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Changes in identification of possible pain coping strategies by people with osteoarthritis who complete web-based pain coping skills training
Rini, C., Katz, A. W. K., Nwadugbo, A., Porter, L. S., Somers, T. J., & Keefe, F. J. (2021). Changes in identification of possible pain coping strategies by people with osteoarthritis who complete web-based pain coping skills training. International Journal of Behavioral Medicine, 28(4), 488-498. https://doi.org/10.1007/s12529-020-09938-w
Background We previously demonstrated that automated, Web-based pain coping skills training (PCST) can reduce osteoarthritis pain. The present secondary analyses examined whether this program also changed coping strategies participants identified for use in hypothetical pain-related situations. Method People with hip/knee osteoarthritis (n = 107) were randomized to Web-based PCST or standard care control. At baseline and post-intervention, they reported their pain severity and impairment, then completed a task in which they described how they would cope with pain in four hypothetical pain-related situations, also reporting their perceived risk for pain and self-efficacy for managing it. We coded the generated coping strategies into counts of adaptive behavioral, maladaptive behavioral, adaptive cognitive, and discrete adaptive coping strategies (coping repertoire). Results Compared to the control arm, Web-based PCST decreased the number of maladaptive behavioral strategies generated (p = 0.002) while increasing the number of adaptive behavioral strategies generated (p = 0.006), likelihood of generating at least one adaptive cognitive strategy (p = 0.01), and the size of participants' coping repertoire (p = 0.009). Several of these changes were associated with changes in pain outcomes (ps = 0.01 to 0.65). Web-based PCST also reduced perceived risk for pain in the situations (p = 0.03) and increased self-efficacy for avoiding pain in similar situations (p < 0.001). Conclusion Salutary changes found in this study appear to reflect intervention-concordant learning.