The SST has a long article about how the eevilll doctors are stopping them working. Now, the problem is, that they don’t say how they work.
And this is not how therapy research works. You describe your methods, including the talking therapy interventions. This is taken from a trial of internet based therapy for people who have post traumatic stress disorder: — and yes, the paper is publically available.
First Phase: self confrontation
At the beginning of the treatment, participants received psycho-education about the mechanisms of exposure. In the first phase, the therapists helped the patients to focus on the most painful images and thoughts and encouraged the patient to write about them. The patients were instructed to describe the traumatic event thoroughly including their intimate fears and thoughts concerning the traumatic experience. To increase the effect of the exposure, patients were asked to write in the first person and in present tense and to give detailed descriptions of all sensory details they had experienced during the traumatic event including olfactory, visual and auditory stimuli. Participants were explicitly asked not to concentrate on style, grammar, spelling, or the chronological order of their essays. The therapists checked whether patients explicitly addressed the traumatic event as described above. If needed the therapist supported the patient to address the avoided features more forcefully. The following is an example of a writing assignment for essays 3 and 4:
“For the next two texts, I would like to ask you to choose one moment of your traumatic event. One moment that you can hardly bear to think about, but that keeps intruding on your thoughts. Write down the most painful memories and emotions you have when you think about it and describe everything that you experience – every feeling, every thought and physical reaction.”
Second phase: Cognitive restructuring
During the second phase, patients received psycho-education about the principles of cognitive restructuring. The goal of this phase was to form a new perspective on the traumatic event and to regain a sense of control. Participants wrote a supportive letter to an imaginary friend who had been through the same experience. In this letter, the patient was instructed to reflect on the addressee’s feelings of guilt and shame, challenge dysfunctional automatic thinking and behaviour patterns, and correct unrealistic assumptions. Furthermore, patients were encouraged to consider potentially positive consequences of the traumatic event for that person’s life and the lessons to be learned from it. An example of an instruction for the first two essays in the second phase is as follows:
“Imagine you are writing a supportive letter to your friend Hanna, who experienced the same situation as you. Could she have foreseen what happened? Do you think she was responsible for this?”
Third Phase: Social sharing and farewell ritual
During the third phase, patients received psycho-education about the positive effects of social sharing. In a final letter, they then took symbolic leave of the traumatic event. Patients summarize what has happened to them, reflect on the therapeutic process and describe how they are going to cope now and in the future. Patients could address the letter either to themselves, to a close friend, or another significant person involved in the traumatic event. The letter did not ultimately have to be sent.
“You wrote that you would like to address the letter to your mother. First, I would like to ask you to describe the circumstances of what happened. Which moments were so important that you would like to tell her about them? What meaning does this experience have in your life. What plans do you have for the future? Who is important in your life and who can support you in the future? It is important to give the past, the present and the future the same weight in this letter.”
At the beginning of each writing phase, patients proposed individual timetables as to when they planned to write. Halfway through and at the end of each treatment phase, patients received feedback and further writing instructions, which were based on the treatment manual but tailored to patients’ specific needs. Important aspects of this feedback were recognition and reinforcement of the patients’ independent work, positive feedback and motivation, as well as frequent summaries and encouraging patients to voice questions and doubts.
via BioMed Central | Full text | Internet-based treatment for PTSD reduces distress and facilitates the development of a strong therapeutic alliance: a randomized controlled trial.
And… as the researchers measured their effect they found a significant improvement with this. Over the internet. Without as much 1:1 time.
This is part of the dataset that ACC should be looking for