The utility of a brief large group psychoeducational program for patients waiting for cognitive-behavioural treatment of anxiety
Bibliographic record
Abstract
Anxiety disorders are very common and are characterized by feelings of excessive fear that disrupt quality of life (Kampman, Viikki, & Leinonen, 2017). The symptoms of anxiety (e.g. palpitations, racing thoughts, and tachypnea) are a part of the normal sympathetic response to threat (Nash & Potokar, 2004). However, if the threat stimulus for this ‘fight or flight’ response is generalized to everyday challenges required for functioning, then anxiety becomes a disorder (Nash & Potokar, 2004). A 2014 survey estimated the one-year prevalence of mood and/or anxiety disorders is 11.6% in Canadian adults (Public Health Agency of Canada, 2014). The estimated lifetime prevalence for all anxiety disorders is 16.6% (Somers, Goldner, Waraich, & Hsu, 2006). Unfortunately, only about 20% of Canadians suffering from a mental health condition receive any psychological treatment (Public Health Agency of Canada, 2014). This might be due in part to long wait times and a lack of financially accessible options. Cognitive-behavioural therapy (CBT) is an extensively studied and effective method for treating anxiety (Cuijpers, Cristea, Karyotaki, Reijnders, & Huibers, 2016; Hans & Hiller, 2013; Olatunji, Cisler, & Deacon, 2010). The basis of CBT is that a person’s physical reactions, behaviours, thoughts, and emotions are intrinsically interconnected, and that when someone is experiencing behavioral, mental, or emotional dysfunction, they can change their actions and thoughts to be more adaptive and therefore positively influence their emotions (e.g. decrease anxiety) (Mann & Whitfield, 2008). The Anxiety Disorders Clinic at St. Boniface Hospital, a tertiary, publicly-funded, treatment centre staffed by CBT-trained psychologists, has historically treated patients using disorder-specific CBT protocols that are traditional-length, usually 6 to 12 weeks (Mann & Whitfield, 2008). However, there were significant barriers to accessing this service due to long wait lists (18 to 24 months).
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.023 | 0.003 |
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 source (direct Gemma or distilled Codex), 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".