Patient learning of treatment contents in cognitive therapy. (March 2018)

• Record Type: Journal Article
• Authors: Gumport, Nicole B.; Dong, Lu; Lee, Jason Y.; Harvey, Allison G.
• Is Part Of: Journal of behavior therapy and experimental psychiatry. Volume 58(2018)
• Page Start: 51
• Page End: 59
• Publication Date: 2018-03
• Subjects: learning -- Memory -- Depression -- Cognitive therapy; Behavior therapy -- Periodicals; 616.89142
• DOI: 10.1016/j.jbtep.2017.08.005
• Languages: English
• ISSNs: 0005-7916

Abstract

Abstract: Background and objectives: Research has demonstrated that both memory and learning for treatment contents are poor, and that both are associated with worse treatment outcome. The Memory Support Intervention has been shown to improve memory for treatment, but it has not yet been established if this intervention can also improve learning of treatment contents. This study was designed to document the number of times participants exhibited each of the indices of learning, to examine the indices of learning and their relationship to recall of treatment points, and to investigate the association between the indices of learning and depression outcome. Methods: Adults diagnosed with major depressive disorder (N = 48) were randomly assigned to 14 sessions of cognitive therapy- as -usual (CT- as -usual) or cognitive therapy plus the Memory Support Intervention (CT + Memory Support). Measures of learning, memory, and depressive symptomatology were taken at mid-treatment, post-treatment, and at 6-month follow-up. Results: Relative to the CT- as -usual group, participants in the CT + Memory Support group reported more accurate thoughts and applications of treatment points at mid-treatment, post-treatment, and 6-month follow-up. Patient recall was significantly correlated with application and cognitive generalization. Thoughts and application at mid-treatment were associated with increased odds of treatment response at post-treatment. Limitations: The learning measure for this study has not yet been psychometrically validated. The results are based on a small sample. Conclusions: Learning during treatment is poor, but modifiable via the Memory Support Intervention. These results provide encouraging data that improving learning of treatment contents can reduce symptoms during and following treatment. Highlights: Memory and learning for treatment contents are poor and associated with outcomes. Whether the Memory Support Intervention improves learning has not yet been studied. Learning is associated with increased odds of treatment response. Learning during treatment is poor but modifiable via memory support.