Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 199 - 215 |
| Number of pages | 17 |
| Journal | Cognitive Behaviour Therapy |
| Volume | 37 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2008 |
| Externally published | Yes |
Cite this
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Group cognitive behavioural therapy for depression outcomes predicted by willingness to engage in homework, compliance with homework, and cognitive restructuring skill acquisition. / Neimeyer, Robert A; Kazantzis, Nikolaos; Kassler, Dina M; Baker, Kurt D; Fletcher, Richard B.
In: Cognitive Behaviour Therapy, Vol. 37, No. 4, 2008, p. 199 - 215.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Group cognitive behavioural therapy for depression outcomes predicted by willingness to engage in homework, compliance with homework, and cognitive restructuring skill acquisition
AU - Neimeyer, Robert A
AU - Kazantzis, Nikolaos
AU - Kassler, Dina M
AU - Baker, Kurt D
AU - Fletcher, Richard B
PY - 2008
Y1 - 2008
N2 - There is a need to understand the mechanism through which homework contributes to clinically meaningful change in therapy. Theoretically meaningful factors such as willingness to complete therapeutic assignments and cognitive skill acquisition have not been carefully studied in prior research. Depressed outpatients (N=46) received cognitive behavioural group therapy for a 10-week period and were assigned relevant homework activities. Patient self-report and independent ratings of homework compliance were obtained on a session-by-session basis. Using path analysis, the authors found evidence that willingness to complete homework assignments and mastery of skill in cognitive restructuring helped account for the relationship between homework compliance and reduced symptom severity (R2 =.40). However, paths were only significant when patient self-report of homework compliance was used in the model. The present study highlights the problems in assessing homework compliance and in assuming that independent assessment of compliance is more accurate than patient self-report.
AB - There is a need to understand the mechanism through which homework contributes to clinically meaningful change in therapy. Theoretically meaningful factors such as willingness to complete therapeutic assignments and cognitive skill acquisition have not been carefully studied in prior research. Depressed outpatients (N=46) received cognitive behavioural group therapy for a 10-week period and were assigned relevant homework activities. Patient self-report and independent ratings of homework compliance were obtained on a session-by-session basis. Using path analysis, the authors found evidence that willingness to complete homework assignments and mastery of skill in cognitive restructuring helped account for the relationship between homework compliance and reduced symptom severity (R2 =.40). However, paths were only significant when patient self-report of homework compliance was used in the model. The present study highlights the problems in assessing homework compliance and in assuming that independent assessment of compliance is more accurate than patient self-report.
UR - http://www.tandfonline.com/doi/pdf/10.1080/16506070801981240
U2 - 10.1080/16506070801981240
DO - 10.1080/16506070801981240
M3 - Article
VL - 37
SP - 199
EP - 215
JO - Cognitive Behaviour Therapy
JF - Cognitive Behaviour Therapy
SN - 1650-6073
IS - 4
ER -