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The effectiveness of homework tasks in an irritable bowel syndrome self-management programme

The effectiveness of homework tasks in an irritable bowel syndrome self-management programme
The effectiveness of homework tasks in an irritable bowel syndrome self-management programme
The aim of this study was to evaluate the role of engagement with homework tasks in a brief, self-help CBT based intervention for irritable bowel syndrome (IBS). Thirty one IBS participants who were randomised to receive the self management programme participated in this part of the study. Participants completed a seven week self-management programme which consisted of a detailed self-help manual that included weekly structured homework tasks, an initial face-to-face session with a CBT therapist, and two hour-long telephone sessions at three and five weeks into the programme. In order to assess improvement across the trial, patients completed questionnaires at baseline, post treatment and three months follow-up measuring the severity of their IBS symptoms and their level of symptom relief. Homework sheets were returned at the end of therapy and rated by two independent raters for quantity and quality of homework completed. There were no significant differences between improvers and non-improvers at the end of treatment in either the quality or quantity of homework completed. However, at three months post treatment people who had symptom improvement had completed significantly more homework during their treatment and the quality of this homework was greater than people who had not improved. Encouraging patients to engage in self-help activities may increase the efficacy of this form of therapy.
0112-109X
120-125
Bogalo, L.
3e80f971-cf09-47dc-8d4f-1b5310215db4
Moss-Morris, R.
73877cc9-a2a8-46b2-bd0f-0651a15b6aaf
Bogalo, L.
3e80f971-cf09-47dc-8d4f-1b5310215db4
Moss-Morris, R.
73877cc9-a2a8-46b2-bd0f-0651a15b6aaf

Bogalo, L. and Moss-Morris, R. (2006) The effectiveness of homework tasks in an irritable bowel syndrome self-management programme. New Zeland Journal of Psychology, 35 (3), 120-125.

Record type: Article

Abstract

The aim of this study was to evaluate the role of engagement with homework tasks in a brief, self-help CBT based intervention for irritable bowel syndrome (IBS). Thirty one IBS participants who were randomised to receive the self management programme participated in this part of the study. Participants completed a seven week self-management programme which consisted of a detailed self-help manual that included weekly structured homework tasks, an initial face-to-face session with a CBT therapist, and two hour-long telephone sessions at three and five weeks into the programme. In order to assess improvement across the trial, patients completed questionnaires at baseline, post treatment and three months follow-up measuring the severity of their IBS symptoms and their level of symptom relief. Homework sheets were returned at the end of therapy and rated by two independent raters for quantity and quality of homework completed. There were no significant differences between improvers and non-improvers at the end of treatment in either the quality or quantity of homework completed. However, at three months post treatment people who had symptom improvement had completed significantly more homework during their treatment and the quality of this homework was greater than people who had not improved. Encouraging patients to engage in self-help activities may increase the efficacy of this form of therapy.

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Published date: November 2006

Identifiers

Local EPrints ID: 44993
URI: http://eprints.soton.ac.uk/id/eprint/44993
ISSN: 0112-109X
PURE UUID: 6302df73-2950-4902-9bb2-52c29073ca7f

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Date deposited: 22 Mar 2007
Last modified: 19 Jul 2019 18:51

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Contributors

Author: L. Bogalo
Author: R. Moss-Morris

University divisions

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