Behaviour research and therapy · 2026
Self-guided functional imagery training to reduce anxiety.
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Andrade Jackie, Hartgen-Walker Stephanie, Morgan Caroline, Ayan, Aytekin Idil, Sekoni Khadijah, Sengul Kardelen, Rhodes Jonathan
Аннотация
OBJECTIVES: Many university students experience high anxiety but have limited access to effective interventions. We evaluated a novel digital intervention for anxiety based on functional imagery training (FIT), designed to help individuals identify the impacts of anxiety, set engagement goals, and strengthen motivation for change. Functional Imagery for Keeping Anxiety low (FIKA) uses speak-aloud tasks, journalling, empathic questions, and personalised guided imagery for a person-centred approach. It builds motivation for engagement goals over safety goals through development and practice of vivid and emotionally laden multisensory imagery.
DESIGN: Study 1 used semi-structured interviews and thematic analysis to explore user experiences of FIKA. Study 2 compared anxiety pre- and post-FIKA and waitlist using frequentist and Bayesian approaches, with content analysis of FIKA experiences.
METHODS: Both studies recruited university students who self-identified as experiencing anxiety, assessed using GAD-7 at baseline and follow-up. In Study 1, participants (N = 12) completed FIKA over a two-week period before returning for interview in Week 3. Study 2 participants (N = 60) were assigned to either FIKA or waitlist, then completed Week 2 assessments and, for waitlist, were offered FIKA.
RESULTS: Quantitative and qualitative analyses supported a reduction in anxiety following FIKA, with qualitative responses supporting the hypothesised role of mental imagery and the empathic, person-centred approach.
CONCLUSIONS: FIKA seems a promising digital intervention for anxiety that users found acceptable and helpful. The focus on gently building skills in self-motivation for engagement may encourage students experiencing anxiety to use it early to prevent anxiety becoming a chronic problem.
DESIGN: Study 1 used semi-structured interviews and thematic analysis to explore user experiences of FIKA. Study 2 compared anxiety pre- and post-FIKA and waitlist using frequentist and Bayesian approaches, with content analysis of FIKA experiences.
METHODS: Both studies recruited university students who self-identified as experiencing anxiety, assessed using GAD-7 at baseline and follow-up. In Study 1, participants (N = 12) completed FIKA over a two-week period before returning for interview in Week 3. Study 2 participants (N = 60) were assigned to either FIKA or waitlist, then completed Week 2 assessments and, for waitlist, were offered FIKA.
RESULTS: Quantitative and qualitative analyses supported a reduction in anxiety following FIKA, with qualitative responses supporting the hypothesised role of mental imagery and the empathic, person-centred approach.
CONCLUSIONS: FIKA seems a promising digital intervention for anxiety that users found acceptable and helpful. The focus on gently building skills in self-motivation for engagement may encourage students experiencing anxiety to use it early to prevent anxiety becoming a chronic problem.