Cognitive Therapy of Depression: The Mechanisms of Change

Fennell, Melanie

doi:10.1017/s0141347300006534

Cited by 7 publications

(2 citation statements)

References 18 publications

(16 reference statements)

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“…Finally, there may be common mechanisms of change that are not directly related to either cognitive or interpersonal theories of change. For example, Zeiss, Lewinsohn, and Munoz (1979) postulated that diverse treatments may share the common mechanisms of enhancing self-efficacy; and others have emphasized the importance of the therapeutic relationship, treatment structure, and nonspecific factors (Fennell, 1983). Any of the above could account for the absence of observed differences between treatments.…”

Section: Discussionmentioning

confidence: 99%

A comparison of cognitive and interpersonal-process group therapies in the treatment of depression among college students.

Hogg

Deffenbacher²

1988

Journal of Counseling Psychology

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We compared cognitive (CT) and interpersonal-process (IP) group therapies in the treatment of moderate, unipolar depression in college counseling-center clients. Subjects who sought services early in the semester were randomly assigned to CT or IP groups and compared with a waitinglist group composed of subjects who requested services just prior to the Christmas recess. Multivariate analyses revealed no significant differences between treatment and waiting-list conditions. Because the control was confounded by the Christmas holiday, we compared the CT and IP groups directly. Both treatments led to significant reductions in depression and depressed thinking and to increments in self-esteem at midtreatment, posttreatment, and follow-up assessments but did not differ from each other at any point in time. There was no evidence of differential effectiveness or mechanisms of therapeutic change as a function of type of treatment.Depression is the common cold of mental health because of its high incidence in all segments of the population (Bellack, Hersen, & Himmelhock, 1981). Depression is particularly prevalent among college students with 17% to 24% of students generally (Bumberry, Oliver, & McClure, 1978;Oliver & Burkham, 1979) and 45% of students seeking counseling (Ostrow, Kivlighan, Zamostny, Cornfild, & Shapiro, 1985) reporting depression. Because depression interferes with personal and academic development, may lead to suicide, and appears in so many students, many counseling centers have expanded use of time-limited group therapy programs. Of these, cognitives-therapy (CT; Beck, Rush, Shaw, & Emery, 1979) and interpersonal-process (IP; Yalom, 1985) groups are two leading approaches.According to the humanistic-existential theory of IP therapy, depression results from poor self-concept and low selfesteem. IP groups, therefore, attempt to create an environment in which clients experience themselves fully and develop positive self-esteem as they learn to trust their experience. This environment is developed through group dynamics rich in intrinsically "curative factors" (Leszcz, Yalom, & Norden, 1985), for example, interpersonal learning, catharsis, and selfunderstanding, which enhance self-esteem. IP groups examine the interpersonal communications and emotional transactions among group members and focus on here-and-now group dynamics to help clients express their feelings more directly, act more independently, and feel more connected to others. Acceptance by others is thought to promote increased self-acceptance and self-esteem, which consequently reduce depression. Thus, in IP groups improved self-esteem precedes and mediates reductions in depression.CT theory suggests that depression is more a function of distorted thinking and biased information processing (Beck et al., 1979), that is, cognitive distortions lead to depressed affect and behavior. CT therefore helps clients identify and

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Section: Discussionmentioning

confidence: 99%

A comparison of cognitive and interpersonal-process group therapies in the treatment of depression among college students.

Hogg

Deffenbacher²

1988

Journal of Counseling Psychology

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“…Therapists keep the focus on teaching the process of problem solving rather than the success or failure of each patient's efforts. Specific cognitive behavioural strategies are avoided in preference to assisting the group participants to brainstorm their own, often creative solutions, in a similar manner to most cognitive behavioural methods (Fennell, 1983). An overhead projector may be used to present material and to make a record of the group's efforts on problem solving or problem analysis worksheets.…”

Section: Phase Fourmentioning

confidence: 99%

Problem solving training for schizophrenia: Rationale and review

Falloon

Barbieri²,

Boggian³

et al. 2007

Journal of Mental Health

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Background: Training patients in structured problem solving strategies is one of the oldest cognitive behavioural therapy methods. Recent social, psychological and neuropsychiatric research provides a multifactorial rationale for methods that strengthen patients' ability to carry out stepwise problem solving in their real life problems. Aim: This paper reviews the rationale for Problem Solving Training with reference to recent biomedical and psychosocial research and describes several preliminary studies of its benefits. Method: A four-phase programme of 24 weekly or bi-weekly lessons in small groups begins with patient's pratical everyday problems before moving to gradually more complex and emotionally charged interpersonal, personal and crisis issues in an attempt to restore generic problem solving abilities and improve long-term recovery from schizophrenia. Results: Preliminary outcome studies show promising outcomes on a reduction in rehospitalizations as well as clinical, social and neurocognitive measures and a multi-centred randomized controlled study in progess. Conclusions: Renewed interest in cognitive functioning, including social problem solving skills and social cognition in schizophrenia has led us to reconsider the potential value of cognitive-behavioural problem solving training as a rehabilitation strategy.

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The neuropsychology of depression and its implications for cognitive therapy

1995

Neuropsychol Rev

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The past few years have witnessed a growing interest in the specialty of neuropsychology as well as continued support for cognitive therapy of depression. The purpose of this paper is the examination of the neuropsychology of depression and its implications for A. T. Beck's cognitive theory and therapy of depression ([1963] "Thinking and Depression: Idiosyncratic Content and Cognitive Distortions," Archives of General Psychiatry, Vol. 9, pp. 324-333; [1964] "Thinking and Depression," Archives of General Psychiatry, Vol. 10, pp. 561-571; [1967] Depression: Clinical, Experimental, and Theoretical Aspects, New York: Harper & Row). Specifically, the neuropsychological and cognitive theory and therapy literatures related to depression are reviewed followed by an integration of these areas. Neuropsychological evidence is presented that both supports cognitive theory and therapy of depression and helps explain why such therapy may prove ineffective in treating depression. Implications for clinical practice, including neuropsychological assessment of depressives, and potential future research directions are also provided.

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Cognitive Therapy of Depression: The Mechanisms of Change

Cited by 7 publications

References 18 publications

A comparison of cognitive and interpersonal-process group therapies in the treatment of depression among college students.

A comparison of cognitive and interpersonal-process group therapies in the treatment of depression among college students.

Problem solving training for schizophrenia: Rationale and review

The neuropsychology of depression and its implications for cognitive therapy

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