Liesbeth Tip and Antigone Lanitis reflect on a recent systematic review and meta-analysis that investigated internet-delivered psychological treatment as an add-on to treatment as usual in depression, anxiety, and PTSD.
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In her debut blog, Jemma Baker reports on a systematic review and meta-analysis investigating the effectiveness of computerised cognitive behavioural therapy (CBT) for depression and anxiety in adolescents.
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In her debut blog, Aimeerose Lumsden reviews a mixed methods study focusing on whether online therapy is culturally sensitive for diverse clients.
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In her debut blog, Laura Hankey summarises findings from a recent systematic review and meta-analysis investigating the effectiveness of internet-based interventions for depression and anxiety in children and young people.
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Destiny Kumari summarises a study on practitioners’ experience of the working alliance in a blended CBT intervention for depression.
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Theo Kyriacou and Andie Ashdown summarise a systematic review which finds that gaming interventions may be useful for depression, but not anxiety, in young people.
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In her debut blog, Kyla Vaillancourt summarises an umbrella review, which suggests that CBT is the most effective treatment for reducing symptoms of perinatal depression. However, many questions remain about psychological support for mothers, infants and families during the perinatal period.
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In her debut blog, Philippa Clery presents the findings of three studies from the NIHR Mental Health Policy Research Unit, which explore the acceptability and efficacy of telemental health during the COVID-19 pandemic.
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Belinda Platt highlights a new review of mental health apps for young people, which finds there are many apps which seem appealing to young people but have no evidence-base, but only a handful of apps with a sound evidence-base which are available to young people.
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In her debut blog, Sue Brown explores an RCT from the US, which finds that computerised CBT was effective at treating depression in primary care patients, and was also beneficial to those with lower educational attainment, reading proficiency and incomes.
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