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Improving Emotion Regulation Following Web-Based Group Intervention for Individuals With Traumatic Brain Injury

Tsaousides, Theodore PhD; Spielman, Lisa PhD; Kajankova, Maria PhD; Guetta, Gabrielle BA; Gordon, Wayne PhD; Dams-O'Connor, Kristen PhD

Section Editor(s): Neumann, Dawn PhD

The Journal of Head Trauma Rehabilitation: September/October 2017 - Volume 32 - Issue 5 - p 354–365
doi: 10.1097/HTR.0000000000000345
Original Articles

Objective: Preliminary evaluation of the efficacy of a Web-based group intervention (Online EmReg) to improve emotion regulation (ER) in individuals with traumatic brain injury (TBI).

Design: Pre-/post-within-subject design with baseline, end-of-treatment, and 12-week follow-up assessments.

Participants: Ninety-one individuals with TBI and deficits in ER.

Intervention: Twenty-four sessions of training in ER skills delivered by group videoconference.

Measures: Difficulties in Emotion Regulation Scale (DERS), Positive Affect Negative Affect Schedule (PANAS), Satisfaction With Life Scale (SWLS), Problem Solving Inventory (PSI), Social Problem Solving Inventory-Revised: Short Form (SPSI-R:S), and Dysexecutive Questionnaire (DEX).

Results: Significant changes with large effect sizes were found for the DERS at the 12-week follow-up assessment. Significant and moderate changes were found on the SWLS, DEX, PSI, and subscales of the PANAS and SPSI-R:S.

Conclusions: Online EmReg appears to be a promising method of delivering a group intervention to improve ER following TBI.

Department of Rehabilitation Medicine, Icahn School of Medicine at Mount Sinai, New York.

Corresponding Author: Theodore Tsaousides, PhD, Department of Rehabilitation Medicine, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Pl, Box 1240, New York, NY 10029 (

This research was funded by National Institute on Disability, Independent Living and Rehabilitation Research (grant H133A120084) and carried out at the Brain Injury Research Center, Department of Rehabilitation Medicine, Icahn School of Medicine at Mount Sinai.

The authors extend their gratitude to the following individuals for their intellectual contribution and technical support: Emily D'Antonio, Colette Elliott, Erica Kaplan, William Lu, Nicole Murray, and Melissa Paretsky, who served as the therapists who delivered Online EmReg; Jennifer Oswald, who served as the research assistant for partial duration of the project and who subsequently coded the exit interviews; and Jason Krellman, for providing clinical supervision and support to the therapists for partial duration of the project.

The authors declare no conflicts of interest.

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