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Homework Assignments, Agenda Setting and the Therapeutic Alliance in Cognitive Therapy with Cluster C Personality Disorders: Synergetic or Antagonistic Ingredients?

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Title: Homework Assignments, Agenda Setting and the Therapeutic Alliance in Cognitive Therapy with Cluster C Personality Disorders: Synergetic or Antagonistic Ingredients?
Authors: Ryum, Truls (AUTHOR), Svartberg, Martin (AUTHOR), Stiles, Tore C. (AUTHOR)
Source: Cognitive Therapy & Research. Apr2022, Vol. 46 Issue 2, p448-455. 8p. 2 Charts.
Subjects: Therapeutic alliance, Cognitive therapy, Personality disorders, Homework, Mental illness
Abstract: Background: Research indicates that therapist competence in assigning homework may play a prominent role for outcome in cognitive therapy (CT) with various psychiatric disorders, including Cluster C personality disorders. Potentially cofounding factors need to be addressed though, and the present study examined to what extent therapist competence in (a) assigning homework and (b) agenda setting, as well as (c) the quality of the therapeutic alliance, contributes uniquely to a positive outcome in CT with cluster C personality disorders. Methods: Twenty-four patients receiving CT were taken from a previously published randomized controlled trial, and a residualized composite score of psychopathology/distress was used as outcome measure. The quality of the therapeutic alliance was rated by patients at session four, whereas therapist competence in assigning homework and agenda setting was assessed by independent raters in an early session (typically session six). Results: Therapist competence in assigning homework was a strong predictor of outcome in CT, even when taking into account potentially confounding factors such as the quality of the therapeutic alliance and therapist competence in agenda setting. Conclusions: Structuring sessions to increase the benefits of homework assignments appear to be important in CT with cluster C personality disorders. [ABSTRACT FROM AUTHOR]
Copyright of Cognitive Therapy & Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Homework Assignments, Agenda Setting and the Therapeutic Alliance in Cognitive Therapy with Cluster C Personality Disorders: Synergetic or Antagonistic Ingredients?
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  Data: Background: Research indicates that therapist competence in assigning homework may play a prominent role for outcome in cognitive therapy (CT) with various psychiatric disorders, including Cluster C personality disorders. Potentially cofounding factors need to be addressed though, and the present study examined to what extent therapist competence in (a) assigning homework and (b) agenda setting, as well as (c) the quality of the therapeutic alliance, contributes uniquely to a positive outcome in CT with cluster C personality disorders. Methods: Twenty-four patients receiving CT were taken from a previously published randomized controlled trial, and a residualized composite score of psychopathology/distress was used as outcome measure. The quality of the therapeutic alliance was rated by patients at session four, whereas therapist competence in assigning homework and agenda setting was assessed by independent raters in an early session (typically session six). Results: Therapist competence in assigning homework was a strong predictor of outcome in CT, even when taking into account potentially confounding factors such as the quality of the therapeutic alliance and therapist competence in agenda setting. Conclusions: Structuring sessions to increase the benefits of homework assignments appear to be important in CT with cluster C personality disorders. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cognitive Therapy & Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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