Reduced memory specificity predicts acquisition of problem-solving skills in psychoeducation

Reduced memory specificity predicts acquisition of problem-solving skills in psychoeducation

Deze studie onderzocht of dezelfde patronen van overalgemene herinneringen die gelinkt zijn aan depressie ook invloed hebben op hoe goed mensen baat hebben bij psycho-educatieve training, meer bepaald of zij probleemoplossende vaardigheden kunnen aanleren en toepassen. De bevindingen suggereren dat de specificiteit van herinneringen een klinisch relevante moderator kan zijn van de uitkomsten van psycho-educatie, met implicaties voor hoe dergelijke programma’s op maat worden vormgegeven.

Samenvatting

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.

Trefwoorden: memory specificity, problem-solving, psychoeducation, cognitive moderators, depression

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Referentie

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