![Electronic Theses and Dissertations](../../assets/md5images/8bf39a2f649bfcc97f3e39e2323994d5.png)
Date of Award
1-1-2023
Document Type
Dissertation
Degree Name
Ph.D. in Psychology
First Advisor
Danielle J. Maack
Second Advisor
Sarah A. Bilsky
Third Advisor
Mervin R. Matthew
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
Emetophobia is a specific phobia of vomit (SPOV) characterized by persistent and chronic symptoms with severe impairment across domains. Research on emetophobia is limited, with even fewer studies examining the impact of intervention. Available treatment studies have broadly been examined through behavioral interventions, such as cognitive behavioral therapy (CBT) of which psychoeducation is an important foundational component. The positive role of psychoeducation on symptom reduction has been examined among a variety of psychopathology, including anxiety disorders. However, to date, research has not examined the role of psychoeducation itself (psychoeducational intervention, PI) among specific phobias broadly or emetophobia specifically. Therefore, the present study piloted a single-session, individual telehealth CBT-based PI among individuals with emetophobia. Participants were recruited from social media groups or forums dedicated to individuals self-identifying as experiencing emetophobia. Individuals were randomly allocated to the active intervention condition (emetophobia focused PI) or control condition (mental health focused PI), and variables of interest (e.g., emetophobia, depression, and anxiety sensitivity) were assessed across preintervention and at post-intervention (one-month follow-up). It was hypothesized that symptoms of emetophobia would significantly decrease at the post-intervention among individuals in the active intervention. Secondly, it was hypothesized that participants in the active intervention would report decreased symptoms of emetophobia when controlling for depression and anxiety sensitivity. Finally, it was hypothesized participants at post-intervention and in the active intervention condition would report higher ratings of perceived acceptability of the PI. The final clinical sample consisted of 90 participants (Mage= 28.41, SD= 8.73; 77.8% female; 85.6% White), who completed a series of randomized self-report measures, were randomly allocated to condition, and completed the same series of self-report measures at one-month follow-up. Results demonstrated a significant main effect of time, though not condition, on the outcome variable of emetophobia symptoms. When controlling for significant covariates of anxiety sensitivity and depression, neither time nor group had a notable effect on emetophobia symptoms. Finally, all participants, irrespective of time or condition, perceived the PIs to be equally highly acceptable. Despite the null findings related to PI, the present study contributed to the literature through future areas of research and additional considerations. Null findings may be attributed to sample characteristics (e.g., clinical severity) and format of PI (e.g., individual, single session). Future research may consider adapting towards a group-based format occurring over multiple sessions with less clinically severe emetophobia symptoms. Taken together, the present study provides preliminary data related to considering PI for emetophobia.
Recommended Citation
Petell, Jennifer, "Plot Twist: Vomiting is Good! Online Psychoeducational Intervention among Internet Support Group Users" (2023). Electronic Theses and Dissertations. 2711.
https://egrove.olemiss.edu/etd/2711