SYMPOSIA

Translating science into practice, collaborative empiricism and engagement
in homework assignments in cognitive behavior therapy
Nikolaos Kazantzis
La Trobe University, Australia
E-mail: Nikolaos@NikolaosKazantzis.com
Bulletin of Clinical Psychopharmacology, Vol: 21, Supplement: 2, 2011 - www.psikofarmakoloji.org
Abstracts of the Invited Speakers
Cognitive-behavioral therapy is more efficacious when between-session ‘homework’ tasks are included. Although the evidence for the
effectiveness of homework appears compelling, only limited research is available to guide day-to-day practice. Recently, the search for
strategies to enhance homework compliance (or engagement) has centered on practitioner competence in developing collaborative and
empirical therapeutic relationships. Rather than viewing practitioner competence as a “trait”, newer measures are better equipped to
capture the fluctuations in competence from session-to-session, as well as the relationship between therapist competence and patient
compliance, and their combined effects on positive treatment outcomes.
This presentation will use meta-analytic methods to review the empirical data demonstrating the causal and correlational effects of
CBT homework assignments in enhancing positive treatment outcomes. Positive results have been obtained in the treatment of major
depressive disorder, social anxiety disorder, panic disorder, and generalized anxiety disorder. Data supporting the development of
therapeutic relationships characterized by strong patient and therapist involvement in the therapeutic work (collaboration) of identifying
and evaluating the patients’ belief system (empiricism) will also be covered. A recent study in the treatment of major depressive disorder
suggests that therapist competence in following a compliance enhancement protocol, which focused on collaborative empiricism,
enhanced treatment outcomes. In conclusion, the results of these studies suggest that patient engagement with homework assignments
is an important determinant of positive CBT outcomes, but practitioner competence may enhance the effect when the patient-therapist
relationship is characterized by collaborative empiricism.
Key words: Cognitive behavior therapy; homework assignments; therapeutic relationship; treatment outcome
Bulletin of Clinical Psychopharmacology 2011;21(Suppl. 2):S41
CBT as an evidence based treatment approach: Warning signs in therapy and common
mistakes in daily practice
Mehmet Zihni Sungur
Medical School of Marmara University, Dept. of Psychiatry, Istanbul, Tukey
E-mail: mzsungur@superonline.com
The remarkable results obtained from integration of cognitive and behavioral therapies and the simplicity and straightforward
approaches of the treatment modality have attracted many therapists to practice cognitive-behavioral psychotherapy today.
Unfortunately a considerable number of these therapists adhere to guidelines of a textbook-kind of therapy without formal training and
adequate supervision, and therefore suggest standard package-type treatments with little or no attempt to develop individually tailored
programmes. There are some crucial points that clinicians need to consider during the practice of CBT to increase positive treatment
outcomes. This presentation will focus on significant points that should be taken into account during the daily practice of CBT, discuss
common mistakes made in daily practice and the reasons why psychotherapy is devalued during delivery of psychological services, and
suggest alternative ways to improve the efficiency of CBT for public care.
Key words: Cognitive behavioral therapy, evidence based treatment, treatment principles and pitfalls
Bulletin of Clinical Psychopharmacology 2011;21(Suppl. 2):S41
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