Intervention and Therapist Contact
The iCBT material comprised six modules, one of which was to be completed every week for 6 weeks. The modules were (1) Psychoeducation, (2) Emotion regulation by behavioral activation and regularity in day-to-day life, (3) and (4) Improving sleep quality, (5) Cognitive restructuring, and (6) Long-term goals and relapse prevention. The modules contained theoretical information, treatment rationale, examples, work sheets, and homework assignments. At the end of each module there were questions about the theoretical content, as well as homework. The patients did not gain access to the next module until they had sent written responses to their therapist. The individual module should have been seen as a chance to learn about a topic relevant to BP-II, and a chance to try and evaluate new strategies. Patients were encouraged to spend time practicing the strategies they perceived as effective, and to incorporate them into daily life so that they could continue to benefit from them after the end of treatment. The total amount of text in the modules was slightly above 30,000 words. A secure system for asynchronous emails was used for the therapist contact. It was not restricted, for instance, the participants chose the frequency of the contact. The therapists were supervised by a clinical psychologist experienced in Internet treatment, and an effort was made to be clear about the framework early in the project, for example, what the patient could expect from the therapist. This and other features of the support were inspired by supportive accountability [31]. There was no face-to-face contact between patients and therapists.
Intervention and Therapist ContactThe iCBT material comprised six modules, one of which was to be completed every week for 6 weeks. The modules were (1) Psychoeducation, (2) Emotion regulation by behavioral activation and regularity in day-to-day life, (3) and (4) Improving sleep quality, (5) Cognitive restructuring, and (6) Long-term goals and relapse prevention. The modules contained theoretical information, treatment rationale, examples, work sheets, and homework assignments. At the end of each module there were questions about the theoretical content, as well as homework. The patients did not gain access to the next module until they had sent written responses to their therapist. The individual module should have been seen as a chance to learn about a topic relevant to BP-II, and a chance to try and evaluate new strategies. Patients were encouraged to spend time practicing the strategies they perceived as effective, and to incorporate them into daily life so that they could continue to benefit from them after the end of treatment. The total amount of text in the modules was slightly above 30,000 words. A secure system for asynchronous emails was used for the therapist contact. It was not restricted, for instance, the participants chose the frequency of the contact. The therapists were supervised by a clinical psychologist experienced in Internet treatment, and an effort was made to be clear about the framework early in the project, for example, what the patient could expect from the therapist. This and other features of the support were inspired by supportive accountability [31]. There was no face-to-face contact between patients and therapists.
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