Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-10T12:25:31.370Z Has data issue: false hasContentIssue false
  • English
  • Français

The Session Bridging Worksheet: impact on outcomes, homework adherence and participants’ experience

Published online by Cambridge University Press:  23 April 2014

Caroline Williams  and
Garry Squires
Caroline Williams*
Affiliation:
The Manchester Institute of Education, University of Manchester, Manchester, UK
Garry Squires
Affiliation:
The Manchester Institute of Education, University of Manchester, Manchester, UK
*
*Author for correspondence: Ms. C. Williams, The Manchester Institute of Education, University of Manchester, Manchester, UK (email: caroline.williams@swyt.nhs.uk)
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper reports a piece of practitioner research to explore the use of a Session Bridging Worksheet (SBW) with clients on their homework adherence, experience of their therapist, and clinical outcomes. Clients were divided into two groups randomly. One group received CBT as normal (TAU group) and the other group received CBT and used a session bridging worksheet (SBW group). The perception of the therapist's ability to address potential barriers was better when the SBW was used by the client and this seems to have had a small positive effect on homework adherence. Differences in symptom measures (BDI, BAI, BHS) between the two groups are inconclusive. The limitations of the design of the study are discussed with suggestions for future research.

Keywords

CBTevidence-based practicehomework assignmentsindividual CBTpsychotherapy processtherapy
Type
Original Research
Information
the Cognitive Behaviour Therapist , Volume 7 , December 2014 , e4
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Addis, ME, Jacobson, NS (2000). A closer look at the treatment rationale and homework compliance in cognitive-behavioral therapy for depression. Cognitive Therapy and Research 24, 313–326.CrossRefGoogle Scholar
Al-Kubaisy, T, Marks, IM, Logsdail, S, Marks, MP, Lovell, K, Sungur, M, Araya, R (1992). Role of exposure homework in phobia reduction: a controlled study. Behavior Therapy 23, 599–621.Google Scholar
Beck, AT, Emery, G (1979). Cognitive Therapy of Anxiety and Phobic Disorders. Philadelphia: Center for Cognitive Therapy.Google Scholar
Beck, AT, Rush, AJ, Shaw, BF, Emery, G (1979). Cognitive Therapy of Depression. New York: Guilford Press.Google Scholar
Beck, AT, Steer, RA (1987). Beck Anxiety Inventory Manual. San Antonio: The Psychological Corporation.Google Scholar
Beck, AT, Steer, RA (1993). Beck Hopelessness Scale Manual. San Antonio: The Psychology Corporation.Google Scholar
Beck, AT, Steer, RA, Brown, GK (1996). Beck Depression Inventory – Second Edition (BDI-II) Manual. San Antonio: The Psychological Corporation.Google Scholar
Beck, JS (1995). Cognitive Therapy: Basics and Beyond. New York: The Guilford Press.Google Scholar
Bennet-Levy, J, Butler, G, Fennell, M, Hackman, A, Mueller, M, Westbrook, D (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford: Oxford University Press.Google Scholar
Blackburn, IM, James, IA, Milne, DL, Baker, C, Standart, S, Garland, A, Reichelt, FK (2001). The Revised Cognitive Therapy Scale (CTS-R): psychometric properties. Behavioural and Cognitive Psychotherapy 29, 431–446.CrossRefGoogle Scholar
BPS (2010). Code of Human Research Ethics. Leicester: British Psychological Society.Google Scholar
Broder, MS (2000). Making optimal use of homework to enhance your therapeutic effectiveness. Journal of Rational-Emotive & Cognitive Behavior Therapy 18, 3–18.Google Scholar
Bryant, MJ, Simons, AD, Thase, ME (1999). Therapist skill and patient variables in homework compliance: controlling an uncontrolled variable in cognitive therapy outcome research. Cognitive Therapy and Research 23, 381–399.Google Scholar
Clark, DM (2004). Developing new treatments: on the interplay between theories, experimental science and clinical innovation. Behaviour Research and Therapy 42, 1089–1104.Google Scholar
