Digital Guided Self-Help for Eating Disorders: Thematic Analysis of Participant-Coach Text Messages

• Published in: Eating disorders 2022-09, Vol.31 (2), p.191-199
• Main Authors: Sadeh-Sharvit, Shiri, Idan, Orly, Fowler, Lauren A., Fitzsimmons-Craft, Ellen E., Firebaugh, Marie-Laure, Smith, Arielle, Graham, Andrea K., Goel, Neha J., Flatt, Rachael E., Balantekin, Katherine N., Monterubio, Grace E., Karam, Anna M., Funk, Burkhardt, Trockel, Mickey T., Wilfley, Denise E., Taylor, C. Barr
• Format: Article
• Language: English
• ISSN: 1064-0266; 1532-530X
• DOI: 10.1080/10640266.2022.2110698

Digital guided self-help for eating disorders (GSH-ED) can reduce treatment disparities. Understanding program participants’ interests throughout the program can help adapt programs to the service users’ needs. Participants were 383 college students receiving a digital GSH-ED, who were each assigned a coach to help them better utilize the intervention through text correspondence. A thematic and affective analysis of the texts participants had sent found they primarily focused on: strategies for changing their ED-related cognitions, behaviors, and relationships; describing symptoms without expressing an active endeavor to change; and participants’ relationship with their coach. Most texts also expressed affect, demonstrating emotional engagement with the intervention. Findings suggest that participants in GSH-ED demonstrate high involvement with the intervention, and discuss topics that are similar to those reported in clinician-facilitated interventions. The themes discussed by digital program participants can inform future iterations of GSH-ED, thereby increasing scalability and accessibility of digital evidence-based ED interventions.