| Literature DB >> 27288384 |
Teresa Corbett1, Jane C Walsh1, AnnMarie Groarke1, Rona Moss-Morris2, Brian E McGuire1.
Abstract
INTRODUCTION: Many post-treatment cancer survivors experience persistent fatigue that can disrupt attempts to resume normal everyday activities after treatment. Theoretical models that aim to explain contributory factors that initiate and sustain fatigue symptoms, or that influence the efficacy of interventions for cancer-related fatigue (CrF) require testing. Adjustment to fatigue is likely to be influenced by coping behaviours that are guided by the representations of the symptom.Entities:
Keywords: Cancer survivors; fatigue; self-regulation model
Mesh:
Year: 2016 PMID: 27288384 PMCID: PMC4908920 DOI: 10.1136/bmjopen-2016-011485
Source DB: PubMed Journal: BMJ Open ISSN: 2044-6055 Impact factor: 2.692
Figure 1From theory to practice: applying the self-regulation model to a cognitive–behavioural therapy treatment model.
Figure 2Planned flow of participants through the REFRESH randomised controlled trial. CBT, cognitive–behavioural therapy; REFRESH, Recovery from Cancer-Related Fatigue.
Intervention phases, cognitive–behavioural therapy (CBT) intervention techniques, proposed mechanisms of change and theoretical constructs targeted, and behaviour change techniques employed
| Session | CBT intervention techniques | Theoretical construct targeted | Behaviour change techniques used |
|---|---|---|---|
| 1. Overview of cancer-related fatigue | Elicit from participant their understanding of fatigue
Draw on knowledge about fatigue Reflect information using patients' own language |
Symptom perceptions Emotional (mood) Illness (identity, timeline, consequences, control) representations of symptoms
Inaccurate illness perceptions Treatment outcome expectancies Coherence/overall illness understanding | 2.4. Self-monitoring of outcome(s) of behaviour 3.1. Social support (unspecified) 4.2. Information about antecedents 5.1. Information about health consequences 5.2. Salience of consequences 5.3. Information about social and environmental consequences 5.6. Information about emotional consequences 6.2. Social comparison 13.2. Framing/reframing 15.2. Mental rehearsal of successful performance |
| 2. What is CBT? | Explanation about the CBT model of adjustment
Develop case conceptualisation with participant Draw on information elicited from participant to describe interaction between thoughts, feelings, behaviours and physical symptoms in response to fatigue. Facilitate process of guided discovery by encouraging participants to record and evaluate behaviour patterns Problem solving encourage participant to identify a specific problem that they are having difficulties with at the moment. Identify a goal they would like to work towards. Action plan for how to implement steps defined within SMART goal acronym (Specific, Measurable, Achievable, Realistic, Timely) Apply chunking: breaking goal down where necessary |
Illness representations (identity, timeline, consequences, cause, control) Emotional representations (mood)
Understanding of poor adjustment in the context of fatigue Coping
Target-specific triggers that the participant is concerned about | 1.1. Goal setting (behaviour) 1.2. Problem solving 1.3. Goal setting (outcome) 1.4. Action planning 4.1. Instruction on how to perform the behaviour 5.2. Salience of consequences 5.4. Monitoring of emotional consequences 6.1. Demonstration of the behaviour 8.1. Behavioural practice/rehearsal 8.2. Behaviour substitution 8.4. Habit reversal 13.2. Framing/reframing 15.1. Verbal persuasion about capability |
| 3. Thoughts and fatigue | Cognitive reappraisal
Patients encouraged to keep a thought record. Thought record used as prompt to identify biased thinking patterns Participant guided to identify evidence for and against biased thoughts Realistic thought generation based on objective evidence is encouraged. Socratic questioning principles implemented |
Challenging inaccurate illness perceptions (cause, control) Emotional representations (mood) Coping
Identifying and challenging cognitive biases | 1.2. Problem solving 1.6. Discrepancy between current behaviour and goal 1.7. Review outcome goal(s) 2.3. Self-monitoring of behaviour 2.4. Self-monitoring of outcome(s) of behaviour 2.5. Monitoring of outcome(s) of behaviour without feedback 4.1. Instruction on how to perform the behaviour 4.2. Information about antecedents 4.3. Reattribution 4.4. Behavioural experiments 5.1. Information about health consequences 5.2. Salience of consequences 5.3. Information about social and environmental consequences 5.4. Monitoring of emotional consequences 5.6. Information about emotional consequences 6.1. Demonstration of the behaviour6.2. Social comparison 11.2. Reduce negative emotions 12.4. Distraction 13.2. Framing/reframing |
