogue processes in these partnerships and on successful ways to foster them. Research questions addressed in the paper What forms of dialogue can serve as tools to enable, constrain or foster partnerships? What do the various partners learn from and about each other in dialogue processes? How are the practices of different partners formed and reformed through dialogue? What kinds of self-dialogue and reflection does the researcher need to facilitate the dialogue and learning of others towards sustainable partnerships? Theory and methodology The paper is based on an re-analysis of mostly qualitative data from separate projects using a narrative approach. We draw on recognition theory (e.g. Ricoeur, 2005; Honneth, 2012) to explore characteristics of the various partnerships and the roles of the participants. The theory of practice architectures (Kemmis & Grootenboer, 2008) aims to explain how social and educational practices are constituted in relation to the particular arrangements that support them. This theory helps us to describe and understand the way partnerships are dependent on and shaped by communicative spaces. Moreover, it frames the way we look at changes and reforms in educational practice due to dialogue in partnerships. References Honneth, A. (2012). The I in We: Studies in the Theory of Recognition (transl. Joseph Ganal), Cambridge: Polity. Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice. Chapter 3 in S. Kemmis & T.J. Smith (eds.) Enabling Praxis: Challenges for education. Rotterdam: Sense. Ricoeur, P. (2005). The Course of Recognition (trans. David Pellauer). Cambridge, Mass.: Harvard UP.
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