Meta-analysis shows trauma memories in PTSD lack coherence: a response to Taylor et al. (2022)

Taylor et al. (Clinical Psychological Science, 2022) reported that in healthy participants memories of traumatic and comparison films did not differ in coherence. The lack of a group diagnosed with posttraumatic stress disorder (PTSD), as well as limitations of the trauma film paradigm, mean that their design is unable to directly test predictions made by clinical theories of PTSD. Contrary to what Taylor et al. (2022) claim there is convincing evidence for trauma memories in PTSD being incoherent or disorganized. Meta-analysis demonstrated a strong positive association between PTSD and memory incoherence/disorganization, moderated by the effect of the methods chosen to assess disorganization.</p

Homogeneity of Variance

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The problems in using Fixed-effects models of meta-analysis on real-world data

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Eta and eta squared

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Conditioning models of childhood anxiety

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Anxiety disorders in children and adolescents: research, assessment and intervention (second edition)

Anxiety disorders are among the most prevalent mental health problems in childhood and adolescence. This fully revised new edition is an authoritative guide to the understanding and assessment of anxiety disorders in the young. The first section covers historical and conceptual issues, including cognitive and developmental processes, clinical and theoretical models, phenomenology and classification, and evidence-based assessment. Subsequent sections cover the biology of child and adolescent anxiety, and environmental influences including traumatic events, parenting and the impact of the peer group. The final section addresses prevention and treatment of anxiety. All chapters incorporate new advances in the field, explicitly differentiate between children and adolescents, and incorporate a developmental perspective. Written and edited by an international team of leading experts in the field, this is a key text for researchers, practitioners, students and clinical trainees with interests in child and adolescent anxiet

Information processing biases and anxiety: a developmental perspective

"Anxiety is an emotion that appears early in childhood and follows a typical developmental course. This book provides a comprehensive overview of relevant theory and research related to information processing biases and its contribution to elevated levels of anxiety in children and adolescents." "Focusing on theoretical and research issues, the book highlights how different researchers have explored diverse aspects of information processing, such as selective attention, inhibition and interpretation, in anxious children and adolescents. It further investigates the origin and treatment of information processing biases within the broader context of developmental psychopathology, genetics, learning and the family.

A neglectful parenting style moderates the effect of the verbal threat information pathway on children's heart rate responses to novel animals

Parenting styles are associated with anxiety in children. Part of this association can be explained by how parenting interacts with known pathways to anxiety. Although parenting interacts with the verbal threat information pathway to create anxiogenic cognitions in children, it is not known whether parenting styles mediate the physiological component of the anxiety emotion. An experiment is reported in which 6¿10-year-old children (N = 54) completed parenting styles, and anxiety beliefs questionnaires. They were then given threat, positive or no verbal information about three novel animals before being asked to place their hands in boxes they believed these animals inhabited. Their average heart rate during the approach was recorded. The results suggest that a neglectful maternal parenting style mediates the effect that verbal threat information has on physiological responses. However, a punitive maternal parenting style, maternal warmth, overprotection, and accurate monitoring were not found to have a significant effect. Paternal parenting styles were not found to have any significant effect. This experiment adds to the existing evidence demonstrating that parenting practices can mediate components of acquired anxiety emotions

The Early Youth Engagement (EYE) project: A feasibility and pilot study to promote better engagement and outcomes in first episode psychosis

Background: Engagement with Early Intervention in Psychosis (EIP) services improves symptoms, illness course, social and occupational function, yet, 25-30% of patients disengage from services within the first 12 months. This study aimed to develop an intervention to promote better youth engagement and health outcomes for this population.Method: First, a cross-sectional qualitative study investigated facilitators and barriers to engagement from the perspective of EIP service users, their relatives and healthy young people. Forty focus groups/ interviews were conducted with 68 participants, and thematic analysis was applied to the transcribed data. Next, a Delphi consultation with 27 clinicians, managers and experts, reached consensus on a set of pragmatic, deliverable service adaptations which formed the new Early Youth Engagement (EYE) service model. Finally, 298 first episode psychosis services users received either the original model (pre-adaptation) or the EYE model (post-adaptation), and both engagement at 12 months, and feasibility and satisfaction were explored.Results: A generalized linear model with engagement status nested within teams, revealed that the proportion disengaged was significantly lower in the EYE model cohort. Engagement was not predicted by team, age or gender. Disengagement decreased from 24% prior to 14.5% post the intervention. Qualitative feedback revealed impacts on communication, social involvement, staff approaches, collaboration, practical goals, hope and trust.Conclusion: This study demonstrates how a new early youth engagement model might reduce drop out, and promote satisfaction and better social and health outcomes for this sub-group of young people at risk of disengagement.</p

Developing knowledge-based psychotherapeutic competencies in non-specialist providers: a pre-post study with a nested randomised controlled trial of a coach-supported versus self-guided digital training course for a problem-solving psychological intervention in India

We evaluated a digital learning programme for non-specialists to develop knowledge-based competencies in a problem-solving intervention for adolescents to examine the overall impact of training on knowledge-based competencies among learners; and to compare the effects of two training conditions (self-guided digital training with or without coaching) in a nested parallel, two-arm, individually randomised controlled trial. Eligible participants were 18 or older; fluent in Hindi or English; able to access digital training; and had no prior experience of delivering structured psychotherapies. 277 participants were enrolled from 31 March 2022 to 19 June 2022 of which 230 (83%) completed the study. There was a significant increase in competency score from pre-training (Mean = 7.01, SD = 3.29) to post-training (Mean = 8.88, SD = 3.80), 6 weeks after the pre-training assessment. Knowledge competency scores showed larger increase among participants randomised to the coaching arm (AMD = 1.09, 95% CI 0.26-1.92, p = 0.01) with an effect size (d) of 0.33 (95% CI 0.08-0.58). More participants completed training in the coaching arm (n = 96, 69.6%) compared to the self-guided training arm (n = 56, 40.3%). In conclusion, a coach-supported remote digital training intervention is associated with enhanced participation by learners and increased psychotherapeutic knowledge competencies.</p