Symposia
Treatment - CBT
Monica S. Wu, Ph.D.
Lyra Health
Burlingame, California
Jocelyn Lau, MPH
Data Scientist
Lyra Health
Burlingame, California
Chelsey R. Wilks, Ph.D.
Assistant Professor
University of Missouri-St. Louis
St. Louis, Missouri
Connie Chen, M.D.
Chief Operating Officer
Lyra Health
Burlingame, California
Anita Lungu, Ph.D.
Sr. Director of Clinical Product
Lyra Health
Burlingame, California
Background: The coronavirus disease 2019 (COVID-19) pandemic and the measures to help contain it have taken a significant toll on mental health. Blended care psychotherapy combining provider-led care with digital tools can help alleviate this toll. This study describes the development of digital activities designed to teach cognitive-behavioral skills for coping with COVID-19 distress, and evaluates initial acceptability and feasibility data. Method: Using a pragmatic retrospective cohort design, data from 664 U.S.-based individuals enrolled in blended care psychotherapy were analyzed. The development process of the COVID-19 digital module included provider surveys, individual provider interviews, and clinical expertise rooted in cognitive-behavioral treatment principles. Descriptive analyses summarized acceptability for the digital activities (n = 377). Ordinal logistic regression analyses were conducted on a subsample (n = 162) to explore the association between clients' attitudes toward the digital lesson and reported practice of skills in the exercise. Results: The majority of clients completed the assigned digital lesson and exercise (60.9%). Clients reported finding the lesson valuable and relevant for coping with COVID-19 distress, and they intended to apply the skills to their lives. Higher agreement with these attitude questions was associated with a significantly greater number of skills practiced on the digital exercise (β=0.21; standard error=0.08; odds ratio [95% confidence interval]=1.23 [1.06–1.44]; p< 0.01). Discussion: Clients who were assigned a cognitive-behaviorally oriented digital lesson and/or exercise within a blended care model largely engaged with the materials and found them valuable. Clients with more positive attitudes about the digital lesson reported using more coping skills. Conclusions: Digital modules that teach specific skills for coping with COVID-19 can be integrated into treatment and minimize provider burden. Future studies should investigate the clinical impact of these digital activities on psychiatric symptoms and how to best personalize the content.