title: Is cognitive bias modification training truly beneficial for adolescents?
abstract: BACKGROUND
  Cognitive Bias Modification (CBM) has been shown to change interpretation biases commonly associated with anxiety and depression and may help ameliorate symptoms of these disorders. However, its evidence base for adolescents is scarce. Previous results have been hard to interpret because of methodological issues. In particular, many studies have used negative bias training as the control condition. This would tend to inflate any apparent benefits of CBM compared to a neutral control. Most studies also only examined the effects of a single training session and lacked follow-up assessment or ecologically valid outcome measures.
  
  
  METHODS
  Seventy-four adolescents, aged 16-18 years, were randomised to two sessions of CBM training or neutral control. Interpretation bias and mood were assessed three times: at baseline, immediately post-training and 1 week post-training. A controlled experimental stressor was also used, and responses to everyday stressors were recorded for 1 week after training to assess responses to psychological challenges. Feedback for the training programme was collected.
  
  
  RESULTS
  The CBM group reported a greater reduction in negative affect than control participants. However, other hypothesised advantages of CBM were not demonstrated. Regardless of training group, participants reported increased positive interpretations, decreased negative interpretations, reduced depressive symptoms and no change in trait anxiety. The two groups did not differ in their stress reactivity. After controlling for group differences in training performance, all the mood effects disappeared.
  
  
  CONCLUSIONS
  When tested under stringent experimental conditions the effects of CBM in healthy adolescents appear to be minimal. Future studies should concentrate on participants with elevated cognitive biases and/or mood symptoms who may be more sensitive to CBM.
authors.affiliation: Section of Clinical Psychology, University of Edinburgh, Edinburgh, UK.|University of East Anglia, Norwich, UK.
authors.forename: Stella W Y
authors.initials: SW
authors.lastname: Chan
authors.affiliation: Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
authors.forename: Jennifer Y F
authors.initials: JY
authors.lastname: Lau
authors.affiliation: University of East Anglia, Norwich, UK.|School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK.
authors.forename: Shirley A
authors.initials: SA
authors.lastname: Reynolds
mesh_terms: D000293:Adolescent; D000339:Affect / Q000502:physiology*; D015928:Cognitive Behavioral Therapy / Q000379:methods*; D005260:Female; D064368:Healthy Volunteers; D006801:Humans; D008297:Male; D017063:Outcome Assessment, Health Care; D013850:Thinking / Q000502:physiology*
keywords: Cognitive Bias Modification; adolescence; anxiety; depression; interpretation; stress reactivity