An analysis of matching cognitive-behavior therapy techniques to learning styles.
BACKGROUND AND OBJECTIVES: To optimize the effectiveness of cognitive-behavior therapy (CBT) for each individual patient, it is important to discern whether different intervention techniques may be differentially effective. One factor influencing the differential effectiveness of CBT intervention t...
| Main Authors: | , , |
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| Format: | Journal article |
| Language: | English |
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2012
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| _version_ | 1826266930729713664 |
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| author | van Doorn, K McManus, F Yiend, J |
| author_facet | van Doorn, K McManus, F Yiend, J |
| author_sort | van Doorn, K |
| collection | OXFORD |
| description | BACKGROUND AND OBJECTIVES: To optimize the effectiveness of cognitive-behavior therapy (CBT) for each individual patient, it is important to discern whether different intervention techniques may be differentially effective. One factor influencing the differential effectiveness of CBT intervention techniques may be the patient's preferred learning style, and whether this is 'matched' to the intervention. METHOD: The current study uses a retrospective analysis to examine whether the impact of two common CBT interventions (thought records and behavioral experiments) is greater when the intervention is either matched or mismatched to the individual's learning style. RESULTS: Results from this study give some indication that greater belief change is achieved when the intervention technique is matched to participants' learning style, than when intervention techniques are mismatched to learning style. LIMITATIONS: Conclusions are limited by the retrospective nature of the analysis and the limited dose of the intervention in non-clinical participants. CONCLUSIONS: Results suggest that further investigation of the impact of matching the patient's learning style to CBT intervention techniques is warranted, using clinical samples with higher dose interventions. |
| first_indexed | 2024-03-06T20:46:25Z |
| format | Journal article |
| id | oxford-uuid:3612a776-7908-4ce1-9272-4b1fb7060d97 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T20:46:25Z |
| publishDate | 2012 |
| record_format | dspace |
| spelling | oxford-uuid:3612a776-7908-4ce1-9272-4b1fb7060d972022-03-26T13:35:30ZAn analysis of matching cognitive-behavior therapy techniques to learning styles.Journal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:3612a776-7908-4ce1-9272-4b1fb7060d97EnglishSymplectic Elements at Oxford2012van Doorn, KMcManus, FYiend, J BACKGROUND AND OBJECTIVES: To optimize the effectiveness of cognitive-behavior therapy (CBT) for each individual patient, it is important to discern whether different intervention techniques may be differentially effective. One factor influencing the differential effectiveness of CBT intervention techniques may be the patient's preferred learning style, and whether this is 'matched' to the intervention. METHOD: The current study uses a retrospective analysis to examine whether the impact of two common CBT interventions (thought records and behavioral experiments) is greater when the intervention is either matched or mismatched to the individual's learning style. RESULTS: Results from this study give some indication that greater belief change is achieved when the intervention technique is matched to participants' learning style, than when intervention techniques are mismatched to learning style. LIMITATIONS: Conclusions are limited by the retrospective nature of the analysis and the limited dose of the intervention in non-clinical participants. CONCLUSIONS: Results suggest that further investigation of the impact of matching the patient's learning style to CBT intervention techniques is warranted, using clinical samples with higher dose interventions. |
| spellingShingle | van Doorn, K McManus, F Yiend, J An analysis of matching cognitive-behavior therapy techniques to learning styles. |
| title | An analysis of matching cognitive-behavior therapy techniques to learning styles. |
| title_full | An analysis of matching cognitive-behavior therapy techniques to learning styles. |
| title_fullStr | An analysis of matching cognitive-behavior therapy techniques to learning styles. |
| title_full_unstemmed | An analysis of matching cognitive-behavior therapy techniques to learning styles. |
| title_short | An analysis of matching cognitive-behavior therapy techniques to learning styles. |
| title_sort | analysis of matching cognitive behavior therapy techniques to learning styles |
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