Examining Initial Perception of Internet-Delivered Cognitive Behavioural Therapy Through Lens of Attutinal Structural, and Computer Barriers
Bibliographic record
Abstract
Interned Cognitive Behavioural Therapy (ICBT) for depressive and anxiety symptoms provides flexibility, decrease in labour intensity, and improved cost-effectiveness. Understanding barriers to interest in ICBT is beneficial to effectively inform policy with regards to expanding this innovative therapeutic approach. To our knowledge no research has been conducted to look at the relationship between barriers and interest in ICBT. The objective of this study was to understand associations between common attitudinal and structural barriers, and ICBT-specific barriers on interest in ICBT as well as to understand direct and mediating association of barriers with interest in ICBT. This cross-sectional observational study was conducted among adult (>18 years) urban and rural residents (n=200) in Saskatchewan, Canada. Data were collected through an online survey that contained 27 constructs measuring barriers and interest in ICBT. Multivariable linear regression analyses were conducted with interest in ICBT as the dependent variable and barriers as independent variables after controlling for age, gender, residency (urban/rural), and depression or generalized anxiety symptoms. Utilizing structural equation modeling, a path analysis framework was developed by incorporating previously established associations from multivariable regression analyses to model direct and indirect associations through path analysis. The path analysis framework showed that perceived access to care played a mediating role in mitigating the negative association of life chaos and financial concerns on interest in ICBT. Similarly, computer self-efficacy was a significant mediator in negative association of computer anxiety on interest in ICBT. In the context of the framework, significant direct effect on interest in ICBT held to be true for observed attitudinal barriers: self-stigma of seeking help and perceived need for help. The findings of this study pointed towards several policy implications, including aligning ICBT towards communities with lower access to care and higher need for intervention. To our knowledge, this study is the first to empirically show direct and indirect associations of barriers with interest in ICBT utilizing path analysis. In informing health care policy decisions, path analysis could be a useful technique in analyzing complex relationships and prioritize intervention factors, an approach which would not be possible to implement using traditional regressions analyses.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".