Influence of initial severity of depression on effectiveness of low intensity interventions: meta-analysis of individual patient data

Research output: Journal contributionsJournal articlesResearchpeer-review

Authors

  • P. Bower
  • E. Kontopantelis
  • A. Sutton
  • T. Kendrick
  • D. Richards
  • S. Gilbody
  • S. Knowles
  • Pim Cuijpers
  • Gerhard Andersson
  • Helen M. Christensen
  • B. Meyer
  • Marcus Huibers
  • Filip Smit
  • Annemieke Van Straten
  • L. Warmerdam
  • Michael Barkham
  • Linda Bilich
  • Karina Lovell
  • Emily Tung-Hsueh Liu
Objective To assess how initial severity of depression affects the benefit derived from low intensity interventions for depression.

Design Meta-analysis of individual patient data from 16 datasets comparing low intensity interventions with usual care.

Setting Primary care and community settings.

Participants 2470 patients with depression.

Interventions Low intensity interventions for depression (such as guided self help by means of written materials and limited professional support, and internet delivered interventions).

Main outcome measures Depression outcomes (measured with the Beck Depression Inventory or Center for Epidemiologic Studies Depression Scale), and the effect of initial depression severity on the effects of low intensity interventions.

Results Although patients were referred for low intensity interventions, many had moderate to severe depression at baseline. We found a significant interaction between baseline severity and treatment effect (coefficient −0.1 (95% CI −0.19 to −0.002)), suggesting that patients who are more severely depressed at baseline demonstrate larger treatment effects than those who are less severely depressed. However, the magnitude of the interaction (equivalent to an additional drop of around one point on the Beck Depression Inventory for a one standard deviation increase in initial severity) was small and may not be clinically significant.

Conclusions The data suggest that patients with more severe depression at baseline show at least as much clinical benefit from low intensity interventions as less severely depressed patients and could usefully be offered these interventions as part of a stepped care model.
Original languageEnglish
Article numberf540
JournalThe BMJ (Clinical research ed.)
Volume346
Issue number7899
Number of pages11
ISSN0959-8138
DOIs
Publication statusPublished - 26.02.2013

Bibliographical note

Online-Publikation

Documents

DOI

Recently viewed

Activities

  1. 9th International Conference on Task-Based Language Teaching: Widening the Horizon of Task-Based Language Teaching, “Task-as-Process: Group Interaction in Breakout Rooms”
  2. Knowledge-based views on Innovation: What's in it for schools?
  3. Contractual Solutions for Addressing Harmful Interference
  4. Studies in Space Law (Zeitschrift)
  5. While the Angels are Naming Us.
  6. Panelist (debate on "Re-Routing Mobility") and guest speaker (on "Re-Writing the Future")
  7. EUROCALL conference: CALL and professionalisation “Digital Language Teaching After COVID-19: What Can We Learn from the Crisis?”
  8. Stanford Universität
  9. DSP-Kolloquium 2017
  10. Leading Educational Innovation in a Changing World (Symposium)
  11. Labour Economics
  12. Objects between Craft, Science and Art: The Blaschka Models at Harvard
  13. Multitudes Revues
  14. EUROCALL conference: CALL and professionalisation “Digitally-Enhanced TBLT in Synchronous Video-Based ELT: A Qualitative-Empirical Study on the Use of Task-Supported, Video- Based English Teaching” (poster)
  15. Confident for the next job interview: virtual reality for effective training
  16. European Federation of Associations and Centres of Irish Studies Roundtable Discussion
  17. 16th IAA Symposium On Space Debris
  18. Ready to change: an experimental forum on culture and social innovation in Europe and in the Med area Ready to Change' Forum
  19. The BIG Dada Data
  20. Expert Meeting
  21. Tagung des Centers for Global Change and Governance an der Rutgers University
  22. Michel de Certeau as a Theorist of Hacking
  23. Optical Calculus
  24. Virtual Exchange Conference “Enhancing Remote Teaching with Virtual Exchange: Fostering Intercultural Competence in Secondary ELT during and after the COVID-19 Pandemic”