| Literature DB >> 34889769 |
Andrea E Zuelke1, Melanie Luppa1, Margrit Löbner1, Alexander Pabst1, Christine Schlapke1, Janine Stein1, Steffi G Riedel-Heller1.
Abstract
BACKGROUND: Although grief and its symptoms constitute a normal reaction to experiences of loss, some of those affected still report elevated levels of distress after an extended period, often termed complicated grief. Beneficial treatment effects of face-to-face therapies, for example, grief counseling or cognitive behavioral therapy against complicated grief, have been reported. Evaluations of internet- and mobile-based interventions targeting symptoms of grief in bereaved individuals with regard to objective quality criteria are currently lacking.Entities:
Keywords: grief; internet-based; meta-analysis; online therapy; systematic review
Year: 2021 PMID: 34889769 PMCID: PMC8701663 DOI: 10.2196/29661
Source DB: PubMed Journal: JMIR Ment Health ISSN: 2368-7959
Figure 1PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flow diagram of the study selection process.
Description of the interventions.
| Study | Therapeutic approach | Intervention components | Exposure | Cognitive reappraisal | Behavioral activation | Therapist feedback |
| Brodbeck et al [ | CBTa | Text-based modules including writing assignments, covering the areas psychoeducation, assessment of current situation, fostering positive thoughts and emotions, finding comfort, self-care, and accepting memories | Yes | Yes | No | Yes |
| Dominick et al [ | Social cognitive theory | 3 intervention modules (“My grieving style”; “Who am I?”; and “How am I doing?”), including interactive exercises supplemented by video testimonials; type-in responses and check lists; additional models: “Grief experience” and “Resources” offering text articles and websites or books covering grief-related topics | No | Yes | No | No |
| Eisma et al [ | CBT | Email-based homework assignments; exposure condition: writing assignments, imaginal or in vivo exposure exercises; behavioral activation condition: 7-day activity diary, identification of pleasurable and meaningful activities, identification of personal core values, development of new meaningful and pleasurable activities based on these values | Yes | No | Yes | Yes |
| Van der Houwen et al [ | CBT | Email-based writing assignments; exposure: describing the most distressing aspects of the loss (2 assignments); cognitive reappraisal: information on and identification of dysfunctional grief cognitions, letter to hypothetical bereaved friend (2 assignments); integration or restoration: letter to the deceased (1 assignment) | Yes | Yes | No | No |
| Litz et al [ | CBT | Internet-based psychoeducation (18 sessions); education about loss and grief, instruction on stress management and other coping skills, behavioral activation: assignments on self-care and social re-engagement, accommodation of loss by establishing and working toward a personalized goal, and relapse prevention | No | No | Yes | Yes |
| Kersting et al [ | CBT | Email-based writing assignments; self-confrontation: describing the circumstances of the loss (4 assignments); cognitive restructuring: supportive letter to hypothetical bereaved friend (4 assignments); social sharing: symbolic farewell letter to oneself, a loved one, or a person connected to the loss (2 assignments) | Yes | Yes | No | Yes |
| Kersting et al [ | CBT | Similar intervention components as Kersting et al [ | Yes | Yes | No | Yes |
| Wagner et al [ | CBT | Email-based writing assignments; exposure: describing the circumstances of the loss, specifically distressing loss-related thoughts (4 assignments); cognitive reappraisal: letter to hypothetical bereaved friend, identification of new role or identity after the loss and possible rituals to remember the deceased by, activation of social resources and competencies (4 assignments); integration and restoration: outlining important memories about the loss; reflecting on therapeutic process and grieving style; letter to oneself, a significant person, or a person related to the loss | Yes | Yes | No | Yes |
| Wagner and Maercker [ | CBT | Similar intervention components as Wagner et al [ | Yes | Yes | No | Yes |
aCBT: cognitive behavioral therapy.
Figure 2Effect sizes of interventions for grief, posttraumatic stress symptoms, and depression [33,34,36,37,40-42]. PTSS: posttraumatic stress symptoms.
Feasibility and satisfaction with treatment.
