Meghan L Marsac1, Flaura K Winston2, Aimee K Hildenbrand3, Kristen L Kohser4, Sonja March5, Justin Kenardy6, Nancy Kassam-Adams2. 1. The Center for Injury Research and Prevention, The Children's Hospital of Philadelphia Department of Psychiatry, University of Pennsylvania. 2. The Center for Injury Research and Prevention, The Children's Hospital of Philadelphia Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania. 3. Department of Psychology, Drexel University The Center for Injury Research and Prevention, The Children's Hospital of Philadelphia. 4. The Center for Injury Research and Prevention, The Children's Hospital of Philadelphia. 5. School of Psychology, Counselling and Community, University of Southern Queensland. 6. School of Psychology, University of Queensland.
Abstract
BACKGROUND: Millions of children are affected by acute medical events annually, creating need for resources to promote recovery. While web-based interventions promise wide reach and low cost for users, development can be time- and cost-intensive. A systematic approach to intervention development can help to minimize costs and increase likelihood of effectiveness. Using a systematic approach, our team integrated evidence on the etiology of traumatic stress, an explicit program theory, and a user-centered design process to intervention development. OBJECTIVE: To describe evidence and the program theory model applied to the Coping Coach intervention and present pilot data evaluating intervention feasibility and acceptability. METHOD: Informed by empirical evidence on traumatic stress prevention, an overarching program theory model was articulated to delineate pathways from a) specific intervention content to b) program targets and proximal outcomes to c) key longer-term health outcomes. Systematic user-testing with children ages 8-12 (N = 42) exposed to an acute medical event and their parents was conducted throughout intervention development. RESULTS: Functionality challenges in early prototypes necessitated revisions. Child engagement was positive throughout revisions to the Coping Coach intervention. Final pilot-testing demonstrated promising feasibility and high user-engagement and satisfaction. CONCLUSION: Applying a systematic approach to the development of Coping Coach led to the creation of a functional intervention that is accepted by children and parents. Development of new e-health interventions may benefit from a similar approach. Future research should evaluate the efficacy of Coping Coach in achieving targeted outcomes of reduced trauma symptoms and improved health-related quality of life.
BACKGROUND: Millions of children are affected by acute medical events annually, creating need for resources to promote recovery. While web-based interventions promise wide reach and low cost for users, development can be time- and cost-intensive. A systematic approach to intervention development can help to minimize costs and increase likelihood of effectiveness. Using a systematic approach, our team integrated evidence on the etiology of traumatic stress, an explicit program theory, and a user-centered design process to intervention development. OBJECTIVE: To describe evidence and the program theory model applied to the Coping Coach intervention and present pilot data evaluating intervention feasibility and acceptability. METHOD: Informed by empirical evidence on traumatic stress prevention, an overarching program theory model was articulated to delineate pathways from a) specific intervention content to b) program targets and proximal outcomes to c) key longer-term health outcomes. Systematic user-testing with children ages 8-12 (N = 42) exposed to an acute medical event and their parents was conducted throughout intervention development. RESULTS: Functionality challenges in early prototypes necessitated revisions. Child engagement was positive throughout revisions to the Coping Coach intervention. Final pilot-testing demonstrated promising feasibility and high user-engagement and satisfaction. CONCLUSION: Applying a systematic approach to the development of Coping Coach led to the creation of a functional intervention that is accepted by children and parents. Development of new e-health interventions may benefit from a similar approach. Future research should evaluate the efficacy of Coping Coach in achieving targeted outcomes of reduced trauma symptoms and improved health-related quality of life.
Authors: Lee M Ritterband; Stephen Borowitz; Daniel J Cox; Boris Kovatchev; Lynn S Walker; Vanessa Lucas; James Sutphen Journal: Pediatrics Date: 2005-11 Impact factor: 7.124
Authors: Meghan L Marsac; Aimee K Hildenbrand; Kristen L Kohser; Flaura K Winston; Yimei Li; Nancy Kassam-Adams Journal: J Pediatr Psychol Date: 2013-08-02
Authors: Meghan L Marsac; Nancy Kassam-Adams; Douglas L Delahanty; Jeffrey Ciesla; Danielle Weiss; Keith F Widaman; Lamia P Barakat Journal: Health Psychol Date: 2017-06-26 Impact factor: 4.267
Authors: Megan Simons; Alexandra De Young; Steven M McPhail; Gillian Harvey; Justin Kenardy; Sanjeewa Kularatna; Roy Kimble; Zephanie Tyack Journal: Pilot Feasibility Stud Date: 2020-08-19
Authors: Nancy Kassam-Adams; Meghan L Marsac; Kristen L Kohser; Justin A Kenardy; Sonja March; Flaura K Winston Journal: J Med Internet Res Date: 2015-04-15 Impact factor: 5.428
Authors: Amanda S Newton; Sonja March; Nicole D Gehring; Arlen K Rowe; Ashley D Radomski Journal: J Med Internet Res Date: 2021-12-02 Impact factor: 5.428