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The Session Bridging Worksheet: impact on outcomes, homework adherence and participants’ experience

Published online by Cambridge University Press:  23 April 2014

Caroline Williams  and
Garry Squires
Caroline Williams*
Affiliation:
The Manchester Institute of Education, University of Manchester, Manchester, UK
Garry Squires
Affiliation:
The Manchester Institute of Education, University of Manchester, Manchester, UK
*
*Author for correspondence: Ms. C. Williams, The Manchester Institute of Education, University of Manchester, Manchester, UK (email: [email protected])
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Abstract

This paper reports a piece of practitioner research to explore the use of a Session Bridging Worksheet (SBW) with clients on their homework adherence, experience of their therapist, and clinical outcomes. Clients were divided into two groups randomly. One group received CBT as normal (TAU group) and the other group received CBT and used a session bridging worksheet (SBW group). The perception of the therapist's ability to address potential barriers was better when the SBW was used by the client and this seems to have had a small positive effect on homework adherence. Differences in symptom measures (BDI, BAI, BHS) between the two groups are inconclusive. The limitations of the design of the study are discussed with suggestions for future research.

Keywords

CBTevidence-based practicehomework assignmentsindividual CBTpsychotherapy processtherapy
Type
Original Research
Information
the Cognitive Behaviour Therapist , Volume 7 , December 2014 , e4
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2014 

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