Mechanisms underlying REBT in mood disordered patients: Predicting depression from the hybrid model of learning

Jackson, Chris J., Izadikah, Zahra and Oei, Tian P. S. (2012) Mechanisms underlying REBT in mood disordered patients: Predicting depression from the hybrid model of learning. Journal of Affective Disorders, 139 1: 30-39. doi:10.1016/j.jad.2011.09.025


Author Jackson, Chris J.
Izadikah, Zahra
Oei, Tian P. S.
Title Mechanisms underlying REBT in mood disordered patients: Predicting depression from the hybrid model of learning
Journal name Journal of Affective Disorders   Check publisher's open access policy
ISSN 0165-0327
1573-2517
Publication date 2012-06-01
Sub-type Article (original research)
DOI 10.1016/j.jad.2011.09.025
Volume 139
Issue 1
Start page 30
End page 39
Total pages 10
Place of publication Amsterdam, Netherlands
Publisher Elsevier
Collection year 2013
Language eng
Formatted abstract
Background: Jackson's (2005, 2008a) hybrid model of learning identifies a number of learning mechanisms that lead to the emergence and maintenance of the balance between rationality and irrationality. We test a general hypothesis that Jackson's model will predict depressive symptoms, such that poor learning is related to depression. We draw comparisons between Jackson's model and Ellis' (2004) Rational Emotive Behavior Therapy and Theory (REBT) and thereby provide a set of testable learning mechanisms potentially underlying REBT.
Methods and results: Results from 80 patients diagnosed with depression completed the learning styles profiler (LSP; Jackson, 2005) and two measures of depression. Results provide support for the proposed model of learning and further evidence that low rationality is a key predictor of depression.
Conclusions: We conclude that the hybrid model of learning has the potential to explain some of the learning and cognitive processes related to the development and maintenance of irrational beliefs and depression.
Keyword Hybrid model of learning
Depression
Learning styles profiler
LSP
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Psychology Publications
 
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