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Teaching Self-Instructions to Chronic Schizophrenic Patients: Efficacy and Generalization

Published online by Cambridge University Press:  16 June 2009

R. P. Bentall,
P. J. Higson and
C. F. Lowe
R. P. Bentall
Affiliation:
Mersey Regional Forensic, Psychology Service, Liverpool
P. J. Higson
Affiliation:
North Wales Hospital, Denbigh
C. F. Lowe
Affiliation:
University College of North Wales, Bangor
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Abstract

Three experiments were conducted to investigate the effects of teaching chronic schizophrenic patients to verbally regulate their own behaviour by means of self-instructional training. In Experiment 1, self-instructional training on a short-term memory task produced improvements in performance which did not generalize to a second memory task. In Experiment 2 an attempt to enhance generalization by teaching a rehearsal strategy on two different memory tasks produced improvements of performance only on those new tasks that were similar to the teaching tasks. The third experiment compared task-specific and general problem solving self-instructions and showed no differences in the effectiveness of the two methods. Some of the difficulties encountered when teaching self-instructions to the subjects, together with the failure to produce adequate generalization of treatment effects, leave the clinical utility of the procedure uncertain. Before a practical cognitive therapy for chronic schizophrenics can be developed it will be necessary to explore more fully the relationships that exist between the verbal and non-verbal behaviour of these patients.

Information

Type
Research Article
Information
Behavioural and Cognitive Psychotherapy , Volume 15 , Issue 1 , January 1987, pp. 58 - 76
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 1987

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