The development of the Cognitive Behavioural Social Competence Therapeutic Intervention for Adults with Autism: A mixed methods report

Background: Many young people with autism can have an average or above average IQ, yet they still struggle with the social competencies needed to successfully navigate into adulthood. Despite many individuals with autism experiencing significant challenges during their transition into adulthood, evidence‐based therapeutic interventions to support individuals with autism during this transition are limited. The current literature suggests that cognitive behavioural therapy interventions can help improve social skills and the mental health of individuals with autism. However, little is known about the benefits for young adults with autism transitioning or who have transitioned into adulthood. Aims and Method: The aim of this research was to deliver a newly developed Cognitive Behavioural Social Competence Therapeutic Intervention for Adults with Autism (CBSCTI‐A) to five young adults with autism. Research aims were to evaluate intervention feasibility and efficacy by triangulating data findings using a mixed methods approach. Results: Results support feasibility, with CBSCTI‐A receiving very high user satisfaction ratings, and adherence to the intervention was high, recorded at ~90%. Fidelity to treatment was also high, ranging from ~86% to ~100%. Quantitative findings indicate that over an eight‐week time period, a small sample of young adults with autism experienced significant improvements with regard to their social motivation, non‐verbal conversation, emotional empathy, assertiveness, interpersonal relationships and self‐control. Qualitative findings provide further anecdotal support for intervention feasibility and efficacy. After the completion of the intervention, participants and their parents were invited to complete semistructured interviews. Thematic analysis (TA) revealed four main themes: user satisfaction, important components of therapeutic intervention, challenges and critiques, and recommendations. Conclusions: CBSCTI‐A appears to be a feasible intervention; however, future research with larger samples and more rigorous controlled trials is needed before efficacy can be established

A randomised controlled feasibility study of group cognitive behavioural therapy for people with severe asthma

Objectives: Evidence for the efficacy of Cognitive Behavioural Therapy (CBT) in asthma is developing but it is not known if this translates to benefits in severe asthma or if a group approach is acceptable to this patient group. This study aimed to assess the feasibility and acceptability of Group-CBT in severe asthma. Method: This was a two-centre, randomised controlled parallel group feasibility study. Eligible participants (patients with severe asthma and a clinically significant diagnosis of anxiety and/or depression – Hospital Anxiety and Depression Scale (HAD) score greater than 8 for the anxiety or depression sub-scale) received Group-CBT in weekly sessions for eight consecutive weeks and usual care or usual care only. Follow-up was for 16 weeks and end points were: Asthma Quality of Life Questionnaire, Asthma Control Questionnaire, HAD, Dyspnoea-12, EuroQual-5D and EuroQuol-VAS. Results: 51 patients were randomised: 36% (51 out of 140) consent rate and 25% (13/51) attrition at week 16. Screening logs indicated that study take-up was influenced by patients living long distances from the treatment centre and inability to commit to the weekly demands of the programme. Drop-out was higher in Group-CBT compared due to inability to commit to the weekly programme because of poor health. Participants who contributed to focus group discussions reported that Group-CBT contributed to a better understanding of their illness and related approaches to anxiety management and acceptance of their asthma condition. Although weekly face-to-face sessions were challenging, this was the preferred method of delivery for these participants. Conclusions: This feasibility study shows that Group-CBT warrants further investigation as a potentially promising treatment option for patients with severe asthma. It has been possible but not easy to recruit and retain the sample. Options for a less demanding intervention schedule, such as less frequent face-to-face visits and the use of web-based interventions, require careful consideration

Prevention of violence against women/girls so as to build safe-spaces for women in educational universities in Viet Nam

The objectives of this research were to address these gaps and to support gender-sensitive teaching and awareness in teacher training within universities that can change Higher Education (HE) environments and change teaching and educational activities in schools. The project had four key aims to address:1. Conducting a detailed needs assessment and analysis of current teacher-training programmes to identify how gender sensitive they are, such as if the programme raises awareness of women’s rights and if the textbooks or curriculum promote non-traditional gender roles.2. Evaluate the environment and current situation of gender inequality and GBV in schools by engaging with officials, lecturers, staff and female students at five pedagogical universities from all three regions of Viet Nam (North, Central and South).3. Develop and implement training materials on gender-related issues and gender equality (prevention and response to GBV) for students and lecturers at pedagogical universities in Viet Nam.4. Make recommendations to the Ministry of Education and Training (MOET), as well as HEIs more widely, on the implementation of mainstreaming curricula on gender, gender equality and prevention of violence against women/girls (at all levels of education, but especially for pedagogical university students).To address these aims, and to improve the environment within universities in Viet Nam, establishing a safe-space for students, lecturers and staff’s physicality and mentality, the partners from the UK and Viet Nam had run in-person and online training workshops; and had a roundtable policy table with representatives of MOET. This research paper provides the findings from these training workshops and evaluation of the training workshops

Prevention of violence against women/girls so as to build safe-spaces for women in educational universities in Viet Nam

The objectives of this research were to address these gaps and to support gender-sensitive teaching and awareness in teacher training within universities that can change Higher Education (HE) environments and change teaching and educational activities in schools. The project had four key aims to address:1. Conducting a detailed needs assessment and analysis of current teacher-training programmes to identify how gender sensitive they are, such as if the programme raises awareness of women’s rights and if the textbooks or curriculum promote non-traditional gender roles.2. Evaluate the environment and current situation of gender inequality and GBV in schools by engaging with officials, lecturers, staff and female students at five pedagogical universities from all three regions of Viet Nam (North, Central and South).3. Develop and implement training materials on gender-related issues and gender equality (prevention and response to GBV) for students and lecturers at pedagogical universities in Viet Nam.4. Make recommendations to the Ministry of Education and Training (MOET), as well as HEIs more widely, on the implementation of mainstreaming curricula on gender, gender equality and prevention of violence against women/girls (at all levels of education, but especially for pedagogical university students).To address these aims, and to improve the environment within universities in Viet Nam, establishing a safe-space for students, lecturers and staff’s physicality and mentality, the partners from the UK and Viet Nam had run in-person and online training workshops; and had a roundtable policy table with representatives of MOET. This research paper provides the findings from these training workshops and evaluation of the training workshops