DoH (2007). The competences required to deliver effective cognitive and behavioural therapy for people with depression and with anxiety disorders. London: Department of Health.Google Scholar
DoH (2008). Improving Access to Psychological Therapies Implementation Plan: curriculum for high-intensity therapies workers. London: Department of Health.Google Scholar
Dozois DJA (2010). Understanding and enhancing the effects of homework in cognitive-behavioral therapy. Clinical Psychology: Science and Practice 17, 157–161.Google Scholar
Dunn, H, Morrison, AP, Bentall, RP (2002). Patients’ experiences of homework tasks in cognitive behavioural therapy for psychosis: a qualitative analysis. Clinical Psychology & Psychotherapy 9, 361–369.CrossRefGoogle Scholar
Edelman, RE, Chambless, DL (1995). Adherence during sessions and homework in cognitive-behavioral group treatment of social phobia. Behaviour Research and Therapy 33, 573–577.Google Scholar
First, MB, Spitzer, RL, Gibbon, M, Williams, JBW (1997). User's Guide for the Structured Clinical Interview for DSM-IV Axis I Disorders. Arlington, VA: American Psychiatric Press Inc.Google Scholar
Freeman, A (2007). The use of homework in cognitive behavior therapy: working with complex anxiety and insomnia. Cognitive and Behavioral Practice 14, 261–267.CrossRefGoogle Scholar
Garland, A, Chavira, DA (2010). Are we doing our homework? Clinical Psychology: Science and Practice 17, 162–165.Google Scholar
Gaynor, ST, Lawrence, PS, Nelson-Gray, RO (2006). Measuring homework compliance in cognitive-behavioral therapy for adolescent depression: review, preliminary findings, and implications for theory and practice. Behaviour Modification 30, 647–672.Google Scholar
Granholm, E, Auslander, LA, Gottlieb, JD, McQuaid, JR, McClure, FS (2006). Therapeutic factors contributing to change in cognitive-behavioral group therapy for older persons with schizophrenia. Journal of Contemporary Psychotherapy 36, 31–41.Google Scholar
Haarhoff, BA, Kazantzis, N (2007). How to supervise the use of homework in cognitive behavior therapy: the role of trainee therapist beliefs. Cognitive and Behavioral Practice 14, 325–332.Google Scholar
Hansen, NB, Lambert, MJ, Forman, EM (2002). The psychotherapy dose-response effect and its implications for treatment delivery services. Clinical Psychology: Science and Practice 9, 329–343.Google Scholar
Kashner, TM, Rush, AJ, Suris, A, Biggs, MM, Gajewski, VL, Hooker, DJ, Altshuler, KZ (2003). Impact of structured clinical interviews on physicians’ practices in community mental health settings. Psychiatric Service 54, 712–718.Google Scholar
Kazantzis, N, Deane, FP, Ronan, KP (2000). Homework assignments in cognitive & behavioral therapy: a meta analysis. Clinical Psychology: Science and Practice 7, 189–202.Google Scholar
Kazantzis, N, Macewan, J, Datillio, FM (2005). A guiding model for practice. In Using Homework Assignments in Cognitive Behavior Therapy (ed. Kazantzis, N., Deane, F. P., Ronan, K. R. and L’Abate, L. L.), pp. 357–404. London: Routledge.Google Scholar
Kazantzis, N, Whittington, C, Dattilio, F (2010). Meta analysis of homework effects in cognitve and behavioral therapy: a replication and extension. Clinical Psychology Science and Practice 17, 144–156.Google Scholar
Kelly, GA (1955). The Psychology of Personal Constructs. New York: Norton.Google Scholar
Leahy, RL (2001). Overcoming Resistance in Cognitive Therapy. New York: Guilford.Google Scholar
Leung, AW, Heimberg, RG (1996). Homework compliance, perceptions of control, and outcome of cognitive-behavioral treatment of social phobia. Behaviour Research and Therapy 34, 423–432.Google Scholar
Neimeyer, RA, Kazantzis, N, Kassler, DM, Baker, KD, Fletcher, R (2008). Group cognitive behavioural therapy for depression outcomes predicted by willingness to engage in homework, compliance with homework, and cognitive restructuring skill acquisition. Cognitive Behavior Therapist 37, 199–215.CrossRefGoogle ScholarPubMed
