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Handbook of Psychotherapy and Behavior Change

TL;DR: The NIMH Treatment of Depression Collaborative Research Program: Where We Began and Where We Are (I. Elkin, et al. as discussed by the authors ) presents a methodology, design, and evaluation in psychotherapy research.
Abstract: Methodology, Design, and Evaluation in Psychotherapy Research (A. Kazdin). Assessing Psychotherapy Outcomes and Processes (M. Lambert & C. Hill). The NIMH Treatment of Depression Collaborative Research Program: Where We Began and Where We Are (I. Elkin). The Effectiveness of Psychotherapy (M. Lambert & A. Bergin). Research on Client Variables in Psychotherapy (S. Garfield). Therapist Variables (L. Beutler, et al.). Process and Outcome in PsychotherapyNoch Einmal (D. Orlinsky, et al.). Behavior Therapy with Adults (P. Emmelkamp). Cognitive and Cognitive-Behavioral Therapies (S. Hollon & A. Beck). Psychodynamic Approaches (W. Henry, et al.). Research on Experiential Psychotherapies (L. Greenberg, et al.). Psychotherapy for Children and Adolescents (A. Kazdin). The Process and Outcome of Marital and Family Therapy: Reseach Review and Evaluation (J. Alexander, et al.). Experiential Group Research (R. Bednar & T. Kaul). Research on Brief Psychotherapy (M. Koss & J. Shiang). Behavioral Medicine and Health Psychology (E. Blanchard). Medication and Psychotherapy (G. Klerman, et al.). Research on Psychotherapy with Culturally Diverse Populations (S. Sue, et al.). Overview, Trends, and Future Issues (A. Bergin & S. Garfield). Indexes.
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Journal Article•DOI•
TL;DR: The social cognitive conception of self-regulated learning presented in this article involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences.
Abstract: Researchers interested in academic self-regulated learning have begun to study processes that students use to initiate and direct their efforts to acquire knowledge and skill. The social cognitive conception of self-regulated learning presented here involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences. This theoretical account also posits a central role for the construct of academic self-efficacy beliefs and three self-regulatory processes: self-observation, self-judgment, and self-reactions. Research support for this social cognitive formulation is discussed, as is its usefulness for improving student learning and academic achievement.

3,062 citations


Cites background from "Handbook of Psychotherapy and Behav..."

  • ...Social cognitive theorists assume that self-efficacy is a key variable affecting self-regulated learning (Bandura, 1986; Rosenthal & Bandura, 1978; Schunk, 1986; Zimmerman, 1986)....

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Journal Article•DOI•
TL;DR: The 16 meta-analyses reviewed support the efficacy of CBT for many disorders and are consistent with other review methodologies that also provide support for the efficacy CBT.

2,856 citations

Journal Article•DOI•
TL;DR: It is suggested that, in evaluating the benefits of a given treatment, the greatest weight should be given to efficacy trials but that these trials should be followed by research on effectiveness in clinical settings and with various populations and by cost-effectiveness research.
Abstract: A scheme is proposed for determining when a psychological treatment for a specific problem or disorder may be considered to be established in efficacy or to be possibly efficacious. The importance of independent replication before a treatment is established in efficacy is emphasized, and a number of factors are elaborated that should be weighed in evaluating whether studies supporting a treatment's efficacy are sound. It is suggested that, in evaluating the benefits of a given treatment, the greatest weight should be given to efficacy trials but that these trials should be followed by research on effectiveness in clinical settings and with various populations and by cost-effectiveness research.

2,728 citations


Cites background from "Handbook of Psychotherapy and Behav..."

  • ...This is not to deny the importance of other factors such as the therapeutic alliance,as well as client and patient variables that affect the process and outcome of psychological therapies (see,eg, Beutler,Machado,& Neufeldt,1994; Garfield,1994; Orlinsky,Grawe,& Parks,1994)....

