| Literature DB >> 31640632 |
Trudie Chalder1, Meenal Patel2, Kirsty James3, Matthew Hotopf2, Philipp Frank4, Katie Watts2, Paul McCrone5, Anthony David6, Mark Ashworth7, Mujtaba Husain8, Toby Garrood9, Rona Moss-Morris10, Sabine Landau3.
Abstract
BACKGROUND: Persistent physical symptoms (PPS), also known as medically unexplained symptoms (MUS), affect approximately 50% of patients in secondary care and are often associated with disability, psychological distress and increased health care costs. Cognitive behavioural therapy (CBT) has demonstrated both short- and long-term efficacy with small to medium effect sizes for PPS, with larger treatment effects for specific PPS syndromes, including non-cardiac chest pain, irritable bowel syndrome (IBS) and chronic fatigue syndrome (CFS). Research indicates that PPS conditions share similar cognitive and behavioural responses to symptoms, such as avoidance and unhelpful beliefs. This suggests that a transdiagnostic approach may be beneficial for patients with PPS.Entities:
Keywords: Cognitive behavioural therapy (CBT); Medically unexplained symptoms; Randomised controlled trial (RCT); Secondary care
Mesh:
Year: 2019 PMID: 31640632 PMCID: PMC6805658 DOI: 10.1186/s12888-019-2297-y
Source DB: PubMed Journal: BMC Psychiatry ISSN: 1471-244X Impact factor: 3.630
Fig. 1Logic Model of PRINCE Secondary illustrating the potential benefits of using a transdiagnostic approach. MUS, Medically Unexplained Symptoms; NHS, National Health Service; WSAS, Work and Social Adjustment Scale; PHQ-9, Patient Health Questionnaire – 9 item Scale; GAD-7, Generalised Anxiety Disorder – 7 item Scale; PHQ-15, Patient Health Questionnaire – 15 item Scale
Summary of patient manual: a transdiagnostic approach for PPS
| Chapter 1: Explanation of PPS | Explanation of i) PPS), ii) commonalities between PPS conditions, iii) CBT. |
| Chapter 2: Making sense of PPS | The impact of PPS on psychosocial functioning. |
| Making a link between symptoms, behaviours and thoughts. | |
| Chapter 3: Goal setting | Identifying goals. |
| Strategies: goal setting. | |
| Homework: self-help materials (e.g. goal sheets). | |
| Chapter 4: Monitoring your daily life | Rationale for keeping daily diaries. |
| Homework: Keeping daily diaries. | |
| Chapter 5: Activity scheduling | Explanation and evaluation of how PPS can reduce activity. |
| Benefits of increasing activities. | |
| Homework: Increasing pleasurable and enjoyable activities. | |
| Chapter 6: Overcoming barriers to change | Strategies to increase motivation. |
| The impact of stress on PPS. | |
| The benefits of being active. | |
| Strategies to reduce stress levels and increase energy levels. | |
| Explanation and identification of “boom and bust behaviour”. | |
| Chapter 7: Managing unhelpful thoughts and behaviours | Identifying unhelpful thoughts and behaviours. |
| Self-help strategies for managing unhelpful thinking and behaviours. | |
| Identifying sources of social support and unhelpful relationships. | |
| The importance of assertiveness. | |
| Strategies to become more assertive. | |
| Chapter 8: Living with uncertainty & developing acceptance | Strategies to cope with uncertainty. |
| Managing discomfort with acceptance. | |
| Chapter 9: Improving sleep | Identifying sleep problems. |
| Advice on sleep management. | |
| Homework: Sleep management worksheets. | |
| Chapter 10: Responding differently | Refocussing attention and distraction. |
| Basic stress management. | |
| Relaxation techniques. | |
| Chapter 11: Managing and coping with difficult emotions | Identifying difficult emotions. |
| Coping strategies to facilitate the management of difficult emotions. | |
| Chapter 12: Managing progress and managing setbacks | The importance of maintaining progress. |
| Strategies to facilitate the routine application of relevant strategies learned in the manual/during therapy. | |
| Setting short- and long-term goals. | |
| Strategies for managing setbacks. |
Fig. 2PRINCE Secondary CONSORT Diagram of Study Procedure
Screening and data collection across the trial
| Completed by | Baseline | End of Therapy | 9 weeks | 20 weeks | 40 weeks | 52 weeks | |
|---|---|---|---|---|---|---|---|
| ASSESSMENTS | |||||||
| Primary Outcomes | |||||||
| WSAS | P | X | X | X | X | X | |
| Secondary Outcomes | |||||||
| PHQ-15 | P | X | X | X | X | X | |
| PHQ-9 | P | X | X | X | X | X | |
| GAD-7 | P | X | X | X | X | X | |
| PPS Questionnaire | P | X | X | X | X | X | |
| CGI-patient | P | X | X | X | X | X | |
| CSRI | P | X | X | X | X | X | |
| EQ-5D-5 L | P | X | X | X | X | X | |
| Process Variables | |||||||
| Therapy Process Indicators | |||||||
| | T | ||||||
| | T | ||||||
| | IC | X | |||||
| | IC | X | |||||
| Satisfaction with Treatmenta | P | X | X | X | |||
| CGI-therapist | T | X | |||||
| PSYCHLOPSa | P | X | X | X | X | X | |
| Mechanisms of Change | |||||||
| | P | X | X | X | X | X | |
| | P | X | X | X | X | X | |
| Baseline | |||||||
| Demographic Variables | P | X | |||||
| Clinical Information | P | X | |||||
| Preferred Treatment Group | P | X | |||||
| Therapist Background Measures | T | X | |||||
| Other | |||||||
| Concomitant Medications | P | X | X | X | X | X | |
| Serious/Adverse Events | P | X | X | X | |||
WSAS work and social adjustment scale, PPS Questionnaire persistent physical symptoms questionnaire, PHQ-9 patient health questionnaire – 9 item scale, GAD-7 generalised anxiety disorder – 7 item scale, PHQ-15 patient health questionnaire – 15 item scale, CGI clinical global impression scale, CBRQ cognitive behavioural responses questionnaire, CSRI client service receipt inventory, EQ-5D-5 L EuroQol 5 Dimension 5 Level, PSYCHLOPS psychological outcome profiles, P patient, IC independent clinician, T therapist. a Assessment only completed by participants assigned to the intervention group. b completed after each therapy session