Cognitive change processes in psychotherapy

研究表明，认知疗法（CT）是最有效的治疗方法之一。 有效治疗抑郁症。然而，令人惊讶的是， 关于CT治疗过程中和治疗后的变化过程， 或者关于哪些因素，包括特异性和非特异性的CT，与 这样的变化。这项研究将探讨两个潜在的重要问题。 变化过程中的因素：认知技能的获得和应用 CT教学和社会认知的改变很少有发表的研究 考虑到衡量这些潜在的具体问题， 重大进程。没有适当标准化的技能衡量标准 CT的获取/掌握目前可用。此外，措施 以前用于评估CT技能获取的方法容易受到 需求特点。拟议的研究将比较几种方法， 评估技能的获得和应用，并将这些指标与 社会认知风格的两个公认的衡量标准（认知需求和 综合复杂性）。重度抑郁症患者将被随机 被分配到3个条件：CT，自我调节治疗SRT），或药物治疗。 将在治疗前和治疗后进行一系列问卷调查， 在6个月的随访中，包括抑郁和其他 心理症状，使用不同类型的应对技能（包括 认知策略）和认知内容，如信念和态度。 还将提出几项关于技能获得和应用的建议措施， 管理。关于技能获得的预期作用的具体假设 和社会认知与结果的关系进行了阐述和测试。

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.