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dc.contributor.authorHaug, Ida Mari
dc.contributor.authorNeumer, Simon-Peter
dc.contributor.authorHandegård, Bjørn Helge
dc.contributor.authorLisøy, Carina
dc.contributor.authorRasmussen, Lene-Mari Potulski
dc.contributor.authorBania, Elisabeth Valmyr
dc.contributor.authorAdolfsen, Frode
dc.contributor.authorPatras, Joshua Steven
dc.date.accessioned2024-10-03T08:41:55Z
dc.date.available2024-10-03T08:41:55Z
dc.date.issued2024-05-29
dc.description.abstractIncluding routine client feedback can increase the effectiveness of mental health interventions for children, especially when implemented as intended. Rate of implementation, or dose, of such feedback interventions has been shown to moderate results in some studies. Variation in implementation and use of client feedback may also contribute to the mixed results observed within the feedback literature. This study evaluates dose-response associations of client feedback using a novel Measurement Feedback System (MFS) within an indicated group intervention. The primary aim was to determine whether the rate of MFS implementation predicts symptom reduction in anxiety and depression among school-aged children. The secondary aim was to assess whether the rate of MFS implementation influences children’s satisfaction with the group intervention or their dropout rates. Data were collected via a randomized factorial study (clinicaltrials.gov NCT04263558) across 58 primary schools in Norway. Children aged 8 to 12 years (N=701) participated in a group-based, transdiagnostic intervention targeting elevated symptoms of anxiety or depression. Half of the child groups also received the feedback intervention using the MittEcho MFS. Group leaders (N=83), recruited locally, facilitated the interventions. The MFS dose was measured using the Implementation Index, which combines the use of MFS by both children and providers (group leaders) into a single dose variable. Results showed no significant additional effect of dose of MFS on change in depression or anxiety scores, on user satisfaction with the intervention or on intervention dropout. The discussion addresses potential reasons for these non-significant findings and implications for MFS implementation in preventive, group-based interventions in school settings.en_US
dc.identifier.citationHaug IMH, Neumer S, Handegård BHH, Lisøy C, Rasmussen LM, Bania EV, Adolfsen F, Patras J. Dose-Response Effects of MittEcho, a Measurement Feedback System, in an Indicated Mental Health Intervention for Children in Municipal and School Services in Norway. Administration and Policy in Mental Health and Mental Health Services Research. 2024;51(3)en_US
dc.identifier.cristinIDFRIDAID 2271832
dc.identifier.doi10.1007/s10488-024-01389-9
dc.identifier.issn0894-587X
dc.identifier.issn1573-3289
dc.identifier.urihttps://hdl.handle.net/10037/34997
dc.language.isoengen_US
dc.publisherSpringer Natureen_US
dc.relation.journalAdministration and Policy in Mental Health and Mental Health Services Research
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2024 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleDose-Response Effects of MittEcho, a Measurement Feedback System, in an Indicated Mental Health Intervention for Children in Municipal and School Services in Norwayen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Med mindre det står noe annet, er denne innførselens lisens beskrevet som Attribution 4.0 International (CC BY 4.0)