Table 1 MAPLES BA groups session overview. The Activity Planning group followed a structured, linear progression of BA with between-session activities, while the Activity Engagement group followed a non-linear structure where participants were free to use session time to engage in a variety of activities or socialise with group members
Activity Planning Group | Activity Engagement Group | |
|---|---|---|
Session 1 | Participants are provided with psychoeducation of BA, the mood-activity relationship, and executive functioning difficulties after ABI. Participants are introduced to mood monitoring and monitoring lapses in attention | Participants are provided with overview of group was to use session time to take part in enjoyable or meaningful activities. Participants take part in icebreakers and were encouraged to provide suggestions for activities to complete |
Session 2 | Participants discuss monitoring homework and identify activities that align with personal goals and values. Participants schedule their first activity using task splitting | Participants were re-offered opportunity to suggest session activities. Participants complete in-session activity and social engagement is encouraged |
Session 3 | Participants review planned activity homework and discuss impact on mood (henceforth “review homework”). Participants are provided with psychoeducation on how activities become habitual and identify personal triggers that interfere with activity completion. Participants schedule another activity using task splitting | Participants were re-offered opportunity to suggest session activities. Participants complete in-session activity and social engagement is encouraged |
Session 4 | Participants review homework, and Week 2 values and goals. Participants discuss whether activities currently in their routine negatively contribute to mood and whether these can be altered. Participants schedule another activity using task splitting | Participants were re-offered opportunity to suggest session activities. Participants complete in-session activity and social engagement is encouraged |
Session 5 | Participants review homework. Participants are provided with psychoeducation on identifying avoidance patterns to activities and how to prevent task distraction. Participants schedule another activity using task splitting | Participants were re-offered opportunity to suggest session activities. Participants complete in-session activity and social engagement is encouraged |
Session 6 | Participants review homework. Participants are provided with psychoeducation on benefits of continuously increasing activity levels and warning signs of fatigue when increasing activities. Participants schedule another activity using task splitting and raise activity level further (e.g., in duration and/or frequency) | Participants were re-offered opportunity to suggest session activities. Participants complete in-session activity and social engagement is encouraged |
Session 7 | Participants review homework. Participants are provided with psychoeducation on benefits of social relationships to positive mood. Participants identify barriers to planning social activities and role play initiating social activities. Participants schedule another activity using task splitting, with encouragement to plan a social activity | Participants were re-offered opportunity to suggest session activities. Participants complete in-session activity and social engagement is encouraged |
Session 8 | Participants review homework. Participants review content from past 7 sessions and outline “take home” messages. Participants identify personal triggers to reducing activity levels and create strategies to overcome triggers. Participants schedule another activity using task splitting, with encouragement to continue engaging in activities beyond group end | Participants were re-offered opportunity to suggest session activities. Participants complete in-session activity and social engagement is encouraged |