Therapist Strategies for Building Involvement in Cognitive-Behavioral Therapy for Adolescent Depression

Autor/inn/en	Jungbluth, Nathaniel J.; Shirk, Stephen R.
Titel	Therapist Strategies for Building Involvement in Cognitive-Behavioral Therapy for Adolescent Depression
Quelle	In: Journal of Consulting and Clinical Psychology, 77 (2009) 6, S.1179-1184 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-006X
DOI	10.1037/a0017325
Schlagwörter	Cognitive Restructuring; Behavior Modification; Therapy; Depression (Psychology); Adolescents; Counselor Client Relationship; Clinics; School Health Services; Prediction; Motivation; High School Students; Measures (Individuals) + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Therapie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schuleingangsuntersuchung; Vorhersage; psychologische; Motivation (psychologisch); High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten
Abstract	This study examined predictive relations between 9 therapist behaviors and client involvement in manual-guided, cognitive-behavioral therapy for adolescent depression. Analyses included 42 adolescents who met criteria for a depressive disorder (major depressive disorder, dysthymic disorder, or adjustment disorder with depressed mood) and who were treated in school-based clinics. Therapist behaviors hypothesized to promote client involvement were coded from Session 1 audiotapes; client involvement was coded from Session 2. Unlike prior research, the current study examined associations between behaviors and involvement while controlling for initial client resistance to isolate the therapist contribution to involvement. Results show that 3 therapist behaviors from Session 1 (attending to teen's experience, exploring teen's motivation, and less structure) predicted greater client involvement in Session 2, controlling for initial resistance. Only exploring motivation and less structure uniquely predicted Session 2 involvement when the 3 behaviors were examined simultaneously. Session 1 therapist behaviors predicted significant variance in involvement at Sessions 2, 4, and 8. Client initial presentation as resistant was associated with more exploring motivation and praising, but initial resistance did not explain associations between therapist behaviors and involvement. Implications for implementing evidence-based treatments are discussed. (Contains 2 tables and 1 footnote.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10