Mechanisms of change in cognitive behavioral therapy for depressed early adolescent females : mediating effects of the cognitive triad on cognitive, behavioral, problem solving, and relational components of the ACTION treatment for depression

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Mechanisms of change in cognitive behavioral therapy for depressed early adolescent females : mediating effects of the cognitive triad on cognitive, behavioral, problem solving, and relational components of the ACTION treatment for depression

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dc.contributor.advisor Carlson, Cindy I., 1949-
dc.contributor.advisor Stark, Kevin Douglas
dc.creator Arora, Prerna, 1980-
dc.date.accessioned 2012-10-10T21:33:51Z
dc.date.available 2012-10-10T21:33:51Z
dc.date.created 2012-08
dc.date.issued 2012-10-10
dc.date.submitted August 2012
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2012-08-5919
dc.description.abstract Childhood depression is a widespread, stable disorder, and recurring disorder (Kovacs, Feinberg, Crouse-Novak, Paulauskas, & Finkelstein, 1984). Cognitive-Behavioral therapy is an empirically supported intervention for the treatment of depression (Weersing & Weisz, 2002; Weisz, McCarty, & Valeri, 2006). CBT for depression is often comprised of cognitive, behavioral, problem-solving, and relational interventions (McCarty & Weisz, 2007). While it is evident that CBT as a whole is efficacious, there exists a dearth of knowledge concerning the specific components within CBT, which contribute to symptom reduction in youth (Kazdin & Weisz, 1998; Kennard et al., 2009). Therefore, the manner in which CBT accomplishes change is not well understood (Shirk & Karver, 2006). Specifically, while cognitive theories assert that interventions targeted at modifying negative cognitions reduce depression (Beck, 1967), few studies, particularly with regards to depressed youth, have addressed this (Stice, Rohde, Seeley, & Gau, 2010). As such, this hypothesis concerning the role of depressogenic cognitions as mediators between certain CBT interventions and symptom reduction remains unsubstantiated (Weersing, Rozenman, & Gonzales, 2009). The current study assessed whether higher levels of cognitive, behavioral, problem solving, and relational components were associated with lower levels of post-treatment depression, as well as whether they were mediated through changes in the cognitive triad, a measure of depressogenic thinking. No studies have assessed the effectiveness of discrete interventions incorporated in CBT treatments for depression in youth, further examining whether noted changes in depression are mediated through cognitions, specifically the cognitive triad. Participants included 40 depressed females, aged 9 to 14, assessed using self-report measures and a diagnostic interview for depression, who engaged in treatment using a manualized group CBT treatment protocol. Results from hierarchical linear models indicated that higher participant cognitive triad scores and higher relational interventions were associated with lower post-treatment depression scores. However, subsequent analyses revealed that higher aggregated behavioral-problem-solving interventions scores were associated with lower post-treatment depression scores, while higher aggregated cognitive-relational intervention scores were associated with higher post-treatment depression scores. Implications, limitations, and recommendations for further areas of research are discussed.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Depression
dc.subject Children
dc.subject Cognitive behavioral therapy
dc.subject Mechanisms of change
dc.title Mechanisms of change in cognitive behavioral therapy for depressed early adolescent females : mediating effects of the cognitive triad on cognitive, behavioral, problem solving, and relational components of the ACTION treatment for depression
dc.date.updated 2012-10-10T21:34:01Z
dc.identifier.slug 2152/ETD-UT-2012-08-5919
dc.contributor.committeeMember Tharinger, Deborah J.
dc.contributor.committeeMember Pituch, Keenan A.
dc.contributor.committeeMember Loukas, Alexandra
dc.contributor.committeeMember Kaslow, Nadine J.
dc.description.department Educational Psychology
dc.type.genre thesis
dc.type.material text
thesis.degree.department Educational Psychology
thesis.degree.discipline Educational Psychology
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Doctoral
thesis.degree.name Doctor of Philosophy

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