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 - Goel, Neha J.
AU - Flatt, Rachael E.
AU - Balantekin, Katherine N.
AU - Monterubio, Grace E.
AU - Karam, Anna M.
AU - Funk, Burkhardt
AU - Trockel, Mickey T.
AU - Wilfley, Denise E.
AU - Taylor, C. 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.
UR - https://www.scopus.com/pages/publications/85139164659
U2 - 10.1080/10640266.2022.2110698
DO - 10.1080/10640266.2022.2110698
M3 - Article
C2 - 36178245
AN - SCOPUS:85139164659
SN - 1064-0266
VL - 31
SP - 191
EP - 199
JO - Eating Disorders
JF - Eating Disorders
IS - 2
ER -