8. TIDieR ‐ Dowling 2014.

Study	Dowling 2014
TIDieR item	Experimental intervention	Control intervention
BRIEF NAME	LEAF (Life Enhancing Activities for Family Caregivers).	Attention control group.
WHY	The positive affect intervention teaches participants a series of behavioral and cognitive “skills” for increasing positive affect coping with health‐related and other life stresses. The skills include noticing and capitalizing on positive events, gratitude, mindfulness, positive reappraisal, focusing on personal strengths, attainable goals, and acts of kindness.	No described.
WHAT materials	No described.
PROCEDURES	Skill‐building Intervention Sessions · Session 1: Positive Events and Gratitude – Identify a positive or meaningful event in the last week and what it means to note, favour, and capitalize on positive events. Homework: write down 3 things that went well each day and why they went well. Begin a gratitude journal (writing one thing each day you are grateful for) that continued throughout the rest of the intervention. · Session 2: Mindfulness – Teach concepts of mindful attention and non‐judgment. Homework: (a) practice awareness of breathing and meditation for 10 minutes daily and (b) once a day take the time to enjoy something that you usually hurry through, do one thing at a time, and pay attention to it. Participants were encouraged to continue the breathing exercise through the remaining weeks of the intervention and to continue the gratitude journal. · Session 3: Positive Reappraisal – Discuss the meaning of positive reappraisal and how to apply it to everyday occurrences. Homework: each day think of one negative or stressful thing that happened. Practice positive reappraisal – why it may not be as bad as initially thought or something good that might come of it. Participants were encouraged to write about their experience reappraising at the end of each day and to continue their gratitude journal and mindful breathing exercises. · Session 4: Personal Strengths and Attainable Goal – Generate a list of personal strengths that can be used in everyday life. Define attainable goals and practice setting one related to self‐care. Homework: achieve attainable goal. Participants were encouraged to write about their goals at end of day and to continue their gratitude journal and mindful breathing exercises. · Session 5: Altruistic Behaviors/Acts of Kindness – Doing for Others – Discuss the positive impact of doing for others. Homework: do something nice for someone else each day. Participants were encouraged to write about their acts of kindness at end of day and to continue their gratitude journal and mindful breathing exercises.	Participants randomised to the control group engaged in 5 one‐on‐one sessions with a facilitator. The sessions were comparable in length to the intervention sessions (approximately 1 hour) but consisted of an interview and did not have any didactic portion or skills practice. Each session began with the completion of the modified Differential Emotions Scale (DES). In addition to these affect questions, each session had qualitative and quantitative questions and activities cantered on a theme (i.e., life history, health history, diet and exercise, social networks, and meaning and spirituality), to keep the sessions different and interesting for participants. Home practice for the control group consisted of the brief daily affect reports. At the start of sessions 2 through 6, the facilitator reviewed the previous week’s affect diary with the participant.
WHO provided	Facilitators for the intervention sessions were trained for content and delivery. Two were clinical nurse specialists in fronto‐temporal dementia and 1 was a psychologist.	The facilitator for the control group sessions was a research associate, familiar with the content of the intervention sessions so as to not engage in the intervention content during control sessions with participants.
HOW delivered	Mainly by video‐conference (only 1 subject participated in‐person, all others participated remotely).
WHERE occurred	At home.
WHEN and HOW MUCH	6 sessions of 1 hour each.
TAILORING	Interventions were comprehensively designed, not tailored to cover individual or unmeet needs.
MODIFICATIONS	None described.
HOW WELL planned	All sessions were audio‐recorded digitally for both quality assurance and intervention evaluation.
HOW WELL actual	No described.