Treatment contracting in cognitive-behavior therapy

Otto, Michael W.; Reilly-Harrington, Noreen A.; Kogan, Jane N.; Winett, Carol A.

doi:10.1016/s1077-7229(03)80031-7

“…In addition, homework completion was lower among parents in the evening group, who were more likely to be employed, than among parents in the morning group. In the subsequent revision of the manual, we (a) refine homework assignments to include only the most crucial home activities, in simplified form, (b) add a homework self-contract to the first session, (c) more problem-solving around barriers to completion, and (d) more consistent reinforcement for attempting homework and more focus on identifying detailed, concrete plans for how and when to achieve that week's homework goals (Otto et al 2003). In addition, sessions are slightly simplified using treatment fidelity results as a guide, in order to improve feasibility for the end-users (in this case, group leaders).…”

Section: Discussionmentioning

confidence: 99%

Starting Strong: feasibility of an indicated prevention programme during the transition to kindergarten

Eisenhower

¹

,

Baker

²

,

Taylor³

2015

Research Papers in Education

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School-based mental health services are a promising context for evidence-based interventions to promote early socio-emotional development, yet implementation presents significant challenges. This paper describes the rationale, content and format of a school-based intervention, Starting Strong in Kindergarten (Starting Strong). Starting Strong is a 10 week, indicated prevention programme aimed at promoting positive student-teacher relationships and behavioural adjustment during the transition to kindergarten. This parent-and teacher-focused indicated prevention programme targets children with or at risk for disruptive behaviour problems. The paper describes feasibility results of a pilot study of Starting Strong's parent programme. Twenty-five families participated; rates of enrolment, attendance, retention, session engagement, homework completion, treatment fidelity and participant satisfaction suggest promising feasibility. School-based efforts targeting the transition to kindergarten may be helpful in improving behavioural and relational adjustment, especially for children who begin school with behavioural or relational risk.

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“…In the subsequent revision of the manual, we (a) refine homework assignments to include only the most crucial home activities, in simplified form, (b) add a homework self-contract to the first session, (c) more problem-solving around barriers to completion, and (d) more consistent reinforcement for attempting homework and more focus on identifying detailed, concrete plans for how and when to achieve that week's homework goals (Otto et al 2003). In addition, sessions are slightly simplified using treatment fidelity results as a guide, in order to improve feasibility for the end-users (in this case, group leaders).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten

Eisenhower

¹

,

Taylor²,

Baker

³

2016

School Psychology Review

10

0

View full text Add to dashboard Cite

School-based mental health services are a promising context for evidence-based interventions to promote early socio-emotional development, yet implementation presents significant challenges. This paper describes the rationale, content and format of a school-based intervention, Starting Strong in Kindergarten (Starting Strong). Starting Strong is a 10 week, indicated prevention programme aimed at promoting positive student-teacher relationships and behavioural adjustment during the transition to kindergarten. This parent-and teacher-focused indicated prevention programme targets children with or at risk for disruptive behaviour problems. The paper describes feasibility results of a pilot study of Starting Strong's parent programme. Twenty-five families participated; rates of enrolment, attendance, retention, session engagement, homework completion, treatment fidelity and participant satisfaction suggest promising feasibility. School-based efforts targeting the transition to kindergarten may be helpful in improving behavioural and relational adjustment, especially for children who begin school with behavioural or relational risk.

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“…Though there are cognitive behavioral therapists that recognize the importance of the role of motivation in therapeutic change, mention of this topic has, in large part, been limited to the discussion of motivation as a consequence of goal-setting, therapy contracting, or experiences of self-efficacy during therapy. Additionally, motivation has been described as a general byproduct or consequence of cognitive behavioral therapy (Ehlert Wagner and Lupke 1999;Gibbs 2002;, or more specifically, as a consequence of treatment contracting or goal-setting (Otto et al, 2003) within cognitive behavioral therapy. Additionally, motivation has been described as a general byproduct or consequence of cognitive behavioral therapy (Ehlert Wagner and Lupke 1999;Gibbs 2002;, or more specifically, as a consequence of treatment contracting or goal-setting (Otto et al, 2003) within cognitive behavioral therapy.…”

Section: Motivation and Cognitive Behavioral Therapymentioning

confidence: 99%