| 4. Activity scheduling | Activity monitoring
Facilitate process of guided discovery by encouraging participants to record and evaluate behaviour patterns Rational for activity scheduling outlined in relation to fatigue Planning when to implement an activity Generate graded exposure hierarchy Allow exposure and habituation to a feared situation Apply chunking: breaking goal down where necessary Encourage participants to implement an exercise routine that fits in with their physical demands and ability |
Illness representations (timeline, consequences, cause, control) Coping
Behavioural disengagement (distress) All or nothing behaviour (boom and bust cycles) Behavioural avoidance/social withdrawal in relation to feared situations Fatigue management tasks and broader life goals | 1.1. Goal setting (behaviour) 1.2. Problem solving 1.3. Goal setting (outcome) 1.4. Action planning 1.5. Review behaviour goal(s) 2.3. Self-monitoring of behaviour 2.4. Self-monitoring of outcome(s) of behaviour 4.1. Instruction on how to perform the behaviour 4.2. Information about antecedents 4.3. Reattribution 5.1. Information about health consequences 5.2. Salience of consequences 5.3. Information about social and environmental consequences 5.4. Monitoring of emotional consequences 5.6. Information about emotional consequences 6.2. Social comparison 7.7. Exposure 8.1. Behavioural practice/rehearsal 8.2. Behaviour substitution 8.3. Habit formation 8.4. Habit reversal 8.7. Graded tasks 11.2. Reduce negative emotions 13.2. Framing/reframing 13.3. Incompatible beliefs 15.1. Verbal persuasion about capability 15.3. Focus on past success 16.2. Imaginary reward |
| 5. Improving your sleep | Attentional control and cognitive processes
Relaxation skills
Rationale for relaxation explained as a way of reducing tension and attentional processes towards threat Provide participants with skills to implement relaxing strategies including breathing exercises Implement changes to current sleeping patterns Manage outcome expectancies about the time it takes to achieve change in sleep patterns |
Illness representations (consequences, control) Coping
Impact of self-management techniques, threat of future complications or worry about fatigue Fatigue management tasks and broader life goals Target increased arousal and ‘fight/flight response’ Altered sleep | 1.1. Goal setting (behaviour) 1.2. Problem solving 1.3. Goal setting (outcome) 1.4. Action planning 2.3. Self-monitoring of behaviour 3.2. Social support (practical) 3.3. Social support (emotional) 4.1. Instruction on how to perform the behaviour 4.2. Information about antecedents 4.3. Reattribution 5.1. Information about health consequences 5.3. Information about social and environmental consequences 5.6. Information about emotional consequences 6.1. Demonstration of the behaviour 6.2. Social comparison 7.1. Prompts/cues 7.5. Remove aversive stimulus 7.8. Associative learning 8.2. Behaviour substitution 8.3. Habit formation 8.4. Habit reversal 8.7. Graded tasks 11.2. Reduce negative emotions 11.3. Conserving mental resources 11.4. Paradoxical instructions 12.1. Restructuring the physical environment 12.3. Avoidance/reducing exposure to cues for the behaviour 12.4. Distraction 12.5. Adding objects to the environment 13.2. Framing/reframing 15.1. Verbal persuasion about capability 15.2. Mental rehearsal of successful performance 15.3. Focus on past success |
| 6. Dealing with low mood and changing your thinking | Cognitive reappraisal
Participant guided to identify evidence for and against biased thoughts. Realistic thought generation, based on objective evidence is encouraged Socratic questioning principles implemented Alter functional relationship with thoughts. Thoughts experienced without letting thoughts control other aspects of behaviour Participants supported with their acceptance using principles of Socratic questioning (eg, prompting self-reflection, stimulate thought and increase awareness) Mindfulness-based exercises promote present moment awareness. Attentional control in a constructive non-ruminative manner |
Illness representations (identity, timeline, consequences, cause, control) Emotional representation Coping
