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2015 ; 48
(ä): 164-9
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J Behav Ther Exp Psychiatry
2015[Sep]; 48
(ä): 164-9
PMID25898288
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BACKGROUND AND OBJECTIVES: Progress toward establishing treatments for mental
disorders has been good, particularly for cognitive behavior therapy (CBT).
However, there is considerable room for improvement. The goal of this study was
to begin the process of investigating the potential for improving treatment
outcome via improving our understanding of learning processes. METHODS:
Individuals diagnosed with major depressive disorder (N = 20) participated in
three computer-delivered CBT lessons for depression. Indices of learning were
taken after each lesson, during three phone calls over the week following the
lesson, and one week later. These were: (a) whether the participant thought about
the lesson, (b) whether the participant applied the lesson, and (c) whether the
participant generalized the lesson. Based on a predetermined list of therapy
points (i.e., distinct ideas and principles), all participant responses were
coded for the number of therapy points they thought about, applied, or
generalized following each lesson. RESULTS: Less than half of the thoughts and
applications were accurate. Generalization, but not thoughts nor application, was
associated with improved depression scores one week later. LIMITATIONS: The
follow up period was only one week later and there was no comparison group so we
cannot speak to the long term outcome of these measures or generalize to other
mental disorders. CONCLUSIONS: These results point to the importance of improving
transfer of learning in CBT and represent a promising first step toward the
development of methods to study and optimize learning of CBT so as to improve
patient outcomes.
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