Quick Search:

Efficacy of the Best Possible Self intervention for generalised anxiety: exploration of mediators and moderators

Duffy, Jessica ORCID logoORCID: https://orcid.org/0009-0004-8159-8776, Cole, Scott ORCID logoORCID: https://orcid.org/0000-0001-8176-283X, Charura, Divine ORCID logoORCID: https://orcid.org/0000-0002-3509-9392 and Shevchenko, Jennifer (2025) Efficacy of the Best Possible Self intervention for generalised anxiety: exploration of mediators and moderators. The Journal of Positive Psychology. pp. 1-12.

[thumbnail of Efficacy of the Best Possible Self intervention for generalised anxiety  exploration of mediators and moderators.pdf]
Preview
Text
Efficacy of the Best Possible Self intervention for generalised anxiety exploration of mediators and moderators.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

| Preview

Abstract

Generalised anxiety is increasingly prevalent, yet access to therapeutic interventions remains limited. We present two randomised control trials aimed to investigate the efficacy of the Best Possible Self (BPS) technique as an intervention for reducing anxiety in a non-clinical sample. The BPS was delivered online using survey software, and changes in anxiety were assessed over two weeks. Across both studies, the BPS significantly reduced anxiety, as measured with the Generalised Anxiety Disorder-7 Questionnaire (GAD-7). Evidence was found for the potential mediating role of self-esteem, and analysis of intervention frequency demonstrated that completing two or more sessions of the BPS intervention led to significant reductions in anxiety. Participants who completed only one session reported no significant change in symptoms. Evidence was not found for a moderating role of imagery capacity. These findings suggest that the BPS technique could be an accessible, cost-effective intervention for reducing generalised anxiety.

Item Type: Article
Status: Published
DOI: 10.1080/17439760.2025.2487442
School/Department: School of Education, Language and Psychology
URI: https://ray.yorksj.ac.uk/id/eprint/11897

University Staff: Request a correction | RaY Editors: Update this record