TY - JOUR

T1 - Digital guided self-help for eating disorders

T2 - thematic analysis of participant text messages to coaches

AU - Sadeh-Sharvit, Shiri

AU - Idan, Orly

AU - Fowler, Lauren A.

AU - Fitzsimmons-Craft, Ellen E.

AU - Firebaugh, Marie-Laure

AU - Smith, Arielle

AU - Graham, Andrea K.

AU - Goelf , Neha J.

AU - Flatt, Rachael E.

AU - Balantekinh, Katherine N.

AU - Monterubiod, Grace E.

AU - Karam, Anna M.

AU - Funk, Burkhardt

AU - Trockel, Mickey T.

AU - Wilfley, Denise E.

AU - Taylor, Craig Barr

N1 - Publisher Copyright: © 2022 Taylor & Francis.

PY - 2023

Y1 - 2023

N2 - Digital guided self-help for eating disorders (GSH-ED) can reduce treatment disparities. Understanding program participants’ interests throughout the program can help adapt programs to the service users’ needs. Participants were 383 college students receiving a digital GSH-ED, who were each assigned a coach to help them better utilize the intervention through text correspondence. A thematic and affective analysis of the texts participants had sent found they primarily focused on: strategies for changing their ED-related cognitions, behaviors, and relationships; describing symptoms without expressing an active endeavor to change; and participants’ relationship with their coach. Most texts also expressed affect, demonstrating emotional engagement with the intervention. Findings suggest that participants in GSH-ED demonstrate high involvement with the intervention, and discuss topics that are similar to those reported in clinician-facilitated interventions. The themes discussed by digital program participants can inform future iterations of GSH-ED, thereby increasing scalability and accessibility of digital evidence-based ED interventions.

AB - Digital guided self-help for eating disorders (GSH-ED) can reduce treatment disparities. Understanding program participants’ interests throughout the program can help adapt programs to the service users’ needs. Participants were 383 college students receiving a digital GSH-ED, who were each assigned a coach to help them better utilize the intervention through text correspondence. A thematic and affective analysis of the texts participants had sent found they primarily focused on: strategies for changing their ED-related cognitions, behaviors, and relationships; describing symptoms without expressing an active endeavor to change; and participants’ relationship with their coach. Most texts also expressed affect, demonstrating emotional engagement with the intervention. Findings suggest that participants in GSH-ED demonstrate high involvement with the intervention, and discuss topics that are similar to those reported in clinician-facilitated interventions. The themes discussed by digital program participants can inform future iterations of GSH-ED, thereby increasing scalability and accessibility of digital evidence-based ED interventions.

KW - Informatics

KW - Business informatics

UR - http://www.scopus.com/inward/record.url?scp=85139164659&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/07f3b11d-ba7c-3a18-8767-f09e3a394964/

U2 - 10.1080/10640266.2022.2110698

DO - 10.1080/10640266.2022.2110698

M3 - Journal articles

C2 - 36178245

VL - 31

SP - 191

EP - 199

JO - Eating Disorders, The Journal of Treatment & Prevention

JF - Eating Disorders, The Journal of Treatment & Prevention

SN - 1064-0266

IS - 2

ER -