Master of Science, The Ohio State University, 2022, Psychology
Precision treatment for depression may be one method of improving intervention
effectiveness, especially among brief, self-guided interventions. Brief interventions are a
cost-effective alternative to accessing psychological services (Karyotaki et al., 2017;
Powell et al., 2020), but suffer from high dropout rates (Torous et al., 2020). If content is
tailored so the most relevant concepts are presented earlier, treatment may be quicker in
its effectiveness. One method of personalizing treatment is in skill strengths. However,
research is currently mixed on whether clients benefit most from skills in which they are
more (i.e., capitalization; Cheavens et al., 2012; Fluckiger et al., 2016) or less (i.e.,
compensation; Miller et al., 2005; Straumann et al., 2006) experienced. This study
investigates whether pre-treatment skill use moderates the effectiveness of a brief, selfguided, CBT skills-based intervention on depressive symptoms. Participants (n = 291;
68% female; 67% White) consisted of undergraduate students who were randomized to
coping skill modules (i.e., behavioral, cognitive, interpersonal, mindfulness). Participants
watched module-specific educational videos and completed worksheets over three weeks.
Participants completed measures on coping skill use, depression symptoms, and their
appraisal of the intervention, with depression symptoms being re-assessed each week.
There was a small, significant reduction in depressive symptoms for participants in all
modules during the intervention. No differences were found between modules, nor was
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equivalence testing able to suggest statistical equivalence in effectiveness of reducing
depressive symptoms. Pre-treatment skill use did not moderate rate of improvement.
However, there was a small, significant, correlation between pre-treatment skill use and
appraisal of an intervention emphasizing that skill, suggesting individuals expect greater
improvement when taught familiar skills. This sugge (open full item for complete abstract)
Committee: Jennifer Cheavens (Advisor); Jolynn Pek (Committee Member); Daniel Strunk (Committee Member)
Subjects: Clinical Psychology; Cognitive Therapy; Counseling Psychology; Psychology; Psychotherapy; Therapy