| Study | Outcome assessment | Ratinga |
| Brodbeck et al [ | 11 items measuring satisfaction; 4-point scale (1=not at all to 4=very much) | 3.36 (0.32) |
| Dominick et al [ | 4 items measuring satisfaction (usefulness, helpfulness, satisfaction with the intervention, and recommendation to friends; 7-point Likert scale, 1=not at all to 7=extremely); 6 items measuring usability and acceptability (6-point Likert scale, 1=strongly disagree to 6=strongly agree); open question on possibilities to improve intervention |
Satisfaction: satisfied with the intervention, 5.18 (1.47); recommendation, 5.62 (1.52); helpful for understanding grief, 5.15 (1.54); useful for coping with grief, 4.85 (1.35) Acceptability or usability: interesting, 4.88 (0.91); easy to use, 5.21 (0.81); attractive, 5.00 (0.82); liked guidance and structure, 5.21 (0.84); videos believable, 5.03 (0.87); videos add to value of intervention, 5.12 (0.91) |
| Eisma et al [ | 6 items measuring feasibility (comprehensibility of instructions and homework, feeling understood by the therapist, general feasibility, usefulness of treatment, and satisfaction with treatment), 5-point scale (1=completely disagree to 5=completely agree) |
Exposure: comprehensibility of instructions/homework, 4.67 (0.60)/4.67 (0.48); feeling understood by the therapist, 4.36 (0.63); general feasibility, 4.21 (1.05); usefulness of treatment, 4.00 (1.17); satisfaction with treatment, 3.86 (0.95) Behavioral application: comprehensibility of study information/homework assignments, 4.64 (0.51)/4.27 (0.78); feeling understood by therapist, 4.13 (0.94); general feasibility, 3.64 (1.21); usefulness of treatment, 3.64 (1.21); satisfaction with treatment, 3.64 (1.21) |
| Litz et al [ | Acceptability or feasibility (PSSUQb; 13-item 7-point scale, 1=strongly agree to 7=strongly disagree); system usefulness: ease, simplicity, efficiency of learning to use the website and using the website; information quality: is the information on the use of the website clear, easy to understand, and effective for helping with completion of the tasks?; protocol evaluation questionnaire: personal relevance and meaningfulness of intervention modules, accessibility of information, and general reactions to the intervention and its web-based format; qualitative feedback on intervention |
PSSUQ usefulness subscore, 3.02 (2.16); PSSUQ information quality subscore, 2.95 (2.06) Protocol evaluation questionnaire: content was logical, 7.16 (1.7), best possible value: 9; amount of information: 6% “somewhat too much”, 77.6% “just the right amount”, 16.4% “would have preferred more information”; instruction level: 77.6% “just right”, 20.9% “somewhat too basic”, 1.5% “far too basic”; satisfaction with content: 53.7% learned a moderate amount, 35.8% learned a large amount from the program; interest: 43.3% “extremely interesting”, 53.7% “somewhat interesting”; individual components: >90% consistently rated modules “moderately valuable” to “extremely valuable”; likelihood of recommendation: 7.37 (1.9), best possible value: 9 |
| Wagner et al [ | 4 items measuring treatment experience: contact with therapist (personal, impersonal, or do not know), experience of therapist contact via email (unpleasant, pleasant, or do not know), missing face-to-face contact with therapist (no, yes, or I do not know), and assumed effectiveness of intervention to reduce complaints (no, a little, quite a bit, or very strongly) |
Therapist contact via email: 85% (“pleasant”); missing face-to-face-communication (”yes“): 20%; contact with therapist: 83% (”personal“); effectiveness: 45% (”quite a bit“); 10% (”very strongly“) |
aResults reported as mean (SD) or percentage.
bPSSUQ: Post-Study System Usability Questionnaire.
Figure 3Risk of bias in included randomized controlled trials based on Higgins et al [29].
Quality of evidence across studies (Grading of Recommendations, Assessment, Development, and Evaluations [27]; n=8).
| Quality assessment | Outcome measure | |||
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| Grief (n=8) | Depression (n=8) | PTSSa (n=6) | |
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| Risk of bias | No | No | No |
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| Inconsistency | Nob | Nob | Nob |
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| Indirectness | No | No | No |
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| Imprecision | Yes | Yes | Yes |
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| Publication bias | Suspectedc | Suspectedc | Suspected |
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| ||||
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| Large effect | No | No | Yes |
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| Possible confounding would change effect | No | No | No |
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| Dose-response effect | No | No | No |
|
| Effect (95% CI) | 0.54 (0.32-0.77) | 0.44 (0.20-0.68) | 0.82 (0.63-1.01) |
| Overall quality of evidence | Low | Low | Moderate | |
aPTSS: posttraumatic stress symptoms.
bI2<60%.
cAs indicated by funnel plots.
Quality assessment of internet- and mobile-based interventions.
| Item | Study | |||||||
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| Brodbeck et al [ | Dominick et al [ | Eisma et al [ | Van der Houwen et al [ | Litz et al [ | Kersting et al [ | Wagner et al [ | |
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| Is the intended purpose of the intervention clearly stated (which psychological symptoms can be alleviated by the intervention, orientation toward current version of the ICDa and empirical evidence regarding the intervention)? | Yes | Unclear | Unclear | Unclear | Unclear | Yes | Unclear |
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| Is the intervention based on evidence-based theories and techniques of psychotherapy? Are these theories and techniques clearly stated? | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
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| Information whether intervention is guided or unguided | Yes | No | Yes | Yes | Yes | Yes | Yes |
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| If guided, is there information on the type and content of guidance and who initiates contact? | Yes | N/Ab | Yes | N/A | Yes | Yes | Yes |
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| Information on how often or how frequently the intervention should be used, possible prerequisites | Yes | No | Yes | Yes | Yes | Yes | Yes |
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| Was the intervention developed by registered psychotherapists or specialists in the field of psychiatry, psychotherapy, or psychosomatic medicine or affected parties? Is their possible involvement clearly stated? | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
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| Exclusion of participants with full-blown disorders (eg, severe depression and suicidal ideation) | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
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| Use of intention-to-treat analyses to estimate effects | Yes | No | Yes | Yes | Yes | Yes | Yes |
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| Between-group Cohen | Yes | No | Yes | Yes | Yes | Yes | Yes |
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| Has the trial been registered in a clinical trial register? | Yes | No | No | No | Yes | Yes | No |
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| Advice on handling of crises (eg, referring to professional care with face-to-face contact); if people with full-blown disorders are included: assessment of emergencies and immediate reference to professional help | Yes | Yes | No | No | No | Yes | No |
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| Provision of information on potential funding sources and their role in the conduction of the study | Yes | Yes | Yes | No | Yes | Yes | No |
| Number of criteriac fulfilled (n=12), n (%) | 12 (100) | 5 (42) | 9 (75) | 7 (58) | 10 (83) | 12 (100) | 8 (67) | |
aICD: International Statistical Classification of Diseases and Related Health Problems.
bN/A: not applicable.
cQuality criteria based on the study by Klein et al [1].