Dissonance Eating Disorder Prevention: Clinician Led, Peer Led vs Web Delivered
Eating Disorder Prevention
Behavioral: Peer-Led Group Intervention
Behavioral: Internet-Based Intervention
Behavioral: Clinician-Led Group Intervention
Behavioral: Education Video
|Study Design:||Allocation: Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Single Blind (Outcomes Assessor)
Primary Purpose: Prevention
|Official Title:||Dissonance Eating Disorder Prevention: Clinician Led, Peer Led vs Web Delivered (Formerly: Effectiveness Trial of Peer-Led Dissonance Eating Disorder Prevention Groups)|
- Change over time: Eating disorder diagnostic interview [ Time Frame: baseline obtained on intake, 1 month post intervention and at 6mo, 1-, 2-, and 3-year follow-ups ] [ Designated as safety issue: Yes ]Participants will complete an interview assessing Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) eating disorder symptoms.
- Change over time: Thin-ideal internalization [ Time Frame: baseline obtained on intake, 1 month post intervention and 6mo-, 1-, 2-, & 3-year followups ] [ Designated as safety issue: No ]Thin-ideal internalization will be assessed with the 8-item Ideal-Body Stereotype Scale-Revised. Participants respond using a 5-point response format.
- Change over time: Body Dissatisfaction [ Time Frame: baseline obtained on intake, 1 month post intervention and at 6mo, 1-, 2- & 3-yr followups ] [ Designated as safety issue: No ]Body dissatisfaction will be assessed with the Body Dissatisfaction Scale. Respondents rate their level of satisfaction with 9 body parts on 6-point scales.
|Study Start Date:||April 2013|
|Estimated Study Completion Date:||March 2018|
|Primary Completion Date:||June 2015 (Final data collection date for primary outcome measure)|
Active Comparator: Peer-Led Group Intervention
In the Peer-Led Group Intervention, participants voluntarily engage in verbal, written, and behavioral exercises in which they critique the thin-ideal ideal during 4 1-hr sessions and in homework activities which are led by peer leaders.
|Behavioral: Peer-Led Group Intervention|
Active Comparator: Clinician-Led Group Intervention
In the Clinician-Led Group Intervention, participants voluntarily engage in verbal, written, and behavioral exercises in which they critique the thin-ideal ideal during 4 1-hr sessions and in homework activities which are led by University clinicians.
|Behavioral: Clinician-Led Group Intervention|
Active Comparator: Internet-Based Intervention
The Internet-Based Intervention consists of 6 40-min modules involving user-driven self-education activities and games (e.g., role-plays), writing/video contests, and off-line exercises designed to induce dissonance regarding pursuit of the thin-ideal, mirroring activities from the group Body Project.
|Behavioral: Internet-Based Intervention|
Active Comparator: Education Video
The Education Video describes eating disorders, their adverse effects, and the need for treatment, which is key information to provide to young women at elevated risk for eating disorders due to body dissatisfaction.
|Behavioral: Education Video|
Although dozens of eating disorder prevention programs have been evaluated, only a dissonance-based program (the Body Project) has significantly reduced future onset of threshold and subthreshold eating disorders through long-term follow-up. An effectiveness trial found that the Body Project produced significant reductions in risk factors, eating disorder symptoms, and functional impairment relative to educational brochure controls, with some effects persisting through 3-yr follow-up when high school clinicians recruited students and delivered the program. These trials confirm the efficacy and effectiveness of the Body Project, but revealed a key dissemination barrier; it can be difficult to identify and recruit clinicians at high schools and colleges with the time and expertise to competently deliver the program.
One solution to this key dissemination barrier is to train students in established peer leader programs at colleges to recruit high-risk students and deliver the program. Another solution to this dissemination barrier would be to deliver the Body Project via the Internet.
Because peer-led groups and Internet delivery of the Body Project could markedly extend the reach and sustainability of this evidence-based program, we propose to conduct the first large multi-site effectiveness trial that directly compares the effects and cost effectiveness of peer-led Body Project groups, the eBody Project intervention, and clinician-led Body Project groups to an educational video control condition.
Please refer to this study by its ClinicalTrials.gov identifier: NCT01949649
|United States, Oregon|
|Oregon Research Institute|
|Corvallis, Oregon, United States, 97330|
|Oregon Research Institute|
|Eugene, Oregon, United States, 97403|
|United States, Texas|
|University of Texas at Austin|
|Austin, Texas, United States, 78712|
|Principal Investigator:||Eric Stice, PhD||Oregon Research Institute|