Teacher Competence in Mindfulness-Based Cognitive Therapy for Depression and Its Relation to Treatment Outcome

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This study examines whether mindfulness-based cognitive therapy (MBCT) teacher competence, as measured by the MBI:TAC criteria, influences treatment outcomes for patients with recurrent depression. The research analyzed data from 241 participants across a multi-center trial involving 15 teachers to assess links between teaching quality and factors such as session adherence, rumination, and depressive relapse over a 15-month period. The authors report no significant association between teacher competence and these key outcome variables or potential mechanisms of change.

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b17899cd2c914fe9
Source org
OpenAlex
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DOI
10.1007/s12671-016-0672-z
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BibTeX

@article{allodium:b17899cd2c914fe9,
  title = {Teacher Competence in Mindfulness-Based Cognitive Therapy for Depression and Its Relation to Treatment Outcome},
  journal = {OpenAlex},
  doi = {10.1007/s12671-016-0672-z},
  url = {https://doi.org/10.1007/s12671-016-0672-z}
}

RIS

TY  - JOUR
TI  - Teacher Competence in Mindfulness-Based Cognitive Therapy for Depression and Its Relation to Treatment Outcome
PB  - OpenAlex
DO  - 10.1007/s12671-016-0672-z
UR  - https://doi.org/10.1007/s12671-016-0672-z
ER  -

APA

Teacher Competence in Mindfulness-Based Cognitive Therapy for Depression and Its Relation to Treatment Outcome. (n.d.). OpenAlex. https://doi.org/10.1007/s12671-016-0672-z

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