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The Effect of a Brief Goal-skills Group Intervention on Homework Compliance and Depressive Symptom Severity

Conklin, Laren Renee
http://rave.ohiolink.edu/etdc/view?acc_num=osu1250630002

Abstract Details

2009, Master of Arts, Ohio State University, Psychology.
Previous research has shown that depressed clients who engage in more homework activity during the course of psychotherapy tend to improve more than clients who engage in less homework. A significant portion of what homework compliance consists of is the progress one makes on short-term, often weekly, goals that are set in session and pursued in the interim between sessions. This study explored whether a brief two-session goal-focused intervention would improve goal progress during two behavioral homework assignments and reduce symptoms of depression. A total of 103 introductory psychology students with elevated depressive symptoms and low levels of hope signed up for group sessions, with groups randomized to a goal-focused intervention or a control condition. Participants in the intervention learned skills to improve their goal setting and goal pursuit, whereas participants in the control condition were only encouraged to visualize the success of their goal pursuits. Conditions did not differ in goal progress at either assessment, nor in the rate of change in depressive symptoms over the two weeks. Similarly, conditions did not differ in rate of improvement on state hope or state anxiety. However, there was a significant hope by condition interaction in predicting rate of change in depressive symptoms such that participants with low hope experienced greater symptom change in the intervention group. There was also an interaction between hope and condition in predicting goal progress (but only during the first week). The findings of this study have implications for psychotherapies that place importance on assigning homework. Though further research is needed, these results raise the possibility that enhanced focus on goal skills may facilitate homework compliance and treatment outcome for low hope clients.
Daniel Strunk, PhD (Advisor)
Jennifer Cheavens, PhD (Committee Member)
Kentaro Fujita, PhD (Committee Member)
99 p.
Psychology
goals; hope; depressive symptoms

Recommended Citations

Citations

  • Conklin, L. R. (2009). The Effect of a Brief Goal-skills Group Intervention on Homework Compliance and Depressive Symptom Severity [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250630002

    APA Style (7th edition)

  • Conklin, Laren. The Effect of a Brief Goal-skills Group Intervention on Homework Compliance and Depressive Symptom Severity. 2009. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1250630002.

    MLA Style (8th edition)

  • Conklin, Laren. "The Effect of a Brief Goal-skills Group Intervention on Homework Compliance and Depressive Symptom Severity." Master's thesis, Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250630002

    Chicago Manual of Style (17th edition)

osu1250630002
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© 2009, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.