Understanding unusual sensory experiences: a randomised experimental study of a school-based intervention for adolescents
<p><strong>Background:</strong> One in ten young people experience unusual sensory experiences (USE), such as hallucinations. From a cognitive perspective, the appraisal of USE determines the impact of these experiences. Negative appraisal, as well as other psychological p...
| Main Authors: | , , |
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| Format: | Journal article |
| Language: | English |
| Published: |
Wiley
2023
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| _version_ | 1797112254021238784 |
|---|---|
| author | Radez, J Johns, L Waite, F |
| author_facet | Radez, J Johns, L Waite, F |
| author_sort | Radez, J |
| collection | OXFORD |
| description | <p><strong>Background:</strong> One in ten young people experience unusual sensory experiences (USE), such as hallucinations. From a cognitive perspective, the appraisal of USE determines the impact of these experiences. Negative appraisal, as well as other psychological processes (e.g. thinking flexibility, maladaptive schemas, anxiety/depression), is associated with more distress. Our aim was to (a) develop a universal single-session school-based intervention on USE for adolescents and (b) evaluate the effect of the intervention on appraisals of and help seeking intentions for USE.</p>
<p><strong>Methods:</strong> A randomised controlled experimental design with a one-month follow-up was used to test the effectiveness of the intervention in one school. Students (<em>n</em> = 223) aged 12–13 were randomised by class to a single-session intervention on USE or a control intervention (generic mental wellbeing). Participants completed measures of appraisals of and help-seeking intentions for USE at pre- and postintervention and at one-month follow-up. They also completed measures of schemas, thinking flexibility and anxiety/depression at preintervention.</p>
<p><strong>Results:</strong> Overall, 190 adolescents completed the main outcome measures at all three points. The intervention on USE led to a significant (<em>p</em> < .05) increase of positive appraisals of USE compared with the control, with effects sustained at one-month follow-up. The intervention on USE did not lead to significantly greater help-seeking intentions for USE (<em>p</em> = .26). Adolescents' schemas were associated with appraisals and slow thinking and anxiety/depressive symptoms with help-seeking behaviour for USE.</p>
<p><strong>Conclusions:</strong> A single-session universal school-based intervention shows promise by improving appraisals of USE. Further research is required across different school populations.</p> |
| first_indexed | 2024-03-07T08:21:34Z |
| format | Journal article |
| id | oxford-uuid:5fa4837f-861b-4dfe-8edc-43a45ffc1e83 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T08:21:34Z |
| publishDate | 2023 |
| publisher | Wiley |
| record_format | dspace |
| spelling | oxford-uuid:5fa4837f-861b-4dfe-8edc-43a45ffc1e832024-02-02T07:46:49ZUnderstanding unusual sensory experiences: a randomised experimental study of a school-based intervention for adolescentsJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:5fa4837f-861b-4dfe-8edc-43a45ffc1e83EnglishSymplectic ElementsWiley2023Radez, JJohns, LWaite, F<p><strong>Background:</strong> One in ten young people experience unusual sensory experiences (USE), such as hallucinations. From a cognitive perspective, the appraisal of USE determines the impact of these experiences. Negative appraisal, as well as other psychological processes (e.g. thinking flexibility, maladaptive schemas, anxiety/depression), is associated with more distress. Our aim was to (a) develop a universal single-session school-based intervention on USE for adolescents and (b) evaluate the effect of the intervention on appraisals of and help seeking intentions for USE.</p> <p><strong>Methods:</strong> A randomised controlled experimental design with a one-month follow-up was used to test the effectiveness of the intervention in one school. Students (<em>n</em> = 223) aged 12–13 were randomised by class to a single-session intervention on USE or a control intervention (generic mental wellbeing). Participants completed measures of appraisals of and help-seeking intentions for USE at pre- and postintervention and at one-month follow-up. They also completed measures of schemas, thinking flexibility and anxiety/depression at preintervention.</p> <p><strong>Results:</strong> Overall, 190 adolescents completed the main outcome measures at all three points. The intervention on USE led to a significant (<em>p</em> < .05) increase of positive appraisals of USE compared with the control, with effects sustained at one-month follow-up. The intervention on USE did not lead to significantly greater help-seeking intentions for USE (<em>p</em> = .26). Adolescents' schemas were associated with appraisals and slow thinking and anxiety/depressive symptoms with help-seeking behaviour for USE.</p> <p><strong>Conclusions:</strong> A single-session universal school-based intervention shows promise by improving appraisals of USE. Further research is required across different school populations.</p> |
| spellingShingle | Radez, J Johns, L Waite, F Understanding unusual sensory experiences: a randomised experimental study of a school-based intervention for adolescents |
| title | Understanding unusual sensory experiences: a randomised experimental study of a school-based intervention for adolescents |
| title_full | Understanding unusual sensory experiences: a randomised experimental study of a school-based intervention for adolescents |
| title_fullStr | Understanding unusual sensory experiences: a randomised experimental study of a school-based intervention for adolescents |
| title_full_unstemmed | Understanding unusual sensory experiences: a randomised experimental study of a school-based intervention for adolescents |
| title_short | Understanding unusual sensory experiences: a randomised experimental study of a school-based intervention for adolescents |
| title_sort | understanding unusual sensory experiences a randomised experimental study of a school based intervention for adolescents |
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