Does learned resourcefulness predict the response to cognitive behavioral therapy for depression?

Burns, David D.; Rude, Stephanie S.; Simons, Anne D.; Bates, Mark; Thase, Michael E.

doi:10.1007/bf02357780

Cited by 21 publications

(16 citation statements)

References 26 publications

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“…The interventions related to building learned resourcefulness, such as developing better coping strategies, learning positive attributions about the causes and consequences of loneliness, and improving internal mechanisms for dealing with the stress of unwanted isolation, may be helpful for mediating the negative effects of social loneliness among college students. The findings here are also consistent with previous research, which shows that learned resourcefulness can be helpful in dealing with a variety of issues, such as managing physical discomfort, pain, and depression (Benedito & Botella, 1991;Burns et al, 1994;Rosenbaum, 1990).…”

Section: Implications For Counselingsupporting

confidence: 91%

“…More specific to college students, one study revealed that students with high learned resourcefulness experienced much less stress before and after mid-term examinations and were better able to use their learned resourcefulness skills at times of greatest stress in comparison with students with low learned resourcefulness (Gintner, West, & Zarski, 1989). Finally, in depression treatment, some studies suggest that individuals with higher learned resourcefulness exhibit greater treatment recovery from severe depression (Burns, Rude, Simons, Bates, & Thase, 1994;Rosenbaum, 1990;Simons, Lustman, Wetzel, & Murphy, 1985), whereas other studies have failed to clearly reveal the value of learned resourcefulness in treatment success (Jarrett, Giles, Gullion, & Rush, 1991;Wetzel, Murphy, Carney, & Whitworth, 1992). Discrepant findings such as these, and the potential role that learned resourcefulness can play in helping college students cope and thrive in their environment, support the need to further examine the construct of learned resourcefulness among college students and its relationship to other psychological constructs, including loneliness.…”

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confidence: 99%

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Loneliness, Learned Resourcefulness, and Self‐Esteem in College Students

McWhirter

1997

Jour of Counseling & Develop

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Section: Implications For Counselingsupporting

confidence: 91%

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confidence: 99%

Loneliness, Learned Resourcefulness, and Self‐Esteem in College Students

McWhirter

1997

Jour of Counseling & Develop

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“…Studies have found a negative association between learned resourcefulness and depression (Burns et al 1994;Flett et al 1991;Lewinsohn and Alexander 1990;MacLachlan 1985;Rokke et al 2000). The construct has also been studied in Asia (Boonpongmanee et al 2002;Huang et al 2005;Nakano 1995;Rong 2000).…”

Section: Introductionmentioning

confidence: 93%

Exploring the Efficacy of Cognitive Bibliotherapy and a Potential Mechanism of Change in the Treatment of Depressive Symptoms Among the Chinese: A Randomized Controlled Trial

Liu

Chen

et al. 2008

Cogn Ther Res

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The present study investigated the efficacy of cognitive bibliotherapy in the treatment of depressive symptoms among Chinese individuals in Taiwan. Adults with depressive symptoms (N = 52, M age = 26.4) were randomly assigned to the treatment condition or the delayed treatment control condition. Participants were assessed at pretreatment, posttreatment, and 3-month follow-up. Results indicated that participants' overall depression level lowered at posttreatment. Analyses were performed on the intention-to-treat basis. Multiple imputation inference procedure (Rubin in Multiple imputation for nonresponse in surveys, John Wiley & Sons, Inc., New York 1987) was adopted to estimate missing values and to draw inferences based on the imputed data. Results of the analyses indicated that the cognitive-affective symptoms of depression, rather than the somatic symptoms of depression, evidenced significant reduction as a result of cognitive bibliotherapy. Further reductions in cognitiveaffective symptoms were observed at 3-month follow-up. Lastly, learned resourcefulness was found to be a mechanism through which bibliotherapy reduced depressive symptoms. The present study provides preliminary evidence that cognitive bibliotherapy may be a promising treatment option for Chinese individuals with depressive symptoms. In the meantime, participants' qualitative feedback may provide important direction for crosscultural adaptation of cognitive bibliotherapy. Applied implications and cultural issues are discussed.

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“…Satisfactory internal consistency scores ranging from .78 to .86 have repeatedly been reported [65–69]. While SCS scores alone have not always been predictive of response to cognitive therapy [70], patients with high scores combined with more severe depressive symptoms did respond to cognitive therapy [71]. Additionally, high SCS scores have been correlated with confidence in students [66] and with positive cognitions in elders [72].…”

Section: Description Of Instrumentsmentioning

confidence: 99%

Comparative efficacy and durability of continuation phase cognitive therapy for preventing recurrent depression: Design of a double-blinded, fluoxetine- and pill placebo-controlled, randomized trial with 2-year follow-up

Jarrett

Thase

2010

Contemporary Clinical Trials

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119

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Background Major depressive disorder (MDD) is highly prevalent and associated with disability and chronicity. Although cognitive therapy (CT) is an effective short-term treatment for MDD, a significant proportion of responders subsequently suffer relapses or recurrences. Purpose This design prospectively evaluates: 1) a method to discriminate CT-treated responders at lower versus higher risk for relapse; and 2) the subsequent durability of 8-month continuation phase therapies in randomized higher risk responders followed for an additional 24-months. The primary prediction is: after protocol treatments are stopped, higher risk patients randomly assigned to continuation phase CT (C-CT) will have a lower risk of relapse/recurrence than those randomized to fluoxetine (FLX). Methods Outpatients, aged 18 to 70 years, with recurrent MDD received 12–14 weeks of CT provided by 15 experienced therapists from two sites. Responders (i.e., no MDD and 17-item Hamilton Rating Scale for Depression ≤ 12) were stratified into higher and lower risk groups based on stability of remission during the last 6 weeks of CT. The lower risk group entered follow-up for 32 months; the higher risk group was randomized to 8 months of continuation phase therapy with either C-CT or clinical management plus either double-blinded FLX or pill placebo. Following the continuation phase, higher risk patients were followed by blinded evaluators for 24 months. Results The trial began in 2000. Enrollment is complete (N=523). The follow-up continues. Conclusions The trial evaluates the preventive effects and durability of acute and continuation phase treatments in the largest known sample of CT responders collected worldwide.

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Does learned resourcefulness predict the response to cognitive behavioral therapy for depression?

Cited by 21 publications

References 26 publications

Loneliness, Learned Resourcefulness, and Self‐Esteem in College Students

Loneliness, Learned Resourcefulness, and Self‐Esteem in College Students

Exploring the Efficacy of Cognitive Bibliotherapy and a Potential Mechanism of Change in the Treatment of Depressive Symptoms Among the Chinese: A Randomized Controlled Trial

Comparative efficacy and durability of continuation phase cognitive therapy for preventing recurrent depression: Design of a double-blinded, fluoxetine- and pill placebo-controlled, randomized trial with 2-year follow-up

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