Acceptance used in the context of accurate illness perceptions Allows person to maintain levels of functioning with fatigue | 1.2. Problem solving 1.6. Discrepancy between current behaviour and goal 2.3. Self-monitoring of behaviour 3.2. Social support (practical) 3.3. Social support (emotional) 4.1. Instruction on how to perform the behaviour 4.2. Information about antecedents 4.3. Reattribution 5.1. Information about health consequences 5.3. Information about social and environmental consequences 5.6. Information about emotional consequences 6.1. Demonstration of the behaviour 6.2. Social comparison 8.1. Behavioural practice/rehearsal 8.2. Behaviour substitution 8.3. Habit formation 8.4. Habit reversal 9.3. Comparative imagining of future outcomes 11.2. Reduce negative emotions 11.3. Conserving mental resources 12.4. Distraction 13.2. Framing/reframing 13.3. Incompatible beliefs 15.4 Self-talk |
| 7. Worries and anxieties/stress management | Problem solving
Pros and cons Explain rationale for relaxation exercises Provide participants with skills to implement relaxing strategies including breathing exercises Encourage participants to write about feelings during ‘worry time’ |
Illness representations (identity, timeline, consequences, cause, control) Emotional representations Coping
Target increased arousal Processing emotions in a healthier manner | 3.3. Social support (emotional) 4.1. Instruction on how to perform the behaviour 4.2. Information about antecedents 5.1. Information about health consequences 5.3. Information about social and environmental consequences 5.4. Monitoring of emotional consequences 5.6. Information about emotional consequences 6.2. Social comparison 8.2. Behaviour substitution 8.3. Habit formation 8.4. Habit reversal 9.1. Credible source 9.2. Pros and cons 9.3. Comparative imagining of future outcomes 11.2. Reduce negative emotions 11.3. Conserving mental resources 12.4. Distraction 12.5. Adding objects to the environment 13.2. Framing/reframing 13.3. Incompatible beliefs 15.4 Self-talk |
| 8. Social support and preparing for the future | Assertiveness skills training
Facilitate participant expressing themselves with others Explaining about lifestyle restrictions of fatigue Practice scenarios of expressing themselves |
Coping
Behavioural avoidance/social withdrawal in relation to feared situations Lack of assertion Increasing degree and type of social support Evaluation | 1.1. Goal setting (behaviour) 1.2. Problem solving 1.3. Goal setting (outcome) 1.4. Action planning 1.5. Review behaviour goal(s) 1.6. Discrepancy between current behaviour and goal 1.7. Review outcome goal(s) 3.1. Social support (unspecified) 3.2. Social support (practical) 3.3. Social support (emotional) 4.1. Instruction on how to perform the behaviour 4.3. Reattribution 6.1. Demonstration of the behaviour 6.2. Social comparison 6.3. Information about others ‘approval 8.1. Behavioural practice/rehearsal 8.6. Generalisation of target behaviour 9.2. Pros and cons 12.2. Restructuring the social environment 12.3. Avoidance/reducing exposure to cues for the behaviour 13.2. Framing/reframing 13.3. Incompatible beliefs 13.4. Valued self-identify 13.5. Identity associated with changed behaviour 15.1. Verbal persuasion about capability 15.2. Mental rehearsal of successful performance 15.3. Focus on past success 15.4. Self-talk 16.3. Vicarious consequences |
Figure 3Basic structure of the REFRESH program. FAQs, Frequently Asked Questions; REFRESH, Recovery from Cancer-Related Fatigue.
Structure of each session in the REFRESH (Recovery from Cancer-Related Fatigue) program
| Objectives and outline | The objectives and outline provides a rationale for learning the material from that session by reminding participants about what has been covered to date and addressing the questions, ‘What will I learn in this session?’ and ‘Why is this session important?’ |
| Main content | Each session typically requires 30–45 min to complete. The main content screens for each session address a unique aspect of fatigue through a variety of interactive features, including vignettes, images, videos and interactive questions. ‘Learn more’ buttons provide in-depth information about a topic by opening a pop-up window. ‘Key words’ are highlighted in the text and definitions of these new concepts are presented in a box on the side of the page. |
| Summary | Every session has a summary page that provides a review of the 10 main points presented in the session. |
| Recap questions | A short recap quiz that prompts participants to reflect on what they learned in each session. |
| To-do list | Each session ends with a ‘To-Do List’ page that reminds participants about the skills they have learned and how to improve fatigue coping skills in the coming week. |
| Well done! | Participants are congratulated on their progress to date. |
| Schedule next session | Participants are asked to schedule a time and date to receive an email reminder for their next session. |
Figure 4Uptake and participation assessment. REFRESH, Recovery from Cancer-Related Fatigue.
Figure 5Proposed assessment of self-regulation model theory.