Intervention of FBT | I or FG | N | Findings of Adaptation or No Adaptation to Interventions of FBT with TAY versus Younger Adolescents |
---|---|---|---|
Individual Time with the TAY | I | 1 | No difference with age, adaptations are based on developmental stage |
1 | No individual time with TAY | ||
1 | No time specified, but individual time with a TAY is longer | ||
6 | Change in time spent during session with TAY – ranging from 15 minutes to the entire session spent individually with a TAY (those advocating entire session suggested reserving this for Phase 3) | ||
4 | Content of the individual meeting with a TAY is about motivation and alliance | ||
FG | 3 | The individual time is longer with a TAY across all phases | |
1 | The individual time is longer with a TAY in phase two only | ||
1 | The individual time is longer with a TAY in phase three only | ||
1 | If individual time is extended, there is the risk of excluding the family | ||
3 | Content of the individual meeting is about impacts of the ED on TAY; about family dynamics; and, support a TAY’s autonomy | ||
Externalization | I | 3 | Externalization looks the same with a TAY |
3 | TAY are more capable of abstract externalization | ||
FG | 3 | Externalization looks the same with a TAY | |
4 | TAY are more resistant to the idea of externalization | ||
1 | TAY are more accepting of the idea of externalization | ||
3 | Visual externalization is used for younger teens while TAY are insight oriented | ||
2 | Externalization is directed even more strongly at parents of TAY | ||
Creating an Urgent Message to Support Parents to Help their Child make Behavioural Changes | I | 2 | The message is the same regardless of age |
5 | The message is created for both the TAY and the parents | ||
4 | The content of the message is focused on social and future goals for TAY | ||
4 | The transition to adult-care systems is used to increase anxiety of TAY | ||
4 | The language of the urgent message is more explicit for TAY | ||
FG | 6 | The message is the same regardless of age | |
5 | The message is created for both the TAY and the parents | ||
5 | The content of the message is focused on social and future goals for TAY | ||
3 | The transition to adult-care systems is used to increase anxiety of TAY | ||
Phase 2 | I | 5 | TAY need more opportunities to practice eating independently |
3 | TAY need more opportunities to practice eating at school and work | ||
FG | 1 | Phase 2 is not based on age, it simply varies from individual to individual | |
2 | There is more discussion of a TAY’s independence in phase 2 | ||
2 | It is more difficult to keep parents of a TAY engaged in phase 2 | ||
1 | Phase 2 is more collaborative with a TAY around meals | ||
1 | Phase 2 is framed as training ground for post-secondary and work | ||
1 | Parents are more likely to give back control too quickly for a TAY | ||
Phase 3 | I | 6 | Relapse prevention is incorporated into phase 3 for a TAY |
3 | There is more talk of future oriented goals with a TAY | ||
2 | Phase three contains individual therapy for a TAY | ||
3 | Different issues such as body image, life transitions, future goals, and emotion regulation are discussed with a TAY | ||
FG | 5 | Relapse prevention is incorporated into phase 3 for a TAY | |
3 | Phase three contains individual therapy for a TAY | ||
3 | Different issues such as body image, life transitions, future goals, and identity developmental are focused on for TAY | ||
2 | Phase three is shorter for a TAY |