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Efficacy of a brief group intervention for carers of individuals with eating disorders: A randomized control trial
Author(s) -
McEvoy Peter M.,
Targowski Katharina,
McGrath Diana,
Carter Olivia,
Fursland Anthea,
Fitzgerald Marilyn,
Raykos Bronwyn
Publication year - 2019
Publication title -
international journal of eating disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.785
H-Index - 138
eISSN - 1098-108X
pISSN - 0276-3478
DOI - 10.1002/eat.23121
Subject(s) - psychoeducation , psychological intervention , anxiety , intervention (counseling) , randomized controlled trial , eating disorders , psychology , clinical psychology , distress , depression (economics) , psychiatry , medicine , surgery , economics , macroeconomics
Objective Interventions for carers of individuals with eating disorders are often time and resource intensive, which may be a barrier for service providers or attendees. This study aimed to evaluate the efficacy of a very brief, two‐session psychoeducation and communication skills‐based intervention for carers of individuals with eating disorders. Method Carers ( N = 44) were randomized to attend two 2.5 hr sessions delivered 1 week apart or waitlist control. Carer burden, self‐efficacy, skills, knowledge, expressed emotion (emotional overinvolvement and critical comments), distress (anxiety and depression), and accommodating and enabling behaviors were assessed at preintervention and postintervention and 1‐month follow‐up. Results Carer burden, self‐efficacy, skills, knowledge, and one component of expressed emotion (critical comments) improved significantly more in the treatment group compared to the waitlist. Changes in anxiety, depression, and accommodating and enabling behaviors did not significantly differ between groups. Discussion These results demonstrated that substantial improvements can be made from a very brief carers' intervention. More intensive and targeted interventions might be required to address carers' emotional symptoms and to reduce accommodating and enabling behaviors.