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Journal Article•DOI•
TL;DR: It is concluded that childhood family environments represent vital links for understanding mental and physical health across the life span.
Abstract: Risky families are characterized by conflict and aggression and by relationships that are cold, unsupportive, and neglectful. These family characteristics create vulnerabilities and/or interact with genetically based vulnerabilities in offspring that produce disruptions in psychosocial functioning (specifically emotion processing and social competence), disruptions in stress-responsive biological regulatory systems, including sympathetic-adrenomedullary and hypothalamic-pituitary-adrenocortical functioning, and poor health behaviors, especially substance abuse. This integrated biobehavioral profile leads to consequent accumulating risk for mental health disorders, major chronic diseases, and early mortality. We conclude that childhood family environments represent vital links for understanding mental and physical health across the life span.

2,698 citations


Cites background from "Handbook of Psychotherapy and Behav..."

  • ...For example, family interventions that succeed in reducing family conflict and anger and increasing cohesion and warmth have demonstrable beneficial effects for children who are aggressive or diagnosed with other externalizing problems (Barkley, Guevremont, Anastopoulos, & Fletcher, 1992; Kazdin, 1994; Sayger, Horne, Walker, Passmore, 1988; Serketich & Dumas, 1996)....

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Journal Article•DOI•
TL;DR: The inability of case-mix adjustment methods to compensate for selection bias and the inability to identify non- randomised studies that are free of selection bias indicate that non-randomised studies should only be undertaken when RCTs are infeasible or unethical.
Abstract: OBJECTIVES: To consider methods and related evidence for evaluating bias in non-randomised intervention studies. DATA SOURCES: Systematic reviews and methodological papers were identified from a search of electronic databases; handsearches of key medical journals and contact with experts working in the field. New empirical studies were conducted using data from two large randomised clinical trials. METHODS: Three systematic reviews and new empirical investigations were conducted. The reviews considered, in regard to non-randomised studies, (1) the existing evidence of bias, (2) the content of quality assessment tools, (3) the ways that study quality has been assessed and addressed. (4) The empirical investigations were conducted generating non-randomised studies from two large, multicentre randomised controlled trials (RCTs) and selectively resampling trial participants according to allocated treatment, centre and period. RESULTS: In the systematic reviews, eight studies compared results of randomised and non-randomised studies across multiple interventions using meta-epidemiological techniques. A total of 194 tools were identified that could be or had been used to assess non-randomised studies. Sixty tools covered at least five of six pre-specified internal validity domains. Fourteen tools covered three of four core items of particular importance for non-randomised studies. Six tools were thought suitable for use in systematic reviews. Of 511 systematic reviews that included non-randomised studies, only 169 (33%) assessed study quality. Sixty-nine reviews investigated the impact of quality on study results in a quantitative manner. The new empirical studies estimated the bias associated with non-random allocation and found that the bias could lead to consistent over- or underestimations of treatment effects, also the bias increased variation in results for both historical and concurrent controls, owing to haphazard differences in case-mix between groups. The biases were large enough to lead studies falsely to conclude significant findings of benefit or harm. Four strategies for case-mix adjustment were evaluated: none adequately adjusted for bias in historically and concurrently controlled studies. Logistic regression on average increased bias. Propensity score methods performed better, but were not satisfactory in most situations. Detailed investigation revealed that adequate adjustment can only be achieved in the unrealistic situation when selection depends on a single factor. CONCLUSIONS: Results of non-randomised studies sometimes, but not always, differ from results of randomised studies of the same intervention. Non-randomised studies may still give seriously misleading results when treated and control groups appear similar in key prognostic factors. Standard methods of case-mix adjustment do not guarantee removal of bias. Residual confounding may be high even when good prognostic data are available, and in some situations adjusted results may appear more biased than unadjusted results. Although many quality assessment tools exist and have been used for appraising non-randomised studies, most omit key quality domains. Healthcare policies based upon non-randomised studies or systematic reviews of non-randomised studies may need re-evaluation if the uncertainty in the true evidence base was not fully appreciated when policies were made. The inability of case-mix adjustment methods to compensate for selection bias and our inability to identify non-randomised studies that are free of selection bias indicate that non-randomised studies should only be undertaken when RCTs are infeasible or unethical. Recommendations for further research include: applying the resampling methodology in other clinical areas to ascertain whether the biases described are typical; developing or refining existing quality assessment tools for non-randomised studies; investigating how quality assessments of non-randomised studies can be incorporated into reviews and the implications of individual quality features for interpretation of a review's results; examination of the reasons for the apparent failure of case-mix adjustment methods; and further evaluation of the role of the propensity score.

2,651 citations