Date of Award

1-1-2012

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

College of Arts Humanities and Social Sciences, Psychology

First Advisor

Stephen R. Shirk, Ph.D.

Second Advisor

Anne DePrince

Third Advisor

Martha Wadsworth

Fourth Advisor

Kathy Green

Keywords

Adolescent depression, Cognitive behavioral therapy, Homework, Therapist behavior, Treatment process

Abstract

Homework is a defining component of cognitive-behavioral therapy (CBT), however, few studies have examined homework adherence in youth CBT. Homework adherence was coded from audiotapes of school-based CBT for 50 depressed adolescents and evaluated as a predictor of proximal and distal treatment outcomes. Six therapist behaviors hypothesized to promote homework adherence were also coded from audiotapes of early sessions and examined in relation to subsequent homework adherence. Results showed no significant associations between client homework adherence and outcomes. Results also revealed several therapist behaviors to be associated with homework adherence in the context of planned moderator analyses. Adolescents considered at risk for non-adherence tended to show better adherence when therapists provided strong rationale for homework tasks, spent more time assigning homework in Session 1, and elicited client reactions and troubleshot obstacles in Session 2. Methodological and clinical implications are discussed.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Nathaniel John Jungbluth

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

87 p.

Discipline

Clinical psychology

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