Van Daele et al. (2013) — Reduced memory specificity predicts acquisition of problem-solving skills in psychoeducation
This study examined whether the same overgeneral memory patterns linked to depression also affect how well people benefit from psychoeducational training – specifically, whether they can learn and apply problem-solving skills. The findings suggest that memory specificity may be a clinically relevant moderator of psychoeducation outcomes, with implications for how such programmes are tailored.
Abstract
Background and objectives
Research has shown that overgeneral autobiographical memory (OGM) is a valid predictor for the course of depression. It is not known, however, whether OGM also moderates information uptake and consolidation in a psychoeducation program to prevent stress, anxiety and depression. The present study was designed to investigate whether the Autobiographical Memory Test (AMT; Williams, & Broadbent, 1986) is a valid predictor for the actual unfolding of skills learned through psychoeducation.
Methods
The questionnaire included primarily the AMT and the Stress Anxiety Depression Means-Ends Problem Solving Questionnaire (SAD-MEPS). It was filled in prior to and after the psychoeducational course by 23 participants.
Results
Correlations were calculated for the AMT at baseline and the differences between the pre and post measurements on the SAD-MEPS. Significant correlations were observed between the number of specific responses and the changes in the number of relevant means (r = .49, p < .01).
Limitations
The sample size was rather small, but several checks were able to reduce the chance of spurious findings.
Conclusions
These findings may have important implications for the guidance to and the setup of psychoeducational interventions. Suggestions include screening and memory specificity training prior to course commencement.
Keywords: memory specificity, problem-solving, psychoeducation, cognitive moderators, depression
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Reference
Van Daele, T., Van den Bergh, O., Van Audenhove, C., Raes, F., & Hermans, D. (2013). Reduced memory specificity predicts the acquisition of problem solving skills in psychoeducation. Journal of Behavior Therapy and Experimental Psychiatry, 44, 135–140. https://doi.org/10.1016/j.jbtep.2011.12.005