Social learning contributions to the etiology and treatment of functional abdominal pain and inflammatory bowel disease in children and adults

Rona L. Levy, Shelby Langer, William E. Whitehead

Research output: Contribution to journalEditorial

24 Citations (Scopus)

Abstract

This paper reviews empirical work on cognitive and social learning contributions to the etiology and treatment of illness behavior associated with functional abdominal pain and inflammatory bowel disease. A particular emphasis is placed on randomized controlled trials, the majority of which are multi-modal in orientation, incorporating elements of cognitive behavioral therapy, social learning, and relaxation. Based on this review, we offer methodological and clinical suggestions: (1) Research investigations should include adequate sample sizes, long-term follow-up assessments, and a credible, active control group. (2) Standard gastrointestinal practice should include, when appropriate, learning opportunities for patients and family members, for example, instruction regarding the encouragement of wellness behavior.

Original languageEnglish (US)
Pages (from-to)2397-2403
Number of pages7
JournalWorld Journal of Gastroenterology
Volume13
Issue number17
StatePublished - May 7 2007
Externally publishedYes

Fingerprint

Inflammatory Bowel Diseases
Abdominal Pain
Illness Behavior
Cognitive Therapy
Sample Size
Randomized Controlled Trials
Learning
Control Groups
Therapeutics
Research
Social Learning

Keywords

  • Cognitive behavioral therapy
  • Functional abdominal pain
  • Illness behavior
  • Inflammatory bowel disease
  • Irritable bowel syndrome
  • Social learning

ASJC Scopus subject areas

  • Gastroenterology

Cite this

Social learning contributions to the etiology and treatment of functional abdominal pain and inflammatory bowel disease in children and adults. / Levy, Rona L.; Langer, Shelby; Whitehead, William E.

In: World Journal of Gastroenterology, Vol. 13, No. 17, 07.05.2007, p. 2397-2403.

Research output: Contribution to journalEditorial

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