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Purpose <p>Engagement in care is particularly problematic among patients suffering from eating disorders (ED). We aimed to assess whether a brief, remote, psychoeducation (PE) intervention could facilitate engagement and/or potentiate treatment. We also aimed to study whether the acquisition of knowledge, a key aspect of PE, could relate to its efficacy.</p> Methods <p>We designed a brief, remote PE intervention, based on cognitive behavioural therapy (CBT) principles and literature recommendations. Eighteen ED patients receiving the intervention in addition to treatment as usual (TAU) were compared to 17 ED&#xa0;patients receiving TAU only on: self-reported symptomatology and motivation, actual engagement in a treatment, as well as ED-related knowledge. Assessment times were pre-, post-, and 2&#xa0;months past the intervention.</p> Results <p>Within-group improvements in symptomatology (at follow-up) and increases in motivation (post- and follow-up) were observed in the TAU + PE group, but not in TAU. Level of knowledge and changes in motivation were identified as potential mediators of the association between the intervention and ED symptomatology.</p> Conclusion <p>These preliminary findings suggest that a simple, easily accessible remote PE intervention may represent a promising adjunct to standard ED treatment. They also highlight the potential role of knowledge acquisition as a component associated with intervention-related change.</p> <p><i>Level of evidence IV</i>: Evidence obtained from multiple time series with or without the intervention, such as case studies. Dramatic results in uncontrolled trials might also be regarded as this type of evidence.</p>

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Benefits of a brief, remote psychoeducation intervention in treating eating disorders: a preliminary study in a predominantly AN/BN sample

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月9日

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  • Laurent Cruchet,
  • Lucia Romo,
  • Philibert Duriez,
  • Maria Alejandra Laszcz,
  • Daphnée Poupon,
  • Philip Gorwood

摘要

Purpose

Engagement in care is particularly problematic among patients suffering from eating disorders (ED). We aimed to assess whether a brief, remote, psychoeducation (PE) intervention could facilitate engagement and/or potentiate treatment. We also aimed to study whether the acquisition of knowledge, a key aspect of PE, could relate to its efficacy.

Methods

We designed a brief, remote PE intervention, based on cognitive behavioural therapy (CBT) principles and literature recommendations. Eighteen ED patients receiving the intervention in addition to treatment as usual (TAU) were compared to 17 ED patients receiving TAU only on: self-reported symptomatology and motivation, actual engagement in a treatment, as well as ED-related knowledge. Assessment times were pre-, post-, and 2 months past the intervention.

Results

Within-group improvements in symptomatology (at follow-up) and increases in motivation (post- and follow-up) were observed in the TAU + PE group, but not in TAU. Level of knowledge and changes in motivation were identified as potential mediators of the association between the intervention and ED symptomatology.

Conclusion

These preliminary findings suggest that a simple, easily accessible remote PE intervention may represent a promising adjunct to standard ED treatment. They also highlight the potential role of knowledge acquisition as a component associated with intervention-related change.

Level of evidence IV: Evidence obtained from multiple time series with or without the intervention, such as case studies. Dramatic results in uncontrolled trials might also be regarded as this type of evidence.