Contents of It's not All in Your Head by Asmundson and Taylor

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treatment has been successful in treating health anxiety and general medical conditions because psychoeducation provides new information to clients (e.g., symptoms of the disorder, coping strategies, relaxation training, etc.; Asmundson & Taylor, 2004). Psychoeducation alone may be a good treatment for health anxiety especially when an individual has a good prognosis (Taylor et al., 2005). Psychoeducation is an attractive treatment to practitioners because it is easy to administer to individuals or small groups. ERP is a useful component in CBT for health anxiety because it helps reduce phobic avoidance (Asmundson & Taylor, 2004). Exposure may be provided in three forms. In vivo exposure for health anxiety usually involves exposure to disease-related objects or situations that are harmless yet anxiety provoking (e.g., sick people, hospitals, physicians, videos; Asmundson & Taylor, 2004). Interoceptive exposure refers to the induction of feared bodily sensations that are thought to be indicators of disease (e.g., heart palpitations, shortness of breath; Asmundson & Taylor, 2004). Imaginal exposure involves having clients imagine feared health-related situations (e.g., imagining having a disease; Asmundson & Taylor, 2004). When the client is prevented from responding – usually by delaying or refraining from bodily checking or reassurance-seeking – the anxiety response is reduced (Taylor et al., 2005). Anxiety is reduced because the client comes to understand that the disease-related object or situation is not harmful. ERP is a useful component of CBT treatments for health anxiety and it appears to be effective both 19
within treatment sessions and as homework assignments (Asmundson & Taylor, 2004; Taylor et al., 2005). BSM is a component of CBT that has been used on its own to successfully treat health anxiety. BSM was initially used as a placebo-control condition to control for nonspecific treatment factors in efficacy studies (Clark et al., 1998). It was used because researchers noted that people often worry about their health when they are under stress. The advanced stress management capabilities that came with BSM had the unanticipated effect of reducing somatic symptoms and health-related fears (Furer & Walker, 2005). BSM was developed to teach participants how to manage stress and although it does not focus specifically on health anxiety, it involves several interrelated features including the identification of stressors, physical and psychological reactions to stress, as well as training in stress management procedures, applied relaxation techniques, problem solving, time management, and assertiveness training (Furer & Walker, 2005; Visser & Bouman, 2001). BSM treatments include exposure to feared stimuli, a central component of anxiety treatments such as ERP (Furer & Walker, 2005). In general, BSM is a beneficial treatment for health anxiety with efficacy comparable to CBT (Furer & Walker, 2005; Visser & Bouman, 2001). CBT and BSM have comparable mean credibility ratings and some people actually prefer BSM (Taylor et al., 2005). Studies have shown that although CBT tends to be more efficacious than BSM post-treatment, both interventions have comparable outcomes at 12-month follow- 20
Page 1 and 2: RANDOMIZED CONTROLLED FEASIBILITY T
Page 3 and 4: Abstract The purpose of this feasib
Page 5 and 6: Acknowledgement This research was f
Page 7 and 8: Table of Contents Abstract………
Page 9 and 10: 3.2.1. Content analysis…………
Page 11 and 12: List of figures Figure 1. The cogni
Page 13 and 14: Table C7. Comparison of WLC pre- an
Page 15 and 16: this study will inform a future, la
Page 17 and 18: Disorders Draft (APA, 2010) propose
Page 19 and 20: The cognitive symptoms of health an
Page 21 and 22: somatosensory amplification have a
Page 23 and 24: clients with health anxiety from cl
Page 25 and 26: Interview Schedule [Robins, Helzer,
Page 27 and 28: Today, effective clinically-support
Page 29 and 30: decreased disease conviction, witho
Page 31: identification and reattribution of
Page 35 and 36: more efficacious than wait-list con
Page 37 and 38: participants‘ functioning. The CB
Page 39 and 40: at follow-up (e.g., Bouman, 2002, a
Page 41 and 42: et al., 2003). Self-help treatments
Page 43 and 44: 1.2. Statement of purpose The purpo
Page 45 and 46: an Internet format because it was m
Page 47 and 48: � Do you carry things to use in t
Page 49 and 50: dimensional scales: (a) affective s
Page 51 and 52: severe (15 - 19), and extremely sev
Page 53 and 54: 86 indicate a poor alliance. The HA
Page 55 and 56: included depression symptoms, gener
Page 57 and 58: mailed Part 1, Part 2, and Part 3 o
Page 59 and 60: equests were honored. All randomize
Page 61 and 62: literature; therefore, we had reaso
Page 63 and 64: 3. RESULTS 3.1. Quantitative data a
Page 65 and 66: Table 2 Demographic statistics Mean
Page 67 and 68: Table 3 Comparison of SHB pre- and
Page 69 and 70: was no significant change (t = 1.28
Page 71 and 72: subscale (n = 5); T1 M = 16.80 (SD
Page 73 and 74: treatment participants would have o
Page 75 and 76: At T2 there were significant differ
Page 77 and 78: Table 7 SHB and WLC effect size and
Page 79 and 80: sample size or greater effect size
Page 81 and 82: 3.2.1. Content analysis 3.2. Qualit
Page 83 and 84:
analysis resulted in the descriptio
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During the creating subcategories a
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coded the entire data set. There we
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anxiety. After ethical clearance wa
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SHB group symptoms when compared to
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pain, fatigue, and poor health, tha
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3.4. Limitations The results of thi
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usy schedules, worry about reading
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attery of tests is not recommended
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ecommended that the program is exte
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4. REFERENCES American Psychiatric
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Barsky, A. J., Geringer, E., & Wool
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Coull, G, & Morris, P. G. (2011). T
Page 109 and 110:
Furer, P., Walker, J. R., & Freesto
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Lidbeck, J. (1997). Group therapy f
Page 113 and 114:
Nguyen, T. D., Attkisson, C. C., &
Page 115 and 116:
Salkovskis, P. M., Rimes, K. A., Wa
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Taylor, S., Thordarson, D. S., Jang
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5. APPENDICIES Appendix A Contents
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o Week 4 o Week 5 o Things to Remem
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Appendix B SELF-HELP PROGRAM FOR HE
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Table C2 Comparison of SHB complete
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Table C4 Comparison of SHB and WLC
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Table C6 Comparison of WLC pre- and
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Appendix D Draft of unconstrained c
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Questionnaires the questionnaires T
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