| Literature DB >> 24066704 |
Abstract
BACKGROUND: Binge eating disorder is a prevalent adolescent disorder, associated with increased eating disorder and general psychopathology as well as an increased risk for overweight and obesity. As opposed to binge eating disorder in adults, there is a lack of validated psychological treatments for this condition in adolescents. The goal of this research project is therefore to determine the efficacy of age-adapted cognitive-behavioral therapy in adolescents with binge eating disorder - the gold standard treatment for adults with binge eating disorder. METHODS/Entities:
Mesh:
Year: 2013 PMID: 24066704 PMCID: PMC3850645 DOI: 10.1186/1745-6215-14-312
Source DB: PubMed Journal: Trials ISSN: 1745-6215 Impact factor: 2.279
Figure 1Study design.
Therapeutic phases, goals, and techniques
| | ||
| - To establish a positive therapeutic alliance | - Exploration | |
| - To enhance motivation | - Information on disorder and treatment | |
| - To plan therapy | - Goal setting | |
| | - Self-monitoring of eating behavior | |
| | | - Self-management and self-reinforcement |
| | ||
| - To establish a healthy eating behavior | - Information on nutrition and physical activity | |
| | - Self-monitoring of eating behavior and physical activity | |
| - Goal setting | ||
| - Stimulus and response control | ||
| - Cue exposure | ||
| - Eating hedonics exercises | ||
| - Self-management and self-reinforcement | ||
| - Cognitive restructuring | ||
| | | - Homework |
| - To establish a positive body image and weight maintenance | - Information on body image and weight-related stigmatization | |
| - Body image exposure | ||
| - Self-monitoring of negative body talk | ||
| - Self-monitoring of physical activity | ||
| - Shaping of regular physical activity | ||
| - Body hedonics exercises | ||
| - Self-management and self-reinforcement | ||
| - Cognitive restructuring | ||
| - Homework | ||
| - To identify and treat related psychopathology (e.g., emotion regulation difficulties, stress management problems, interpersonal conflict, social competence deficits, identity problems) | - Behavioral analysis | |
| - Information | ||
| - Goal setting | ||
| - Stimulus and response control | ||
| - Role play | ||
| - Problem solving | ||
| - Exposure | ||
| - Self-management and self-reinforcement | ||
| - Cognitive restructuring | ||
| - Homework | ||
| | ||
| | - To stabilize progress | - Review of progress |
| - To prevent relapse | - Goal setting regarding future work | |
| - Identification of situations and signs of risk for relapse and delineation of an emergency plan | ||
| - Self-management and self-reinforcement | ||