Cognitive change processes in psychotherapy

描述：研究表明，认知疗法(CT)是最重要的 治疗抑郁症的有效方法。然而，令人惊讶的是，人们对此知之甚少。 关于CT治疗过程中和治疗后的变化过程 或者关于CT的特异性和非特异性因素与什么相关 这样的变化。这项拟议的研究将检验两项潜在的重要 变化过程中的因素：认知技能的获得和应用 计算机辅助教学，以及社会认知变化。很少有已发表的研究有 考虑了衡量这些潜在风险所涉及的具体问题 重要的流程。没有足够标准化的技能衡量标准 CT的获取/掌握目前是可用的。此外，这些措施 以前被用来评估CT技能获得的数据容易受到 需求特征。拟议的研究将对几种方法进行比较 评估技能获得和应用，并将这些指标与 社会认知风格的两个成熟的衡量标准(认知需要和 综合复杂性)。患有严重抑郁症的人将随机 分配到3种情况：CT、自我调节治疗(SRT)或药物治疗。 一组问卷将在治疗前和治疗后进行 在6个月的随访中，包括抑郁和其他指标 心理症状、使用不同类型的应对技能(包括 认知策略)，以及认知内容，如信念和态度。 还将提出几项技能获取和应用的措施 管理。关于技能习得预期作用的具体假设 以及与结果相关的社会认知的形成和测试。

DESCRIPTION: Research has shown that cognitive therapy (CT) is one of the most effective treatments for depression. However, surprisingly little is known about the processes of change during, and after, a course of treatment with CT or about what factors, both specific and nonspecific to CT, are associated with such change. The proposed research will examine two potentially important factors in the change process: acquisition and application of cognitive skills taught in CT, and social-cognitive changes. Few published studies have considered the specific issues involved in measuring these potentially significant processes. No adequately standardized measures of skill acquisition/mastery in CT are currently available. Furthermore, the measures that have been used previously to assess CT skill acquisition are vulnerable to demand characteristics. The proposed research will compare several methods for assessing skill acquisition and application and will contrast those indices to two well-established measures of social-cognitive style (need for cognition and integrative complexity). Individuals with major depression will be randomly assigned to 3 conditions: CT, self-regulation therapy SRT), or pharmacotherapy. A battery of questionnaires will be administered at pre- and post-treatment and at a 6-month follow-up, including measures of depression and other psychological symptoms, use of different types of coping skills (including cognitive strategies), and cognitive content, such as beliefs and attitudes. Several proposed measures of skill acquisition and application also will be administered. Specific hypotheses about the expected role of skill acquisition and social cognition in relation to outcome are formulated and tested.