Table 2 Cognitive-behavioural programs (without discussion groups) for children and adolescents (< 18 years)

Nitsch et al. [26]

Mixed Methods (usability)

Students within normal weight range or > 85th sex age-specific BMI percentile

n = 10

Healthy Teens @ School: 10-week online program (1 module per week) with 2 tracks, “Healthy Habits” and “Weight Management”

SUS, semi-structured interview (questions about impressions of program, would they recommend it, etc.)

The usability of the program was assessed in 2 rounds: the program was in the “acceptable” range in the first round, and in the “excellent” range in the second round. Participants found program content helpful and informative and would recommend it to others with psychological or health problems

Shu et al. [27]

RCT

Individuals who self-identified as having difficulties with perfectionism

n = 36 ICBT-P n = 34 ICBT-S n = 24 waitlist control

ICBT-P: 8 sessions, based on CBT self-help program for perfectionism, involves learning about perfectionism and improving self-compassion

ICBT-S: 8 sessions, based on a CBT self-help book for stress; education on coping styles, time management

ICBT-P and ICBT-S had to complete program over 4 weeks, averaging 2 sessions per week

CPQ, EDE-Q, RCADS, RSES

ICBT-P: most favorable outcomes at 3- and/or 6-months follow-up (reducing perfectionism, ED, anxiety, depressive symptoms, increasing self-esteem). Clinical significance analysis demonstrated that ICBT-P prevented symptom increases over 6-month follow-up. ICBT-P superior to ICBT-S and controls in prevention of clinical perfectionism, depressive symptoms, and ED symptoms. No differences in attrition between the groups at 3- and 6-month follow-up. Only true preventative effects for ICBT-P vs. ICBT-S and control for depressive and ED symptoms and perfectionism, despite improvements in self-esteem (did not have significant differences in rates of deterioration among groups)