Prevention of violence against women/girls so as to build safe-spaces for women in educational universities in Viet Nam

The objectives of this research were to address these gaps and to support gender-sensitive teaching and awareness in teacher training within universities that can change Higher Education (HE) environments and change teaching and educational activities in schools. The project had four key aims to address:1. Conducting a detailed needs assessment and analysis of current teacher-training programmes to identify how gender sensitive they are, such as if the programme raises awareness of women’s rights and if the textbooks or curriculum promote non-traditional gender roles.2. Evaluate the environment and current situation of gender inequality and GBV in schools by engaging with officials, lecturers, staff and female students at five pedagogical universities from all three regions of Viet Nam (North, Central and South).3. Develop and implement training materials on gender-related issues and gender equality (prevention and response to GBV) for students and lecturers at pedagogical universities in Viet Nam.4. Make recommendations to the Ministry of Education and Training (MOET), as well as HEIs more widely, on the implementation of mainstreaming curricula on gender, gender equality and prevention of violence against women/girls (at all levels of education, but especially for pedagogical university students).To address these aims, and to improve the environment within universities in Viet Nam, establishing a safe-space for students, lecturers and staff’s physicality and mentality, the partners from the UK and Viet Nam had run in-person and online training workshops; and had a roundtable policy table with representatives of MOET. This research paper provides the findings from these training workshops and evaluation of the training workshops

A randomised controlled feasibility trial of Group Cognitive Behavioural Therapy for people with severe asthma

Evidence for the efficacy of Cognitive Behavioural Therapy (CBT) in asthma is developing but it is not known if this translates to benefits in severe asthma or if a group approach is acceptable to this patient group. This study aimed to assess the feasibility and acceptability of Group-CBT in severe asthma.This was a two-centre, randomised controlled parallel group feasibility study. Eligible participants (patients with severe asthma and a clinically significant diagnosis of anxiety and/or depression - Hospital Anxiety and Depression Scale (HAD) score greater than 8 for the anxiety or depression sub-scale) received Group-CBT in weekly sessions for eight consecutive weeks and usual care or usual care only. Follow-up was for 16 weeks and end points were: Asthma Quality of Life Questionnaire, Asthma Control Questionnaire, HAD, Dyspnoea-12, EuroQual-5D and EuroQuol-VAS.51 patients were randomised: 36% (51 out of 140) consent rate and attrition at week 16 was 12. Screening logs indicated that study take-up was influenced by patients living long distances from the treatment centre and inability to commit to the weekly demands of the programme. Drop-out was higher in Group-CBT compared due to inability to commit to the weekly programme because of poor health. Participants who contributed to focus group discussions reported that Group-CBT contributed to a better understanding of their illness and related approaches to anxiety management and acceptance of their asthma condition. Although weekly face-to-face sessions were challenging, this was the preferred method of delivery for these participants.This feasibility study shows that Group-CBT warrants further investigation as a potentially promising treatment option for patients with severe asthma. It has been possible but not easy to recruit and retain the sample. Options for a less demanding intervention schedule, such as less frequent face-to-face visits and the use of web-based interventions, require careful consideration

Bringing creative psychotherapies to primary NHS Mental Health Services in the UK: A feasibility study on patient and staff experiences of arts for the blues workshops delivered at Improving Access to Psychological Therapies (IAPT) services

There have been several arguments for the need to generate evidence-based creativeforms of psychological interventions in Improving Access to Psychological Services(IAPT), the main primary mental health provider in hospitals in England, UK. In thisfeasibility study, we sought to identify helpful and unhelpful factors of a new creativegroup psychotherapy, titled Arts for the Blues. We also wanted to find out whetherthe research tools used were acceptable and sensitive. We therefore engaged a groupof seven patients attending an IAPT service in the North West of England, and a groupof six staff working in the same service, to attend one creative workshop each, followed by a focus group. The two focus groups were transcribed and analysed usingthematic analysis. We also collected pre- and post-measures of depression (PHQ-9)and anxiety (GAD-7), measures commonly used in IAPT services, plus measures ofwell-being (WHO-5), the PANAS, and goal-setting, which were considered for acceptability and sensitivity. We received largely positive responses from service usersand staff in the use of creative methods in psychotherapy. Although the measuresused had limitations due to the short duration of one-off creative workshops, wefound that they were sensitive enough, easy to complete and, thus, were acceptable.We concluded that Arts for the Blues is a promising intervention in IAPT, especiallysince it is shaped by service users and staff working in these services. Further work isneeded to establish the effectiveness of this new intervention

Arts for the blues – a new creative psychological therapy for depression

Routinely prescribed psychological therapies for depression are not always effective. Arts therapies, particularly Dance Movement Psychotherapy, may offer additional therapeutic mechanisms for depression. Therefore, client-reported helpful factors from various therapy types, along with client preferences, are key in devising new therapeutic interventions. We present a framework for a new pluralistic “meta-approach” of therapy for depression, based on an interdisciplinary thematic synthesis (Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 45) of active ingredients from both talking therapies and creative approaches. Lastly, we offer an example group therapy workshop based on this approach, to be piloted with clients and practitioners within an NHS mental health service. Further research is required to evaluate this pilot and to devise a full treatment for trialling within the service