Overholser, JC (1994). Elements of the socratic method: III. Universal definitions. Psychotherapy: Theory/Research/Practice/Training 31, 286–293.Google Scholar
Persons, JB, Burns, DD, Perloff, JM (1988). Predictors of dropout and outcome in cognitive therapy for depression in a private-practice setting. Cognitive Therapy and Research 12, 557–575.Google Scholar
Rees, CS, McEvoy, P, Nathan, PR (2005). Relationship between homework completion and outcome in cognitive behaviour therapy. Cognitive Behavioural Therapy 34, 242–247.CrossRefGoogle ScholarPubMed
Rogers, R (2003). Nurse administered structured clinical interviews improve psychiatric diagnosis and treatment in community settings. Evidence Based Mental Health 6, 109.Google Scholar
Rouf, K, Fennell, M, Westbrook, D, Cooper, M, Bennett-Levy, J (2004). Devising effective behavioural experiments. In: Oxford Guide to Behavioural Experiments in Cognitive Therapy (ed. Bennett-Levy, J., Butler, G., Fennell, M., Hackmann, A., Mueller, M. and Westbrook, D.), pp. 21–58. Oxford: Oxford University Press.Google Scholar
Ryum, T, Stiles, TC, Svartberg, M, McCullough, L (2010). The effects of therapist competence in assigning homework in cognitive therapy with cluster C personality disorders: results from a randomized controlled trial. Cognitive and Behavioral Practice 17, 283–289.Google Scholar
Schmidt, NB, Woolaway-Bickel, K (2000). The effects of treatment compliance on outcome in cognitive-behavioral therapy for panic disorder: quality versus quantity. Journal of Consulting and Clinical Psychology 68, 302–319.Google Scholar
Squires, G (2001). Using cognitive behavioural psychology with groups of pupils to improve self-control of behaviour. Educational Psychology in Practice 17, 317–335.Google Scholar
Startup, M, Edmonds, J (1994). Compliance with homework assignments in cognitive-behavioral psychotherapy for depression: relation to outcome and methods of enhancement. Cognitive Therapy and Research 18, 567–579.Google Scholar
Taft, CT, Murphy, CM, King, DW, Musser, PH, DeDeyn, JM (2003). Process and treatment adherence factors in group cognitive-behavioral therapy for partner violent men. Journal of Consulting and Clinical Psychology 71, 812–820.Google Scholar
Tang, TZ, DeRubeis, RJ, Beberman, R, Pham, T (2005). Cognitive changes, critical sessions, and sudden gains in cognitive-behavioral therapy for depression. Journal of Consulting and Clinical Psychology 73, 168–172.Google Scholar
Tang, TZ, DeRubeis, RJ, Hollon, SD, Amsterdam, J, Shelton, R (2007). Sudden gains in cognitive therapy of depression and depression relapse/recurrence. Journal of Consulting and Clinical Psychology 75, 404–408.CrossRefGoogle ScholarPubMed
Thase, ME, Callan, JA (2006). The role of homework in cognitive behavior therapy of depression. Journal of Psychotherapy Integration 16, 162–177.Google Scholar
Thomas, JC, Hersen, M (2011). Understanding Research in Clinical and Counseling Psychology, 2nd edn.New York, NY: Brunner-Routledge.Google Scholar
Ventura, J, Liberman, RP, Green, MF, Shaner, A, Mintz, J (1998). Training and quality assurance with the Structured Clinical Interview for DSM-IV (SCID-I/P). Psychiatry Research 79, 163–173.CrossRefGoogle ScholarPubMed
Westra, HA, Dozois, DJ, Marcus, M (2007). Expectancy, homework compliance, and initial change in cognitive-behavioral therapy for anxiety. Journal of Consulting and Clinical Psychology 75, 363–373.Google Scholar
Woody, SR, Adessky, RS (2002). Therapeutic alliance, group cohesion, and homework compliance during cognitive-behavioral group treatment of social phobia. Behavior Therapy 33, 5–27.Google Scholar
Young, JE, Beck, AT (1980). Cognitive Therapy Scale: Rating Manual. Center for Cognitive Therapy. Philadelphia, PA.Google Scholar
Submit a response

Comments

No Comments have been published for this article.