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Cognitive Therapy and Research
Gepubliceerd in:

16-10-2017 | Original Article

Therapist Behaviors as Predictors of Immediate Homework Engagement in Cognitive Therapy for Depression

Auteurs: Laren R. Conklin, Daniel R. Strunk, Andrew A. Cooper

Gepubliceerd in: Cognitive Therapy and Research | Uitgave 1/2018

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Abstract

Homework assignments are an integral part of cognitive therapy (CT) for depression, though facilitating homework engagement in patients with depression can be a challenge. We sought to examine three classes of therapist behaviors as predictors of homework engagement in early sessions of CT: therapist behaviors related to the review of homework, the assignment of homework, and efforts to help patients overcome obstacles to completing homework. In a sample of 66 depressed outpatients participating in CT, therapist behaviors involved in assigning homework predicted both CT-specific homework engagement and more general homework engagement. Therapist behaviors involved in homework review were not predictive of homework engagement. Our findings are consistent with the possibility that therapists’ emphasis of key elements of the homework assignment process enhances patients’ engagement in homework in early sessions of CT.
vorige artikel Affect Intensity Moderates the Association of Emotional Clarity with Emotion Regulation and Depressive Symptoms in Unselected and Treatment-Seeking Samples
volgende artikel Early Maladaptive Schemas as Moderators of the Association between Bullying Victimization and Depressive Symptoms in Adolescents
Voetnoten
1
To examine the average relationships between the scales, correlations were calculated separately at each session, then r values were transformed to z scores, averaged across sessions, and finally these z scores were transformed back to r values.
 
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Metagegevens
Titel
Therapist Behaviors as Predictors of Immediate Homework Engagement in Cognitive Therapy for Depression
Auteurs
Laren R. Conklin
Daniel R. Strunk
Andrew A. Cooper
Publicatiedatum
16-10-2017
Uitgeverij
Springer US
Gepubliceerd in
Cognitive Therapy and Research / Uitgave 1/2018
Print ISSN: 0147-5916
Elektronisch ISSN: 1573-2819
DOI
https://doi.org/10.1007/s10608-017-9873-6

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