Digital guided self-help for eating disorders: thematic analysis of participant text messages to coaches
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In: Eating Disorders, The Journal of Treatment & Prevention, Vol. 31, No. 2, 2023, p. 191-199.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 - 1532-530X
IS - 2
ER -