(PS7-22) Qualitative Analysis of Youth Perceptions of a Brief Intervention for Managing Intrusive Thoughts

Abstract Text:

Introduction: Intrusive thoughts are common yet distressing experiences for many adolescents and young adults. Brief, accessible interventions that provide psychoeducation and coping strategies are needed, yet little is known about how youth perceive such interventions. This qualitative study explored participant perceptions of a brief online single-session intervention based on Acceptance and Commitment Therapy principles for managing intrusive thoughts.

Method: Participants ages 13-25 who reported experiencing distressing thoughts were randomly assigned to either an active intervention with coping strategies or an information-only control. Following completion of the condition, participants responded to an open-ended question about what they liked about the activity.

Results: Preliminary thematic analyses were conducted on a subsample of participants' responses (n = 402; Mage = 18.82, SDage = 2.36) who completed post-intervention assessments. Inter-rater reliability was strong (90.42-94.61%). Participants endorsed six categories associated with their enjoyment of the activity. Accessibility & Engagement Features (control 58.9%, active 54.5%) included appreciating clear language and user-friendly design. Educational Value (control 16.8%, active 15.5%) highlighted the importance of basic psychoeducation regardless of intervention type. Validation & Emotional Support (control 21.8%, active 20.0%) suggested that the activity helped normalize intrusive thoughts. Practical Strategies & Application (active 26.5%, control 18.8%) indicated that participants particularly valued the active coping skills and interactive techniques in the intervention compared to the information-only skills in the control. Self-Reflection (control 14.4%, active 11.5%) included references to applying the skills or content to their personal experiences with intrusive thoughts. While Miscellaneous responses (active 6.0%, control 2.5%) included brief or unclassifiable feedback. Participants rated both activities as acceptable on a scale of 1-5 (active intervention M = 4.22; control M = 4.31).

Discussion: Our findings reveal that both psychoeducation alone and psychoeducation with coping strategies were perceived as accessible, educational, emotionally validating, and acceptable by youth. However, the active intervention's enhanced focus on practical techniques was distinctly valued by participants. This qualitative analysis highlights the components of brief mental health interventions that resonate with youth, informing the development of future digital resources for managing intrusive thoughts.