Development and initial evaluation of a treatment integrity measure for low-intensity group psychoeducational interventions.

IF 2 4区心理学 Q3 PSYCHOLOGY, CLINICAL

Behavioural and Cognitive Psychotherapy Pub Date : 2024-05-01 Epub Date: 2023-11-28 DOI:10.1017/S1352465823000528

Jonah Gosling, Melanie Simmonds-Buckley, Stephen Kellett, Daniel Duffy, Katarzyna Olenkiewicz-Martyniszyn

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引用次数: 0

Abstract

Background: Despite the importance of assessing the quality with which low-intensity (LI) group psychoeducational interventions are delivered, no measure of treatment integrity (TI) has been developed.

Aims: To develop a psychometrically robust TI measure for LI psychoeducational group interventions.

Method: This study had two phases. Firstly, the group psychoeducation treatment integrity measure-expert rater (GPTIM-ER) and a detailed scoring manual were developed. This was piloted by n=5 expert raters rating the same LI group session; n=6 expert raters then assessed content validity. Secondly, 10 group psychoeducational sessions drawn from routine practice were then rated by n=8 expert raters using the GPTIM-ER; n=9 patients also rated the quality of the group sessions using a sister version (i.e. GPTIM-P) and clinical and service outcome data were drawn from the LI groups assessed.

Results: The GPTIM-ER had excellent internal reliability, good test-retest reliability, but poor inter-rater reliability. The GPTIM-ER had excellent content validity, construct validity, formed a single factor scale and had reasonable predictive validity.

Conclusions: The GPTIM-ER has promising, but not complete, psychometric properties. The low inter-rater reliability scores between expert raters are the main ongoing concern and so further development and testing is required in future well-constructed studies.

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低强度群体心理教育干预治疗完整性措施的开发和初步评估。

背景:尽管评估低强度(LI)群体心理教育干预的质量很重要，但尚未开发出治疗完整性(TI)的测量方法。目的:为LI心理教育团体干预开发一种心理测量学上可靠的TI测量方法。方法:本研究分为两个阶段。首先，编制了团体心理教育治疗完整性量表-专家评定量表(GPTIM-ER)和详细的评分手册。这是由n=5名专家评分者对相同的LI组会议进行评分;N =6位专家评估内容效度。其次，从日常实践中抽取10个小组心理教育课程，由n=8位专家评定者使用GPTIM-ER进行评定;n=9名患者还使用姊妹版本(即GPTIM-P)对小组会议的质量进行评分，并从评估的LI组中提取临床和服务结果数据。结果:GPTIM-ER量表具有优异的内部信度和较好的重测信度，但量表间信度较差。该量表具有良好的内容效度、结构效度，能形成单因素量表，预测效度合理。结论:GPTIM-ER具有良好的心理测量特性，但并不完整。专家评分者之间的低评分信度是目前主要关注的问题，因此需要在未来构建良好的研究中进一步开发和测试。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Behavioural and Cognitive Psychotherapy PSYCHOLOGY, CLINICAL-

CiteScore

3.50

自引率

5.60%

发文量

期刊介绍： An international multidisciplinary journal aimed primarily at members of the helping and teaching professions. Behavioural and Cognitive Psychotherapy features original research papers, covering both experimental and clinical work, that contribute to the theory, practice and evolution of cognitive and behaviour therapy. The journal aims to reflect and influence the continuing changes in the concepts, methodology, and techniques of behavioural and cognitive psychotherapy. A particular feature of the journal is its broad ranging scope - both in terms of topics and types of study covered. Behavioural and Cognitive Psychotherapy encompasses most areas of human behaviour and experience, and represents many different research methods, from randomized controlled trials to detailed case studies.